SIS Sport, Fitness and Recreation Training Package

Release: 3.0

Contents

SIS Sport, Fitness and Recreation Training Package	13

SIS10115 Certificate I in Sport and Recreation	14

SIS20115 Certificate II in Sport and Recreation	16

SIS30115 Certificate III in Sport and Recreation	19

SIS30315 Certificate III in Fitness	22

SIS31015 Certificate III in Aquatics and Community Recreation	26

SIS40115 Certificate IV in Sport and Recreation	30

SIS40215 Certificate IV in Fitness	34

SIS50115 Diploma of Sport and Recreation Management	38

SIS50215 Diploma of Fitness	43

AHCBUS506A Develop and review a business plan	47

BSBADM307 Organise schedules	53

Assessment Requirements for BSBADM307 Organise schedules	56

BSBADM311 Maintain business resources	58

Assessment Requirements for BSBADM311 Maintain business resources	61

BSBADM502 Manage meetings	63

Assessment Requirements for BSBADM502 Manage meetings	67

BSBADM503 Plan and manage conferences	69

Assessment Requirements for BSBADM503 Plan and manage conferences	73

BSBADM504 Plan and implement administrative systems	75

Assessment Requirements for BSBADM504 Plan and implement administrative systems	79

BSBADM506 Manage business document design and development	81

Assessment Requirements for BSBADM506 Manage business document design and development	85

BSBCMM101 Apply basic communication skills	87

Assessment Requirements for BSBCMM101 Apply basic communication skills	90

BSBCRT301 Develop and extend critical and creative thinking skills	92

Assessment Requirements for BSBCRT301 Develop and extend critical and creative thinking skills	96

BSBFIA301 Maintain financial records	98

Assessment Requirements for BSBFIA301 Maintain financial records	101

BSBFIA302 Process payroll	103

Assessment Requirements for BSBFIA302 Process payroll	106

BSBFIA303 Process accounts payable and receivable	108

Assessment Requirements for BSBFIA303 Process accounts payable and receivable	112

BSBFIA304 Maintain a general ledger	114

Assessment Requirements for BSBFIA304 Maintain a general ledger	117

BSBFIM501 Manage budgets and financial plans	119

Assessment Requirements for BSBFIM501 Manage budgets and financial plans	122

BSBFIM502 Manage payroll	124

Assessment Requirements for BSBFIM502 Manage payroll	128

BSBFIM601 Manage finances	130

Assessment Requirements for BSBFIM601 Manage finances	134

BSBFRA301 Work within a franchise	136

Assessment Requirements for BSBFRA301 Work within a franchise	139

BSBFRA402 Establish a franchise	141

Assessment Requirements for BSBFRA402 Establish a franchise	145

BSBFRA403 Manage relationship with franchisor	147

Assessment Requirements for BSBFRA403 Manage relationship with franchisor	151

BSBGOV401 Implement board member responsibilities	153

Assessment Requirements for BSBGOV401 Implement board member responsibilities	157

BSBHRM404 Review human resource functions	159

Assessment Requirements for BSBHRM404 Review human resource functions	163

BSBHRM405 Support the recruitment, selection and induction of staff	165

Assessment Requirements for BSBHRM405 Support the recruitment, selection and induction of staff	169

BSBHRM501 Manage human resource services	171

Assessment Requirements for BSBHRM501 Manage human resource services	175

BSBHRM502 Manage human resource management information systems	177

Assessment Requirements for BSBHRM502 Manage human resource management information systems	181

BSBHRM505 Manage remuneration and employee benefits	183

Assessment Requirements for BSBHRM505 Manage remuneration and employee benefits	187

BSBHRM506 Manage recruitment selection and induction processes	189

Assessment Requirements for BSBHRM506 Manage recruitment selection and induction processes	193

BSBHRM507 Manage separation or termination	195

Assessment Requirements for BSBHRM507 Manage separation or termination	199

BSBHRM509 Manage rehabilitation or return to work programs	201

Assessment Requirements for BSBHRM509 Manage rehabilitation or return to work programs	205

BSBHRM512 Develop and manage performance management processes	207

Assessment Requirements for BSBHRM512 Develop and manage performance management processes	211

BSBINM301 Organise workplace information	213

Assessment Requirements for BSBINM301 Organise workplace information	216

BSBITU201 Produce simple word processed documents	218

Assessment Requirements for BSBITU201 Produce simple word processed documents	221

BSBLDR502 Lead and manage effective workplace relationships	223

Assessment Requirements for BSBLDR502 Lead and manage effective workplace relationships	226

BSBLED101 Plan skills development	228

Assessment Requirements for BSBLED101 Plan skills development	231

BSBLED502 Manage programs that promote personal effectiveness	233

Assessment Requirements for BSBLED502 Manage programs that promote personal effectiveness	237

BSBMGT502 Manage people performance	239

Assessment Requirements for BSBMGT502 Manage people performance	243

BSBMGT517 Manage operational plan	245

Assessment Requirements for BSBMGT517 Manage operational plan	249

BSBMKG501 Identify and evaluate marketing opportunities	251

Assessment Requirements for BSBMKG501 Identify and evaluate marketing opportunities	254

BSBMKG502 Establish and adjust the marketing mix	256

Assessment Requirements for BSBMKG502 Establish and adjust the marketing mix	259

BSBMKG514 Implement and monitor marketing activities	261

Assessment Requirements for BSBMKG514 Implement and monitor marketing activities	265

BSBMKG521 Plan and implement sponsorship and event marketing	267

Assessment Requirements for BSBMKG521 Plan and implement sponsorship and event marketing	271

BSBMKG523 Design and develop an integrated marketing communication plan	273

Assessment Requirements for BSBMKG523 Design and develop an integrated marketing communication plan	277

BSBPMG522 Undertake project work	279

Assessment Requirements for BSBPMG522 Undertake project work	283

BSBRKG502 Manage and monitor business or records systems	285

Assessment Requirements for BSBRKG502 Manage and monitor business or records systems	289

BSBRSK401 Identify risk and apply risk management processes	291

Assessment Requirements for BSBRSK401 Identify risk and apply risk management processes	294

BSBRSK501 Manage risk	296

Assessment Requirements for BSBRSK501 Manage risk	300

BSBSLS408 Present, secure and support sales solutions	302

Assessment Requirements for BSBSLS408 Present, secure and support sales solutions	306

BSBSMB306 Plan a home based business	308

Assessment Requirements for BSBSMB306 Plan a home based business	311

BSBSMB401 Establish legal and risk management requirements of small business	313

Assessment Requirements for BSBSMB401 Establish legal and risk management requirements of small business	317

BSBSMB403 Market the small business	319

Assessment Requirements for BSBSMB403 Market the small business	323

BSBSMB404 Undertake small business planning	325

Assessment Requirements for BSBSMB404 Undertake small business planning	328

BSBSMB405 Monitor and manage small business operations	330

Assessment Requirements for BSBSMB405 Monitor and manage small business operations	334

BSBSMB406 Manage small business finances	336

Assessment Requirements for BSBSMB406 Manage small business finances	339

BSBSMB407 Manage a small team	341

Assessment Requirements for BSBSMB407 Manage a small team	345

BSBSUS201 Participate in environmentally sustainable work practices	347

Assessment Requirements for BSBSUS201 Participate in environmentally sustainable work practices	350

BSBSUS501 Develop workplace policy and procedures for sustainability	352

Assessment Requirements for BSBSUS501 Develop workplace policy and procedures for sustainability	356

BSBWHS303 Participate in WHS hazard identification, risk assessment and risk control	358

Assessment Requirements for BSBWHS303 Participate in WHS hazard identification, risk assessment and risk control	362

BSBWOR201 Manage personal stress in the workplace	364

Assessment Requirements for BSBWOR201 Manage personal stress in the workplace	368

BSBWOR202 Organise and complete daily work activities	370

Assessment Requirements for BSBWOR202 Organise and complete daily work activities	373

BSBWOR204 Use business technology	375

Assessment Requirements for BSBWOR204 Use business technology	378

BSBWOR301 Organise personal work priorities and development	380

Assessment Requirements for BSBWOR301 Organise personal work priorities and development	383

BSBWOR404 Develop work priorities	385

Assessment Requirements for BSBWOR404 Develop work priorities	389

BSBWOR501 Manage personal work priorities and professional development	391

Assessment Requirements for BSBWOR501 Manage personal work priorities and professional development	394

BSBWRK510 Manage employee relations	396

Assessment Requirements for BSBWRK510 Manage employee relations	400

CHCCCS007 Develop and implement service programs	402

Assessment Requirements for CHCCCS007 Develop and implement service programs	405

CHCCCS020 Respond effectively to behaviours of concern	407

Assessment Requirements for CHCCCS020 Respond effectively to behaviours of concern	410

CHCCDE002 Develop and implement community programs	412

Assessment Requirements for CHCCDE002 Develop and implement community programs	415

CHCCDE004 Implement participation and engagement strategies	417

Assessment Requirements for CHCCDE004 Implement participation and engagement strategies	420

CHCCDE005 Develop and support relevant community resources	422

Assessment Requirements for CHCCDE005 Develop and support relevant community resources	425

CHCCDE007 Develop and provide community projects	427

Assessment Requirements for CHCCDE007 Develop and provide community projects	430

CHCCDE010 Develop and lead community engagement strategies to enhance participation	432

Assessment Requirements for CHCCDE010 Develop and lead community engagement strategies to enhance participation	435

CHCCOM001 Provide first point of contact	437

Assessment Requirements for CHCCOM001 Provide first point of contact	440

CHCCOM002 Use communication to build relationships	442

Assessment Requirements for CHCCOM002 Use communication to build relationships	445

CHCDIS005 Develop and provide person-centred service responses	448

Assessment Requirements for CHCDIS005 Develop and provide person-centred service responses	451

CHCDIV001 Work with diverse people	453

Assessment Requirements for CHCDIV001 Work with diverse people	456

CHCDIV003 Manage and promote diversity	459

Assessment Requirements for CHCDIV003 Manage and promote diversity	462

CHCEDU001 Provide community focused health promotion and prevention strategies	465

Assessment Requirements for CHCEDU001 Provide community focused health promotion and prevention strategies	468

CHCLAH002 Contribute to leisure and health programming	470

Assessment Requirements for CHCLAH002 Contribute to leisure and health programming	475

CHCLAH004 Participate in planning leisure and health programs for clients with complex needs	477

Assessment Requirements for CHCLAH004 Participate in planning leisure and health programs for clients with complex needs	480

CHCLAH006 Coordinate planning, implementation and monitoring of leisure and health programs	482

Assessment Requirements for CHCLAH006 Coordinate planning, implementation and monitoring of leisure and health programs	486

CHCMGT001 Develop, implement and review quality framework	488

Assessment Requirements for CHCMGT001 Develop, implement and review quality framework	491

CHCMGT002 Manage partnership agreements with service providers	493

Assessment Requirements for CHCMGT002 Manage partnership agreements with service providers	496

CHCMGT003 Lead the work team	498

Assessment Requirements for CHCMGT003 Lead the work team	502

CHCMGT004 Secure and manage funding	504

Assessment Requirements for CHCMGT004 Secure and manage funding	507

CHCMGT005 Facilitate workplace debriefing and support processes	509

Assessment Requirements for CHCMGT005 Facilitate workplace debriefing and support processes	512

CHCPOL002 Develop and implement policy	514

Assessment Requirements for CHCPOL002 Develop and implement policy	517

CHCPRP001 Develop and maintain networks and collaborative partnerships	519

Assessment Requirements for CHCPRP001 Develop and maintain networks and collaborative partnerships	522

CHCPRP003 Reflect on and improve own professional practice	524

Assessment Requirements for CHCPRP003 Reflect on and improve own professional practice	527

CHCVOL004 Manage volunteer workforce development	529

Assessment Requirements for CHCVOL004 Manage volunteer workforce development	532

CHCYTH001 Engage respectfully with young people	534

Assessment Requirements for CHCYTH001 Engage respectfully with young people	538

CHCYTH009 Support youth programs	541

Assessment Requirements for CHCYTH009 Support youth programs	545

CHCYTH012 Manage service response to young people in crisis	547

Assessment Requirements for CHCYTH012 Manage service response to young people in crisis	550

CHCYTH301E Work effectively with young people	553

CUFIND401A Provide services on a freelance basis	560

FNSACC502 Prepare tax documentation for individuals	570

Assessment Requirements for FNSACC502 Prepare tax documentation for individuals	574

FNSACC504 Prepare financial reports for corporate entities	577

Assessment Requirements for FNSACC504 Prepare financial reports for corporate entities	580

FNSACC505 Establish and maintain accounting information systems	582

Assessment Requirements for FNSACC505 Establish and maintain accounting information systems	586

FNSACC506 Implement and maintain internal control procedures	588

Assessment Requirements for FNSACC506 Implement and maintain internal control procedures	591

FSKDIG03 Use digital technology for routine workplace tasks	593

Assessment Requirements for FSKDIG03 Use digital technology for routine workplace tasks	595

FSKLRG09 Use strategies to respond to routine workplace problems	597

Assessment Requirements for FSKLRG09 Use strategies to respond to routine workplace problems	599

FSKLRG11 Use routine strategies for work-related learning	601

Assessment Requirements for FSKLRG11 Use routine strategies for work-related learning	603

HLTAHW023 Plan, develop and evaluate health promotion and community development programs	605

Assessment Requirements for HLTAHW023 Plan, develop and evaluate health promotion and community development programs	610

HLTAID003 Provide first aid	614

Assessment Requirements for HLTAID003 Provide first aid	617

HLTAID006 Provide advanced first aid	621

Assessment Requirements for HLTAID006 Provide advanced first aid	625

HLTFA211A Provide basic emergency life support	630

HLTPOP402C Assess readiness for and effect behaviour change	637

HLTWHS001 Participate in workplace health and safety	644

Assessment Requirements for HLTWHS001 Participate in workplace health and safety	647

HLTWHS003 Maintain work health and safety	650

Assessment Requirements for HLTWHS003 Maintain work health and safety	653

HLTWHS004 Manage work health and safety	656

Assessment Requirements for HLTWHS004 Manage work health and safety	659

ICTDBS409 Monitor and administer a database	662

Assessment Requirements for ICTDBS409 Monitor and administer a database	665

ICTICT203 Operate application software packages	667

Assessment Requirements for ICTICT203 Operate application software packages	671

ICTICT308 Use advanced features of computer applications	673

Assessment Requirements for ICTICT308 Use advanced features of computer applications	676

ICTWEB201 Use social media tools for collaboration and engagement	678

Assessment Requirements for ICTWEB201 Use social media tools for collaboration and engagement	681

PSPPROC414A Manage contracts	683

PUAEME001B Provide emergency care	693

PUAEME003C Administer oxygen in an emergency situation	700

PUAEME004A Provide emergency care for suspected spinal injury	705

PUAOPE010C Operate an automated external defibrillator in an emergency	711

SFICOMP205B Communicate effectively in cross-cultural environments	717

SIRXCCS201 Apply point-of-sale handling procedures	724

SIRXINV005A Control inventory	731

SIRXINV404 Manage retail merchandise	736

SIRXMER201 Merchandise products	743

SIRXMER303 Coordinate merchandise presentation	749

SIRXMER405 Manage store presentation and pricing	755

SIRXSLS002A Advise on products and services	761

SIRXSLS201 Sell products and services	767

SIRXSLS304 Coordinate sales performance	774

SIRXSLS406 Manage sales and service delivery	780

SISCAQU001 Test pool water quality	788

Assessment Requirements for SISCAQU001 Test pool water quality	790

SISCAQU002 Perform basic water rescues	792

Assessment Requirements for SISCAQU002 Perform basic water rescues	794

SISCAQU003 Maintain aquatic facility plant and equipment	797

Assessment Requirements for SISCAQU003 Maintain aquatic facility plant and equipment	799

SISCAQU004 Develop and implement pool water maintenance procedures	801

Assessment Requirements for SISCAQU004 Develop and implement pool water maintenance procedures	804

SISCAQU005 Develop and implement aquatic facility maintenance procedures	807

Assessment Requirements for SISCAQU005 Develop and implement aquatic facility maintenance procedures	810

SISCAQU006 Supervise clients in aquatic locations	813

Assessment Requirements for SISCAQU006 Supervise clients in aquatic locations	815

SISCAQU007 Perform advanced water rescues	818

Assessment Requirements for SISCAQU007 Perform advanced water rescues	821

SISCAQU008 Instruct water familiarisation, buoyancy and mobility skills	824

Assessment Requirements for SISCAQU008 Instruct water familiarisation, buoyancy and mobility skills	827

SISCAQU009 Instruct water safety and survival skills	832

Assessment Requirements for SISCAQU009 Instruct water safety and survival skills	835

SISCAQU010 Instruct swimming strokes	840

Assessment Requirements for SISCAQU010 Instruct swimming strokes	843

SISCAQU011 Promote development of infants and toddlers in an aquatic environment	848

Assessment Requirements for SISCAQU011 Promote development of infants and toddlers in an aquatic environment	851

SISCAQU012 Assist participants with a disability during aquatic activities	855

Assessment Requirements for SISCAQU012 Assist participants with a disability during aquatic activities	857

SISCAQU013 Coordinate lifeguard service at an aquatic facility	860

Assessment Requirements for SISCAQU013 Coordinate lifeguard service at an aquatic facility	863

SISCAQU014 Operate self-contained breathing apparatus in an aquatic facility	866

Assessment Requirements for SISCAQU014 Operate self-contained breathing apparatus in an aquatic facility	869

SISCCRD001 Facilitate community recreation initiatives	871

Assessment Requirements for SISCCRD001 Facilitate community recreation initiatives	874

SISCCRO001 Plan and conduct recreation programs for older persons	877

Assessment Requirements for SISCCRO001 Plan and conduct recreation programs for older persons	880

SISFFIT001 Provide health screening and fitness orientation	883

Assessment Requirements for SISFFIT001 Provide health screening and fitness orientation	886

SISFFIT002 Recognise and apply exercise considerations for specific populations	889

Assessment Requirements for SISFFIT002 Recognise and apply exercise considerations for specific populations	893

SISFFIT003 Instruct fitness programs	898

Assessment Requirements for SISFFIT003 Instruct fitness programs	901

SISFFIT004 Incorporate anatomy and physiology principles into fitness programming	906

Assessment Requirements for SISFFIT004 Incorporate anatomy and physiology principles into fitness programming	909

SISFFIT005 Provide healthy eating information	913

Assessment Requirements for SISFFIT005 Provide healthy eating information	916

SISFFIT006 Conduct fitness appraisals	919

Assessment Requirements for SISFFIT006 Conduct fitness appraisals	922

SISFFIT007 Instruct group exercise sessions	925

Assessment Requirements for SISFFIT007 Instruct group exercise sessions	928

SISFFIT008 Instruct water-based fitness activities	932

Assessment Requirements for SISFFIT008 Instruct water-based fitness activities	935

SISFFIT009 Deliver pre-choreographed or prescribed community fitness	939

Assessment Requirements for SISFFIT009 Deliver pre-choreographed or prescribed community fitness	942

SISFFIT010 Deliver pre-choreographed or prescribed group exercise to music	945

Assessment Requirements for SISFFIT010 Deliver pre-choreographed or prescribed group exercise to music	948

SISFFIT011 Instruct approved community fitness programs	953

Assessment Requirements for SISFFIT011 Instruct approved community fitness programs	956

SISFFIT012 Instruct movement programs to children aged 5 to 12 years	959

Assessment Requirements for SISFFIT012 Instruct movement programs to children aged 5 to 12 years	963

SISFFIT013 Instruct exercise to young people aged 13 to 17 years	967

Assessment Requirements for SISFFIT013 Instruct exercise to young people aged 13 to 17 years	971

SISFFIT014 Instruct exercise to older clients	976

Assessment Requirements for SISFFIT014 Instruct exercise to older clients	980

SISFFIT015 Collaborate with medical and allied health professionals in a fitness context	985

Assessment Requirements for SISFFIT015 Collaborate with medical and allied health professionals in a fitness context	989

SISFFIT016 Provide motivation to positively influence exercise behaviour	993

Assessment Requirements for SISFFIT016 Provide motivation to positively influence exercise behaviour	996

SISFFIT017 Instruct long-term exercise programs	1000

Assessment Requirements for SISFFIT017 Instruct long-term exercise programs	1004

SISFFIT018 Promote functional movement capacity	1009

Assessment Requirements for SISFFIT018 Promote functional movement capacity	1013

SISFFIT019 Incorporate exercise science principles into fitness programming	1020

Assessment Requirements for SISFFIT019 Incorporate exercise science principles into fitness programming	1023

SISFFIT020 Instruct exercise programs for body composition goals	1027

Assessment Requirements for SISFFIT020 Instruct exercise programs for body composition goals	1030

SISFFIT021 Instruct personal training programs	1035

Assessment Requirements for SISFFIT021 Instruct personal training programs	1039

SISFFIT022 Instruct aquatic sessions for specific population groups	1045

Assessment Requirements for SISFFIT022 Instruct aquatic sessions for specific population groups	1049

SISFFIT023 Instruct group personal training programs	1055

Assessment Requirements for SISFFIT023 Instruct group personal training programs	1059

SISFFIT024 Instruct endurance programs	1065

Assessment Requirements for SISFFIT024 Instruct endurance programs	1068

SISFFIT025 Recognise the dangers of providing nutrition advice to clients	1073

Assessment Requirements for SISFFIT025 Recognise the dangers of providing nutrition advice to clients	1076

SISFFIT026 Support healthy eating through the Eat for Health Program	1079

Assessment Requirements for SISFFIT026 Support healthy eating through the Eat for Health Program	1082

SISFFIT027 Conduct health promotion activities	1085

Assessment Requirements for SISFFIT027 Conduct health promotion activities	1088

SISFFIT028 Apply evidence-based practice to exercise programs	1093

Assessment Requirements for SISFFIT028 Apply evidence-based practice to exercise programs	1096

SISFFIT029 Apply anatomy and physiology to advanced personal training	1100

Assessment Requirements for SISFFIT029 Apply anatomy and physiology to advanced personal training	1103

SISFFIT030 Instruct advanced exercise programs	1110

Assessment Requirements for SISFFIT030 Instruct advanced exercise programs	1114

SISFFIT031 Implement injury prevention strategies	1121

Assessment Requirements for SISFFIT031 Implement injury prevention strategies	1124

SISOEQU001 Handle horses	1132

Assessment Requirements for SISOEQU001 Handle horses	1135

SISOEQU002 Ride horses using fundamental skills	1138

Assessment Requirements for SISOEQU002 Ride horses using fundamental skills	1141

SISOEQU003 Ride horses on tracked trail rides	1146

Assessment Requirements for SISOEQU003 Ride horses on tracked trail rides	1149

SISOEQU004 Ride horses on untracked trail rides	1153

Assessment Requirements for SISOEQU004 Ride horses on untracked trail rides	1156

SISOEQU005 Guide horse trail rides in tracked areas	1160

Assessment Requirements for SISOEQU005 Guide horse trail rides in tracked areas	1164

SISOEQU006 Guide horse trail rides in untracked areas	1168

Assessment Requirements for SISOEQU006 Guide horse trail rides in untracked areas	1172

SISOEQU007 Instruct horse handling skills	1176

Assessment Requirements for SISOEQU007 Instruct horse handling skills	1179

SISOEQU008 Instruct fundamental horse riding skills	1183

Assessment Requirements for SISOEQU008 Instruct fundamental horse riding skills	1187

SISOEQU009 Instruct the advancement of recreational horse riding skills	1192

Assessment Requirements for SISOEQU009 Instruct the advancement of recreational horse riding skills	1195

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities	1199

Assessment Requirements for SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities	1203

SISOEQU011 Manage horse illness and injury in remote areas	1207

Assessment Requirements for SISOEQU011 Manage horse illness and injury in remote areas	1210

SISOEQU012 Assess horses for sport or recreational performance	1214

Assessment Requirements for SISOEQU012 Assess horses for sport or recreational performance	1217

SISOEQU013 Condition horses for sport or recreational performance	1220

Assessment Requirements for SISOEQU013 Condition horses for sport or recreational performance	1223

SISOEQU014 Determine nutritional requirements for sport or recreational horses	1226

Assessment Requirements for SISOEQU014 Determine nutritional requirements for sport or recreational horses	1229

SISOEQU015 Acquire and educate horses for sport or recreational programs	1232

Assessment Requirements for SISOEQU015 Acquire and educate horses for sport or recreational programs	1236

SISOODR506A Evaluate policy for an outdoor organisation	1240

SISSSCO513 Plan and implement high performance training and recovery programs	1247

SISSSDE503 Develop volunteer management policies	1255

SISSSPA505A Coordinate team or group management	1260

SISSSPA506A Coorindate team or group administration	1266

SISSSTC301A Instruct strength and conditioning techniques	1273

SISSSTC402A Develop strength and conditioning programs	1281

SISXADM001 Organise and supervise participant travel	1290

Assessment Requirements for SISXADM001 Organise and supervise participant travel	1293

SISXCAI001 Provide equipment for activities	1296

Assessment Requirements for SISXCAI001 Provide equipment for activities	1299

SISXCAI002 Assist with activity sessions	1302

Assessment Requirements for SISXCAI002 Assist with activity sessions	1305

SISXCAI003 Conduct non-instructional sport, fitness or recreation sessions	1309

Assessment Requirements for SISXCAI003 Conduct non-instructional sport, fitness or recreation sessions	1312

SISXCAI004 Plan and conduct programs	1316

Assessment Requirements for SISXCAI004 Plan and conduct programs	1319

SISXCAI005 Conduct individualised long-term training programs	1322

Assessment Requirements for SISXCAI005 Conduct individualised long-term training programs	1325

SISXCAI006 Facilitate groups	1330

Assessment Requirements for SISXCAI006 Facilitate groups	1333

SISXCAI007 Assist with activities not requiring equipment	1335

Assessment Requirements for SISXCAI007 Assist with activities not requiring equipment	1338

SISXCCS001 Provide quality service	1341

Assessment Requirements for SISXCCS001 Provide quality service	1344

SISXCCS002 Coordinate client service activities	1346

Assessment Requirements for SISXCCS002 Coordinate client service activities	1349

SISXCCS003 Address client needs	1352

Assessment Requirements for SISXCCS003 Address client needs	1355

SISXDIS001 Facilitate inclusion for people with a disability	1358

Assessment Requirements for SISXDIS001 Facilitate inclusion for people with a disability	1361

SISXDIS002 Plan and conduct disability programs	1364

Assessment Requirements for SISXDIS002 Plan and conduct disability programs	1368

SISXEMR001 Respond to emergency situations	1371

Assessment Requirements for SISXEMR001 Respond to emergency situations	1374

SISXEMR002 Coordinate emergency responses	1378

Assessment Requirements for SISXEMR002 Coordinate emergency responses	1381

SISXFAC001 Maintain equipment for activities	1384

Assessment Requirements for SISXFAC001 Maintain equipment for activities	1386

SISXFAC002 Maintain sport, fitness and recreation facilities	1388

Assessment Requirements for SISXFAC002 Maintain sport, fitness and recreation facilities	1391

SISXFAC003 Implement facility maintenance programs	1395

Assessment Requirements for SISXFAC003 Implement facility maintenance programs	1398

SISXFAC004 Coordinate facility and equipment acquisition and maintenance	1401

Assessment Requirements for SISXFAC004 Coordinate facility and equipment acquisition and maintenance	1404

SISXFAC005 Manage stock supply and purchase	1407

Assessment Requirements for SISXFAC005 Manage stock supply and purchase	1410

SISXFIN001 Develop and review budgets for activities or projects	1412

Assessment Requirements for SISXFIN001 Develop and review budgets for activities or projects	1415

SISXFIN002 Process financial transactions	1417

Assessment Requirements for SISXFIN002 Process financial transactions	1420

SISXHRM001 Recruit and manage volunteers	1422

Assessment Requirements for SISXHRM001 Recruit and manage volunteers	1424

SISXICT001 Select and use technology for sport, fitness and recreation work	1427

Assessment Requirements for SISXICT001 Select and use technology for sport, fitness and recreation work	1430

SISXIND001 Work effectively in sport, fitness and recreation environments	1433

Assessment Requirements for SISXIND001 Work effectively in sport, fitness and recreation environments	1436

SISXIND002 Maintain sport, fitness and recreation industry knowledge	1438

Assessment Requirements for SISXIND002 Maintain sport, fitness and recreation industry knowledge	1441

SISXIND003 Maintain legal knowledge for organisation governance	1444

Assessment Requirements for SISXIND003 Maintain legal knowledge for organisation governance	1447

SISXIND004 Analyse participation patterns	1450

Assessment Requirements for SISXIND004 Analyse participation patterns	1453

SISXIND005 Coordinate work teams or groups	1456

Assessment Requirements for SISXIND005 Coordinate work teams or groups	1459

SISXIND006 Conduct sport, fitness or recreation events	1461

Assessment Requirements for SISXIND006 Conduct sport, fitness or recreation events	1464

SISXIND007 Develop and implement participation strategies	1469

Assessment Requirements for SISXIND007 Develop and implement participation strategies	1472

SISXMGT001 Develop and maintain stakeholder relationships	1475

Assessment Requirements for SISXMGT001 Develop and maintain stakeholder relationships	1477

SISXRES001 Conduct sustainable work practices in open spaces	1479

Assessment Requirements for SISXRES001 Conduct sustainable work practices in open spaces	1482

SISXRES002 Educate user groups	1484

Assessment Requirements for SISXRES002 Educate user groups	1487

SITXEVT505 Manage on-site event operations	1489

SITXEVT602 Develop event concepts	1499

SITXEVT603 Determine event feasibility	1506

SITXFIN601 Manage physical assets	1512

SITXFSA101 Use hygienic practices for food safety	1518

SIS Sport, Fitness and Recreation Training Package	1525

SISSS00110 Aquatic Technical Operator	1526

SISSS00111 Pool Lifeguard	1528

SISSS00112 Swimming and Water Safety Teacher	1530

SISSS00113 Group Exercise Leader	1532

SIS Sport, Fitness and Recreation Training Package

Copyright Statement
© 2015 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 SIS Sport, Fitness and Recreation Training Package Release 3.0.
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 Education and Training or any specific body. For the sake of brevity it may omit factors which could be pertinent in particular cases. While care has been taken in the preparation of this Training Package, Department of Education and Training and the original developer do not warrant that any licensing or registration requirements specified here are either complete or up-to-date for your State or Territory. Department of Education and Training and the original developer do not accept any liability for any damage or loss (including indirect and consequential loss) incurred by any person as a result of relying on the information contained in this Training Package. The Commonwealth, through the Department of Education and Training, does not accept any liability to any person for the information or advice (or the use of such information or advice) which is provided in this material or incorporated into it by reference. The information is provided on the basis that all persons accessing this material undertake responsibility for assessing the relevance and accuracy of its content. No liability is accepted for any information or services which may appear in any other format. No responsibility is taken for any information or services which may appear on any linked websites.

Published by:	SkillsIQ

Release Date:	19/12/2017

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS10115 Certificate I in Sport and Recreation

Modification History

Not applicable.

Qualification Description

This qualification allows individuals to develop basic functional knowledge and skills to prepare for work in the sport and recreation industry. The range of technical knowledge and skills is limited. It does not have an industry employment outcome.

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

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

8 units must be completed:

5 core units

3 elective units, consisting of:

3 units from the list below, elsewhere in SIS Training Package, or any other current Training Package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core
HLTAID003	Provide first aid
HLTWHS001	Participate in workplace health and safety
SISXCAI001	Provide equipment for activities
SISXCAI002	Assist with activity sessions
SISXIND001	Work effectively in sport, fitness and recreation environments
General Electives
BSBCMM101	Apply basic communication skills
BSBLED101	Plan skills development
BSBWOR202	Organise and complete daily work activities
SISXCCS001	Provide quality service
SISXFIN002	Process financial transactions

Qualification Mapping Information

SIS10113 Certificate I in Sport and Recreation

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS20115 Certificate II in Sport and Recreation

Modification History

Not applicable.

Qualification Description

This qualification allows individuals to develop basic functional knowledge and skills for work in customer contact positions in the sport or community recreation industry. These individuals are competent in a range of administrative activities and functions within a team and under supervision. They are involved in mainly routine and repetitive tasks using practical skills and basic sport and recreation industry knowledge.

They work in locations such as sport and recreation centres or facilities, and leisure and aquatic centres assisting with the conduct of recreation activities, and facility maintenance and operations.

Possible job titles include:

community activities assistant

customer service assistant

leisure assistant

recreation assistant

retail assistant

grounds assistant

facility assistant.

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

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

13 units must be completed:

8 core units

5 elective units, consisting of:

2 units from the list below

3 units from the list below, elsewhere in SIS Training Package, or any other current Training Package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core
BSBWOR202	Organise and complete daily work activities
HLTAID003	Provide first aid
HLTWHS001	Participate in workplace health and safety
SISXCAI002	Assist with activity sessions
SISXCCS001	Provide quality service
SISXEMR001	Respond to emergency situations
SISXIND001	Work effectively in sport, fitness and recreation environments
SISXIND002	Maintain sport, fitness and recreation industry knowledge
General Electives
BSBSUS201	Participate in environmentally sustainable work practices
BSBWOR201	Manage personal stress in the workplace
CHCCOM001	Provide first point of contact
FSKDIG03	Use digital technology for routine workplace tasks
FSKLRG09	Use strategies to respond to routine workplace problems
FSKLRG11	Use routine strategies for work-related learning
ICTICT203	Operate application software packages
SIRXMER201	Merchandise products
SIRXSLS002A	Advise on products and service
SISCAQU002	Perform basic water rescues
SISXCAI001	Provide equipment for activities
SISXFAC001	Maintain equipment for activities
SISXFAC002	Maintain sport, fitness and recreation facilities
SISXFIN002	Process financial transactions

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS30115 Certificate III in Sport and Recreation

Modification History

Not applicable.

Qualification Description

This qualification reflects the multi-skilled role of individuals in operational and customer support positions in the sport or community recreation industry. These individuals are competent in a range of activities and functions requiring autonomous work within a defined range of situations and environments.

They work in locations such as fitness centres, sporting grounds or complexes, leisure and aquatic centres and community recreation centres.

Possible job titles include:

recreation officer

activity operation officer

sport and recreation attendant

community activities officer

leisure services officer.

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

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

15 units must be completed:

9 core units

6 elective units, consisting of:

3 units from the list below

3 units from the list below, elsewhere in SIS Training Package, or any other current Training Package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core
BSBWHS303	Participate in WHS hazard identification, risk assessment and risk control
BSBWOR301	Organise personal work priorities and development
HLTAID003	Provide first aid
HLTWHS001	Participate in workplace health and safety
ICTWEB201	Use social media tools for collaboration and engagement
SISXCAI003	Conduct non-instructional sport, fitness or recreation sessions
SISXCAI004	Plan and conduct programs
SISXCCS001	Provide quality service
SISXEMR001	Respond to emergency situations
General Electives
BSBADM307	Organise schedules
BSBADM311	Maintain business resources
BSBCRT301	Develop and extend critical thinking skills
BSBFIA303	Process accounts payable and receivable
BSBINM301	Organise workplace information
BSBWOR204	Use business technology
HLTAID006	Provide advanced first aid
ICTICT203	Operate application software packages
SIRXMER303	Coordinate merchandise presentation
SIRXSLS304	Coordinate sales performance
SISXADM001	Organise and supervise participant travel
SISXCAI006	Facilitate groups
SISXDIS001	Facilitate inclusion for people with a disability
SISXDIS002	Plan and conduct disability programs
SISXFAC002	Maintain sport, fitness and recreation facilities
SISXFAC003	Implement facility maintenance programs
SISXFAC005	Manage stock supply and purchase
SISXFIN002	Process financial transactions
SISXIND003	Maintain legal knowledge for organisation governance
SISXIND006	Conduct sport, fitness or recreation events
SISXMGT001	Develop and maintain stakeholder relationships
SISXRES001	Conduct sustainable work practices in open spaces
SISXRES002	Educate user groups
SITXFSA101	Use hygienic practices for food safety

Qualification Mapping Information

SIS30513 Certificate III in Sport and Recreation

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS30315 Certificate III in Fitness

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of instructors who perform a range of activities and functions within the fitness industry. Depending on the specialisation chosen, this qualification provides a pathway to work as an instructor providing exercise instruction for group, aqua or gym programs.

They work independently with some level of autonomy in a controlled environment such as fitness, leisure, aquatic and community centres where risks are managed through pre-existing risk assessment and hazard control processes.

Individuals who specialise in Aqua Exercise Instruction deliver water-based exercise sessions designed for participation by a group of clients. Sessions may be freestyle, pre-choreographed or circuit style. They also have the skills to rescue a client in distress, and an appropriate level of pool deck fitness and endurance.

Individuals who specialise in Group Exercise Instruction deliver exercise sessions designed for participation by a group of clients with a mix of ages/fitness levels. Sessions may be freestyle, pre-choreographed or circuit style. These individuals instruct and demonstrate complete exercise sessions to groups with limited individual interaction.

Individuals who specialise in Gym Instruction provide individually tailored client assessments, provide technique correction as needed, and develop and demonstrate programs. They also provide supervision of a facility or service, keep equipment clean, tidy and well maintained, and handle various customer inquiries.

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

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

16 units must be completed:

9 core units

7 elective units, consisting of:

all units in Groups A, B or C

remaining units to make up the required 7 elective units from Group D; maximum of 2 units may be selected elsewhere in SIS Training Package, or any other current Training Package or accredited course.

Packaging Rules for each specialisation:

All Group A electives must be selected for award of the Certificate III in Fitness (Aqua Exercise Instructor)

All Group B electives must be selected for award of the Certificate III in Fitness (Group Exercise Instructor)

All Group C electives must be selected for award of the Certificate III in Fitness (Gym Instructor).

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core
SISFFIT001	Provide health screening and fitness orientation
SISFFIT002	Recognise and apply exercise considerations for specific populations
SISFFIT003	Instruct fitness programs
SISFFIT004	Incorporate anatomy and physiology principles into fitness programming
SISFFIT005	Provide healthy eating information
SISFFIT014	Instruct exercise to older clients
SISXCCS001	Provide quality service
SISXFAC001	Maintain equipment for activities
SISXIND001	Work effectively in sport, fitness and recreation environments
Group A - Aqua Exercise Instructor
BSBRSK401	Identify risk and apply risk management processes
HLTAID003	Provide first aid
HLTWHS001	Participate in workplace health and safety
SISCAQU002	Perform basic water rescues
SISCAQU008	Instruct water familiarisation, buoyancy and mobility skills
SISFFIT008	Instruct water-based fitness activities
SISFFIT022	Instruct aquatic sessions for specific population groups
Group B - Group Exercise Instructor
BSBRSK401	Identify risk and apply risk management processes
HLTAID003	Provide first aid
HLTWHS001	Participate in workplace health and safety
SISFFIT007	Instruct group exercise sessions
SISFFIT011	Instruct approved community fitness programs
Group C - Gym Instructor
BSBRSK401	Identify risk and apply risk management processes
HLTAID003	Provide first aid
HLTWHS001	Participate in workplace health and safety
SISFFIT006	Conduct fitness appraisals
Group D - General Electives
BSBSUS201	Participate in environmentally sustainable work practices
SISCAQU002	Perform basic water rescues
SISCAQU008	Instruct water familiarisation, buoyancy and mobility skills
SISFFIT006	Conduct fitness appraisals
SISFFIT007	Instruct group exercise sessions
SISFFIT008	Instruct water-based fitness activities
SISFFIT009	Deliver pre-choreographed or prescribed community fitness
SISFFIT010	Deliver pre-choreographed or prescribed group exercise to music
SISFFIT011	Instruct approved community fitness programs
SISFFIT012	Instruct movement programs to children aged 5 to 12 years
SISFFIT022	Instruct aquatic sessions for specified population groups
SISXCAI006	Facilitate groups
SISXDIS001	Facilitate inclusion for people with a disability
SISXFAC002	Maintain sport, fitness and recreation facilities
SISXFIN002	Process financial transactions
SISXRES002	Educate user groups

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS31015 Certificate III in Aquatics and Community Recreation

Modification History

Release	Comments
1.1	Correction to typographical error in unit title for SISXCCS001 Provide quality service.
1.0	Release of SIS Sport, Fitness and Recreation Training Package.

Qualification Description

This qualification reflects the role of individuals who work in aquatic facilities or environments, and recreation facilities. These individuals are competent in a range of activities and functions requiring autonomous work within a defined range of situations and activities.

This qualification provides a pathway to work as a swimming teacher, pool lifeguard, or recreation leader.

Possible job titles include:

swimming teacher

pool lifeguard

recreation leader.

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

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

14 units must be completed:

5 core units

9 elective units, consisting of:

3 units in Group A

remaining units to make up the required 9 elective units from Group A or Group B; maximum of 2 units from elsewhere in SIS Training Package, or any other current Training Package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core
SISXCAI003	Conduct non-instructional sport, fitness or recreation sessions
SISXCCS001	Provide quality service
SISXEMR001	Respond to emergency situations
SISXIND001	Work effectively in sport, fitness and recreation environments
SISXRES002	Educate user groups
Group A – Essential Imported Units
BSBRSK401	Identify risk and apply risk management processes
BSBWOR301	Organise personal work priorities and development
HLTAID003	Provide first aid
SFICOMP205B	Communicate effectively in cross-cultural environments
Group B - General Electives
BSBITU201	Produce simple word processed documents
CHCCDE002	Develop and implement community programs
CHCYTH301E	Work effectively with young people
HLTAID006	Provide advanced first aid
HLTFA211A	Provide basic emergency life support
ICTICT203	Operate application software packages
PUAEME001B	Provide emergency care
PUAEME003C	Administer oxygen in an emergency situation
PUAEME004A	Provide emergency care for suspected spinal injury
PUAOPE010C	Operate an automated external defibrillator in an emergency
SIRXCCS201	Apply point-of-sale handling procedures
SIRXSLS201	Sell products and services
SISCAQU001	Test pool water quality
SISCAQU002	Perform basic water rescues
SISCAQU006	Supervise clients in aquatic locations
SISCAQU007	Perform advanced water rescues
SISCAQU008	Instruct water familiarisation, buoyancy and mobility skills
SISCAQU009	Instruct clients in water safety and survival skills
SISCAQU010	Instruct swimming strokes
SISCAQU011	Promote development of infants and toddlers in an aquatic environment
SISCAQU012	Assist participants with a disability during aquatic activities
SISCCRO001	Plan and conduct recreation programs for older persons
SISFFIT011	Instruct approved community fitness programs
SISXADM001	Organise and supervise participant travel
SISXCAI001	Provide equipment for activities
SISXCAI006	Facilitate groups
SISXCAI007	Assist with activities not requiring equipment
SISXDIS001	Facilitate inclusion for people with a disability
SISXDIS002	Plan and conduct disability programs
SISXFIN001	Develop and review budgets for activities or projects
SISXFIN002	Process financial transactions
SISXHRM001	Recruit and manage volunteers
SISXMGT001	Develop and maintain stakeholder relationships

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS40115 Certificate IV in Sport and Recreation

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of individuals who work in the sport and recreation industry in an administrative or organisational capacity. These individuals are able to plan, conduct and evaluate activities of others, deal with unpredictable and non-routine situations and provide leadership and guidance to staff.

The qualification provides a pathway to work in a diversity of sport and recreation locations such as fitness centres, sporting grounds or complexes, leisure and aquatic centres and community recreation centres or sporting organisations and associations.

Possible job titles include:

facility coordinator

administration coordinator

duty manager

recreation coordinator

swim school coordinator

operations coordinator

aquatic operations coordinator.

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

Entry Requirements

There are not entry requirements for this qualification.

Packaging Rules

17 units must be completed:

10 core units

7 elective units, consisting of:

4 units from the list below

3 units from the list below, elsewhere in SIS Training Package, or any other current Training Package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core
BSBRSK401	Identify risk and apply risk management processes
BSBWOR404	Develop work priorities
CHCCCS020	Respond effectively to behaviours of concern
HLTAID003	Provide first aid
HLTWHS003	Maintain work health and safety
SISXCCS003	Address client needs
SISXFIN001	Develop and review budgets for activities or projects
SISXIND004	Analyse participation patterns
SISXIND005	Coordinate work teams or groups
SISXMGT001	Develop and maintain stakeholder relationships
General Electives
BSBFIA301	Maintain financial records
BSBFIA302	Process payroll
BSBFIA304	Maintain a general ledger
BSBGOV401	Implement board member responsibilities
BSBHRM404	Review human resources functions
BSBHRM405	Support the recruitment, selection and induction of staff
BSBHRM501	Manage human resource services
BSBPMG522	Undertake project work
BSBSMB407	Manage a small team
CHCCDE004	Implement participation and engagement strategies
CHCCDE005	Develop and support relevant community resources
CHCCDE007	Develop and provide community projects
CHCCDE010	Develop and lead community engagement strategies to enhance participation
CHCCOM002	Use communication to build relationships
CHCDIV001	Work with diverse people
CHCLAH002	Contribute to leisure and health programming
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCYTH001	Engage respectfully with young people
CHCYTH009	Support youth programs
HLTAID006	Provide advanced first aid
ICTICT203	Operate application software packages
PSPPROC414A	Manage contracts
SISCAQU001	Test pool water quality
SISCAQU002	Perform basic water rescues
SISCAQU003	Maintain aquatic facility plant and equipment
SISCAQU004	Develop and implement pool water maintenance procedures
SISCAQU005	Develop and implement aquatic facility maintenance procedures
SISCAQU007	Perform advanced water rescues
SISCAQU008	Instruct water familiarisation, buoyancy and mobility skills
SISCAQU009	Instruct water safety and survival skills
SISCAQU010	Instruct swimming strokes
SISCAQU011	Promote development of infants and toddlers in an aquatic environment
SISCAQU012	Assist participants with a disability during aquatic activities
SISCAQU013	Coordinate lifeguard service at an aquatic facility
SISCAQU014	Operate self-contained breathing apparatus in an aquatic facility
SISCCRD001	Facilitate community recreation initiatives
SISFFIT011	Instruct approved community fitness programs
SISSSDE503	Develop volunteer management policies
SISXCAI004	Plan and conduct programs
SISXCCS002	Coordinate client service activities
SISXDIS001	Facilitate inclusion for people with a disability
SISXDIS002	Plan and conduct disability programs
SISXFAC003	Implement facility maintenance programs
SISXFAC004	Coordinate facility and equipment acquisition and maintenance
SISXHRM001	Recruit and manage volunteers
SISXIND003	Maintain legal knowledge for organisation governance
SISXIND006	Conduct sport, fitness or recreation events
SISXRES001	Conduct sustainable work practices in open spaces
SISXRES002	Educate user groups

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS40215 Certificate IV in Fitness

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of personal trainers who have specialist skills to train individual clients, or groups of clients, on a one-on-one or group basis, to improve health-related components of fitness in relatively low risk situations. This may include training of older clients and children.

They have a substantial depth of knowledge to plan, conduct and evaluate exercise training; provide leadership and guidance to clients and other staff; and deal with unpredictable situations applying defined guidelines and procedures from the fitness industry and the organisation.

They work independently or with limited guidance from others and use discretion to solve non-routine problems, including monitoring and managing business activities to operate efficiently and profitably.

The qualification does not provide the skills and knowledge for an individual to provide advice or exercise instruction to high risk clients, other than to refer the client to an appropriate medical or allied health professional.

This qualification provides a pathway to work in a diversity of fitness industry businesses including fitness centres, gyms, aquatic facilities, community facilities and in open spaces, where risk management (through risk assessment and hazard control processes) does not already exist.

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

Entry Requirements

Entry to this qualification is open to individuals who hold a current first aid and CPR certificate and have been recognised as competent through a recognised training program or recognition process against the following units of competency:

SISFFIT001	Provide health screening and fitness orientation
SISFFIT002	Recognise and apply exercise considerations for specific populations
SISFFIT003	Instruct fitness programs
SISFFIT004	Incorporate anatomy and physiology principles into fitness programming
SISFFIT005	Provide healthy eating information
SISFFIT006	Conduct fitness appraisals
SISFFIT014	Instruct exercise to older clients
SISXCCS001	Provide quality service

Packaging Rules

20 units must be completed:

12 core units

8 elective units, consisting of:

4 units in Group A

remaining units to make up the required 8 elective units from Group A or Group B; maximum of 2 units may be selected elsewhere in SIS Training Package, or any other current Training Package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core
SISFFIT013	Instruct exercise to young people aged 13 to 17 years
SISFFIT015	Collaborate with medical and allied health professionals in a fitness context
SISFFIT016	Provide motivation to positively influence exercise behaviour
SISFFIT017	Instruct long-term exercise programs
SISFFIT018	Promote functional movement capacity
SISFFIT019	Incorporate exercise science principles into fitness programming
SISFFIT020	Instruct exercise programs for body composition goals
SISFFIT021	Instruct personal training programs
SISFFIT023	Instruct group personal training programs
SISFFIT025	Recognise the dangers of providing nutrition advice to clients
SISFFIT026	Support healthy eating through the Eat for Health Program
SISXRES001	Conduct sustainable work practices in open spaces
Electives
Group A - Business Electives
BSBSLS408	Present, secure and support sales solutions
BSBSMB401	Establish legal and risk management requirements of small business
BSBSMB403	Market the small business
BSBSMB404	Undertake small business planning
BSBSMB405	Monitor and manage small business operations
BSBSMB406	Manage small business finances
Group B - General Electives
BSBFRA301	Work within a franchise
BSBFRA402	Establish a franchise
BSBFRA403	Manage relationship with franchisor
BSBHRM405	Support the recruitment, selection and induction of staff
BSBPMG522	Undertake project work
BSBSMB306	Plan a home based business
BSBSMB407	Manage a small team
BSBSUS201	Participate in environmentally sustainable work practices
CUFIND401A	Provide services on a freelance basis
HLTWHS003	Maintain work health and safety
ICTICT203	Operate application software packages
SISCAQU012	Assist participants with a disability during aquatic activities
SISFFIT011	Instruct approved community fitness programs
SISFFIT012	Instruct movement programs to children aged 5 to 12 years
SISFFIT022	Instruct aquatic sessions for specific population groups
SISFFIT024	Instruct endurance programs
SISSSTC301A	Instruct strength and conditioning techniques
SISSSTC402A	Develop strength and conditioning programs
SISXCAI005	Conduct individualised long-term training programs
SISXCCS002	Coordinate client service activities
SISXCCS003	Address client needs
SISXDIS001	Facilitate inclusion for people with a disability
SISXICT001	Select and use technology for sport, fitness and recreation work
SISXIND005	Coordinate work teams or groups
SISXIND006	Conduct a sport, fitness or recreation event

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS50115 Diploma of Sport and Recreation Management

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of individuals who work in the sport and recreation industry in a management or organisational capacity. These individuals have a high degree of autonomy and manage the effective provision of services or programs in locations such as fitness centres, sporting grounds or complexes, leisure and aquatic centres and community recreation centres.

Possible job titles include:

competition manager

executive officer

facility manager

program manager

centre manager

assistant centre manager

volunteer coordinator

sports program officer

operations officer.

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

Entry Requirements

There are no entry requirements for this qualification.

Packaging Rules

20 units must be completed:

13 core units

7 elective units, consisting of:

4 units from the list below

3 units from the list below, elsewhere in SIS Training Package, or any other current Training Package or accredited course.

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core
AHCBUS506A	Develop and review a business plan
BSBFIM601	Manage finances
BSBHRM405	Support the recruitment, selection and induction of staff
BSBLDR502	Lead and manage effective workplace relationships
BSBMGT517	Manage operational plan
BSBMKG523	Design and develop an integrated marketing communication plan
BSBPMG522	Undertake project work
BSBRSK501	Manage risk
HLTWHS004	Manage work health and safety
SISXCCS002	Coordinate client service activities
SISXIND003	Maintain legal knowledge for organisation governance
SISXIND007	Develop and implement participation strategies
SISXMGT001	Develop and maintain stakeholder relationships
General Electives
BSBADM502	Manage meetings
BSBADM503	Plan and manage conferences
BSBADM504	Plan and implement administrative systems
BSBADM506	Manage business document design and development
BSBFIM501	Manage budgets and financial plans
BSBFIM502	Manage payroll
BSBGOV401	Implement board member responsibilities
BSBHRM501	Manage human resource services
BSBHRM502	Manage human resource management information systems
BSBHRM505	Manage remuneration and employee benefits
BSBHRM506	Manage recruitment, selection and induction processes
BSBHRM507	Manage separation or termination
BSBHRM509	Manage rehabilitation or return to work programs
BSBHRM512	Develop and manage performance management processes
BSBLED502	Manage programs that promote personal effectiveness
BSBMGT502	Manage people performance
BSBMKG501	Identify and evaluate marketing opportunities
BSBMKG502	Establish and adjust the marketing mix
BSBMKG514	Implement and monitor marketing activities
BSBMKG521	Plan and implement sponsorship and event marketing
BSBRKG502	Manage and monitor business or records systems
BSBSUS501	Develop workplace policy and procedures for sustainability
BSBWOR501	Manage personal work priorities and professional development
BSBWRK510	Manage employee relations
CHCCDE002	Develop and implement community programs
CHCDIS005	Develop and provide person-centred service responses
CHCDIV003	Manage and promote diversity
CHCEDU001	Provide community focused health promotion and prevention strategies
CHCMGT001	Develop, implement and review quality framework
CHCMGT002	Manage partnership agreements with service providers
CHCMGT004	Secure and manage funding
CHCMGT005	Facilitate workplace debriefing and support processes
CHCPOL002	Develop and implement policy
CHCPRP003	Reflect on and improve own professional practice
CHCVOL004	Manage volunteer workforce development
CHCYTH009	Support youth programs
CHCYTH012	Manage service response to young people in crisis
FNSACC502	Prepare tax documentation for individuals
FNSACC504	Prepare financial reports for corporate entities
FNSACC505	Establish and maintain accounting information systems
FNSACC506	Implement and maintain internal control procedures
HLTAHW023	Plan, develop and evaluate health promotion and community development programs
HLTAID006	Provide advanced first aid
ICTICT308	Use advanced features of computer applications
ICTDBS409	Monitor and administer a database
PSPPROC414A	Manage contracts
SIRXINV005A	Control inventory
SIRXINV404	Manage retail merchandise
SIRXSLS406	Manage sales and service delivery
SIRXMER405	Manage store presentation and pricing
SISOODR506A	Evaluate policy for an outdoor organisation
SISSSCO513	Plan and implement high performance training and recovery programs
SISSSDE503	Develop volunteer management policies
SISSSPA505A	Coordinate team or group management
SISSSPA506A	Coordinate team or group administration
SISXFAC003	Implement facility maintenance programs
SISXFAC004	Coordinate facility and equipment acquisition and maintenance
SISXFAC005	Manage stock supply and purchase
SISXHRM001	Recruit and manage volunteers
SISXICT001	Select and use technology for sport, fitness and recreation work
SISXIND005	Coordinate work teams or groups
SISXIND006	Conduct sport, fitness or recreation events
SISXRES001	Conduct sustainable work practices in open spaces
SITXEVT505	Manage on-site event operations
SITXEVT602	Develop event concepts
SITXEVT603	Determine event feasibility
SITXFIN601	Manage physical assets

Qualification Mapping Information

SIS50712 Diploma of Sport and Recreation Management

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SIS50215 Diploma of Fitness

Modification History

Not applicable.

Qualification Description

This qualification reflects the role of individuals who perform a range of activities and functions within the fitness industry. These individuals have substantial depth of knowledge to plan, conduct and evaluate advanced exercise programs using principles of program design, and progressed anatomy and physiology knowledge to support delivery of functional, effective and safe exercise programs.

They have specialist skills to independently implement current approaches supported by evidence, and establish strategies for the prevention of recurrence of injury with guidance from medical or allied health professionals where appropriate.

The qualification does not provide the skills and knowledge for an individual to provide advice or exercise instruction to high risk clients, other than to refer the client to an appropriate medical or allied health professional.

This qualification provides a pathway to work in a diversity of fitness industry businesses including fitness centres, gyms, aquatic facilities, community facilities and in open spaces, where risk management (through risk assessment and hazard control processes) does not already exist.

Individuals who specialise in Fitness Service Coordination develop collaborative programs across various health and wellness sectors. They have knowledge of relevant local and national health networks, and the skills to build and maintain stakeholder relationships.

Individuals who specialise in Management manage and support a team of fitness professionals. This involves mentoring staff on business skills and technical skills. These individuals have skills and knowledge in marketing and sales; business analysis; time and financial management; recruiting and retaining personal trainers.

Possible job titles include:

advanced personal trainer

fitness services coordinator

personal training manager.

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

Entry Requirements

Entry to this qualification is open to individuals who hold a current first aid and CPR certificate:

Have achieved a Certificate IV in Fitness; and

Have at least 1 year post qualification fitness industry experience in the application of the skills and knowledge of the Certificate IV in Fitness.

Packaging Rules

18 units must be completed:

5 core units

13 elective units, consisting of:

all units in Groups A or B

remaining units to make up the required 13 elective units from Group A, B or C; maximum of 2 units may be selected elsewhere in SIS Training Package, or any other current Training Package or accredited course.

Packaging Rules for each specialisation:

All Group A electives must be selected for award of the Diploma of Fitness (Fitness Service Coordination)

All Group B electives must be selected for award of the Diploma of Fitness (Management).

The selection of electives must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

Core
SISFFIT027	Conduct health promotion activities
SISFFIT028	Apply evidence-based practice to exercise programs
SISFFIT029	Apply anatomy and physiology to advanced personal training
SISFFIT030	Instruct advanced exercise programs
SISFFIT031	Implement injury prevention strategies
Electives
Group A – Fitness Service Coordination
BSBFIM501	Manage budgets and financial plans
BSBPMG522	Undertake project work
BSBRSK501	Manage risk
CHCCCS007	Develop and implement service programs
CHCCOM002	Use communication skills to build relationships
CHCMGT003	Lead the work team
CHCPRP001	Develop and maintain networks and collaborative partnerships
CHCPRP003	Reflect on and improve own professional practice
HLTAID006	Provide advanced first aid
HLTPOP402C	Assess readiness for and effect behaviour change
Group B – Management
BSBFIM501	Manage budgets and financial plans
BSBHRM405	Support the recruitment, selection and induction of staff
BSBMGT502	Manage people performance
BSBMKG514	Implement and monitor marketing activities
BSBPMG522	Undertake project work
BSBRSK501	Manage risk
CHCCOM002	Use communication to build relationships
CHCPRP003	Reflect on and improve own professional practice
HLTAID006	Provide advanced first aid
HLTPOP402C	Assess readiness for and effect behaviour change
Group C - General Electives
BSBADM502	Manage meetings
BSBHRM512	Develop and manage performance-management processes
BSBMKG501	Identify and evaluate marketing opportunities
BSBWOR501	Manage personal work priorities and professional development
CHCLAH004	Participate in planning leisure and health programs for clients with complex needs
CHCLAH006	Coordinate planning, implementing and monitoring of health and leisure programs
HLTWHS004	Manage work health and safety
SISCCRD001	Facilitate community recreation initiatives
SISSSTC301A	Instruct strength and conditioning techniques
SISSSTC402A	Develop strength and conditioning programs
SISXCCS002	Coordinate client service activities
SISXCCS003	Address client needs
SISXFAC004	Coordinate facility and equipment acquisition and maintenance
SISXICT001	Select and use technology for sport, fitness and recreation work
SISXIND007	Develop and implement participation strategies
SISXMGT001	Develop and maintain stakeholder relationships
SISXRES002	Educate user groups

Qualification Mapping Information

No equivalent qualification.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

AHCBUS506A Develop and review a business plan

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit covers developing and reviewing a business plan and defines the standard required to: set strategic goals, targets and directions for the enterprise; determine clear and measurable indicators of operational performance; identify and design risk management and mitigation strategies; develop appropriate operational plans; document the business plan; monitor the business plan to identify strengths, weaknesses and areas for improvement.

Application of the Unit

Application of the unit	This unit applies to those whose role is to set the short, medium or long term goals and targets for the business plan and may relate to marketing and production targets, resource and asset development and management, acquisitions, capital, property improvements, and operational systems.

Licensing/Regulatory Information

Not Applicable

Pre-Requisites

Prerequisite units

Employability Skills Information

Employability skills	This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Not Applicable

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Determine scope	1.1. Scope of the business plan and associated systems is determined in consultation with key and specialist personnel. 1.2. Accurate information is accessed to inform business plan development. 1.3. Trends and seasonal variations are accounted for and incorporated into the business plan. 1.4. Strategic goals, targets and directions of the enterprise are accounted for in the development of the business plan. 1.5. Legal obligations are understood and complied with in developing the business plan.
2. Prepare business plan	2.1. Operational goals and targets that enhance opportunities to meet the enterprise strategic plan are developed. 2.2. Supply chains are identified and incorporated into the business plan. 2.3. Risk management needs are identified and addressed within the business plan. 2.4. Trial systems are incorporated in order to test budgetary impact and operational potential prior to full implementation of the business plan. 2.5. Indicators of operational performance are clear and measurable and allow for realistic analysis of performance.
3. Document and review business plan	3.1. Fiscal and operational systems that enhance performance management and suit enterprise requirements are included. 3.2. Resource considerations are incorporated into the business plan. 3.3. Business plan is accurately documented and clearly communicated to all relevant parties. 3.4. Performance against the business plan is monitored to identify strengths, weaknesses and areas for improvement. 3.5. Recommendations to improve the business plan and associated systems are made as required.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
set realistic goals operate manual and/or electronic commercial systems consider and evaluate alternatives develop and manage supply chains design performance criteria, and operational and tactical plans that are incorporated into a business plan analyse information and results identify and design risk management and mitigation strategies identify and design appropriate operational plans use literacy skills to fulfil job roles as required by the organisation. The level of skill may range from reading and understanding documentation to completion of written reports use oral communication skills/language competence to fulfil the job role as specified by the organisation including questioning, active listening, asking for clarification, negotiating solutions and responding to a range of views use numeracy skills to estimate, calculate and record complex workplace measures use interpersonal skills to work with others and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities.
Required knowledge
budgeting forecasting relevant industrial awards and agreements communication techniques risk management factors and priorities indicators of operational performance the fiscal and operational systems, and the resource considerations, that are relevant to business planning logical and analytic methods profit and loss and cash flow systems working knowledge of environmental, OHS, industrial relations, taxation, corporate and industry legislation as they relate to the enterprise capital investment analysis.

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	Competence in developing and reviewing a business plan requires evidence that demonstrates ability to scope the business plan and determine key objectives and targets. The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: set strategic goals, targets and directions for the enterprise determine clear and measurable indicators of operational performance identify and design risk management and mitigation strategies develop appropriate operational plans document the business plan monitor the business plan to identify strengths, weaknesses and areas for improvement.
Context of and specific resources for assessment	Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances.

Range Statement

RANGE STATEMENT
The range statement relates to the unit of competency as a whole.
Business plans may include:	the goals and targets for the business plan which may be short, medium or long term and may relate to marketing and production targets resource and asset development and management, acquisitions capital property improvements operational systems.
Operational goals and targets may include:	link directly to the enterprise strategic plan and also to Occupational Health and Safety (OHS), environment, quality and customer/market satisfaction key result areas.

Unit Sector(s)

Unit sector	Business

Co-requisite units

Co-requisite units

Competency field

Competency field

BSBADM307 Organise schedules

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage appointments and diaries for personnel within an organisation, using manual and electronic diaries, schedules and other appointment systems.

It applies to individuals employed in a range of work environments who provide administrative support to teams and individuals.

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

Unit Sector

Administration – General Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Establish schedule requirements	1.1 Identify organisational requirements and protocols for diaries and staff planning tools 1.2 Identify organisational procedures for different types of appointments 1.3 Determine personal requirements for diary and schedule items for individual personnel 1.4 Establish appointment priorities and clarify in discussion with individual personnel
2 Manage schedules	2.1 Identify recurring appointments and deadlines, and schedule these in accordance with individual and organisational requirements 2.2 Establish availability of attendees, and schedule new appointments in accordance with required timelines and diary commitments 2.3 Negotiate alternative arrangements and confirm when established appointments are changed 2.4 Record appointments and manage schedules in accordance with organisational policy and procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1, 2.2, 2.4	Interprets textual information from a range of sources and identifies relevant information
Writing	2.1-2.4	Uses clear and succinct language to complete and update workplace documentation
Oral Communication	1.1, 1.3, 1.4, 2.3	Participates effectively in spoken interactions using listening and questioning techniques to confirm and clarify understanding
Numeracy	2.1, 2.2	Makes time estimations and checks logistics when scheduling appointments
Navigate the world of work	1.1, 1.2, 2.1, 2.4	Recognises and responds to explicit and implicit organisational procedures and protocols
Interact with others	1.3, 1.4, 2.3	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Collaborates and negotiates with others to achieve agreeable outcomes
Get the work done	1.1, 1.3, 1.4, 2.1, 2.2, 2.4	Plans a range of routine tasks accepting goals and aiming to achieve them according to predetermined deadlines Follows routine procedures for using digital technology to enter, store and retrieve information directly relevant to role Takes responsibility for routine low-impact decisions within familiar situations

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADM307 Organise schedules	BSBADM307B Organise schedules	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADM307 Organise schedules

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

appropriately manage the schedules of various individuals through a process of careful planning and negotiation.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify the key provisions of relevant legislation, standards and codes that affect aspects of business operations or the achievement of team goals

describe organisational requirements for managing appointments for personnel within the organisation

summarise the range of appointment systems that could be used

outline important considerations when managing the schedules of others.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to:

office equipment and resources

a range of diaries, planners and calendars to record and schedule appointments.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBADM311 Maintain business resources

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to determine, administer and maintain resources and equipment to complete a variety of tasks.

It applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate theoretical knowledge of business resources and their basic maintenance to provide technical advice and support to a team.

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

Unit Sector

Administration – General Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Advise on resource requirements	1.1 Calculate estimates of future and present business resource needs in accordance with organisational requirements 1.2 Ensure advice is clear, concise and relevant to achieve organisational requirements 1.3 Provide information on the most economical and effective choice of equipment, materials and suppliers 1.4 Identify resource shortages and possible impact on operations
2 Monitor resource usage and maintenance	2.1 Ensure resource handling is in accordance with established organisational requirements including occupational health and safety requirements 2.2 Use business technology to monitor and identify the effective use of resources 2.3 Use consultation with individuals and teams to facilitate effective decision-making on the appropriate allocation of resources 2.4 Identify and adhere to relevant policies regarding resource use in the performance of operational tasks 2.5 Routinely monitor and compare resource usage with estimated requirements in budget plans
3 Acquire resources	3.1 Ensure acquisition and storage of resources is in accordance with organisational requirements, is cost effective, and consistent with organisational timelines 3.2 Acquire resources within available timelines to meet identified requirements 3.3 Review resource acquisition processes to identify improvements in future resource acquisitions

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.4, 2.4, 2.5, 3.3	Identifies and interprets information from a range of sources, including organisational policies and procedures
Writing	1.1, 1.3, 2.2, 2.5, 3.3	Uses clear and succinct language and appropriate layout to provide information, advice and support materials
Oral Communication	1.2, 1.3, 2.3	Presents information or advice choosing language appropriate to the context and needs of the audience Uses active listening and questioning to confirm understanding
Numeracy	1.1, 1.3, 1.4, 2.2, 2.4, 2.5, 3.1-3.3	Selects and uses appropriate tools to aid with estimation and other resource assessment requirements Uses a combination of mainly informal and some formal written mathematical equations to represent the outcomes of the resource allocation process
Navigate the world of work	1.1, 1.2, 2.1, 2.4, 3.1, 3.2	Takes some personal responsibility for adherence to organisational procedures and protocols
Interact with others	2.3	Uses collaborative techniques to engage personnel in consultations and negotiations
Get the work done	1.1, 1.3, 1.4, 2.2, 2.5, 3.3	Plans a range of routine tasks and required resources, accepting goals and aiming to achieve them within allocated timeframes Recognises and takes responsibility for addressing predictable problems in familiar work contexts Follows routine procedures for using digital technology to enter, store and retrieve information directly relevant to role Understands the purpose and some specific functions of some common digital tools used in work contexts Evaluates effectiveness of decisions in terms of how well they met stated goals

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADM311 Maintain business resources	BSBADM311A Maintain business resources	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADM311 Maintain business resources

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

collect and record data on resource use

observe resource use over defined and operational timeframes

perform routine resource maintenance.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

list the key provisions of relevant legislation

identify the organisational resource acquisition policies, plans and procedures

identify the organisational procedures for record keeping/filing systems, security and safe recording practices.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to office equipment and resources.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBADM502 Manage meetings

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage a range of meetings including overseeing the meeting preparation processes, chairing meetings, organising the minutes and reporting meeting outcomes.

It applies to individuals employed in a range of work environments who are required to organise and manage meetings within their workplace, including conducting or managing administrative tasks in providing agendas and meeting material. They may work as senior administrative staff or may be individuals with responsibility for conducting and chairing meetings in the workplace.

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

Unit Sector

Administration – General Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Prepare for meetings	1.1 Develop agenda in line with stated meeting purpose 1.2 Ensure style and structure of meeting are appropriate to its purpose 1.3 Identify meeting participants and notify them in accordance with organisational procedures 1.4 Confirm meeting arrangements in accordance with requirements of meeting 1.5 Despatch meeting papers to participants within designated timelines
2 Conduct meetings	2.1 Chair meetings in accordance with organisational requirements, agreed conventions for type of meeting and legal and ethical requirements 2.2 Conduct meetings to ensure they are focused, time efficient and achieve the required outcomes 2.3 Ensure meeting facilitation enables participation, discussion, problemsolving and resolution of issues 2.4 Brief minute-taker on method for recording meeting notes in accordance with organisational requirements and conventions for type of meeting
3 Follow up meetings	3.1 Check transcribed meeting notes to ensure they reflect a true and accurate record of the meeting and are formatted in accordance with organisational procedures and meeting conventions 3.2 Distribute and store minutes and other followup documentation within designated timelines, and according to organisational requirements 3.3 Report outcomes of meetings as required, within designated timelines

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.4, 3.1, 3.2	Identifies and interprets information from complex texts including legislation, organisational policies and procedures Compares final output with original notes to check for accuracy
Writing	1.1-1.5, 3.2, 3.3	Addresses the context, purpose and audience when generating a range of texts Prepares complex texts from notes using appropriate structure, and accurate spelling, grammar and punctuation Records notes of meeting proceedings according to organisational requirements Edits and corrects own work to ensure accuracy
Oral Communication	2.1-2.4	Participates in verbal exchanges using appropriate style, tone and vocabulary for audience, context and purpose Listens for specific information during meetings Asks questions and listens to responses to clarify understanding
Numeracy	1.4, 1.5, 3.2, 3.3	Recognises and interprets numerical information related to timeframes and budgets
Navigate the world of work	1.3, 2.1, 2.4, 3.1, 3.2	Recognises and responds to both explicit and implicit organisational procedures and protocols and legislative/regulatory requirements
Interact with others	1.3, 1.5, 2.3, 3.2	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Cooperates with others as part of familiar activities, playing an active role in facilitating group interaction
Get the work done	1.1, 1.3, 1.4, 1.5, 2.1, 2.2, 2.4, 3.1, 3.2, 3.3	Applies formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints Recognises and takes responsibility for addressing predictable problems in familiar work contexts

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADM502 Manage meetings	BSBADM502B Manage meetings	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADM502 Manage meetings

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

apply conventions and procedures for formal and informal meetings including:

developing and distributing agendas and papers

identifying and inviting meeting participants

organising and confirming meeting arrangements

running the meeting and following up

organise, take part in and chair a meeting

record and store meeting documentation

follow organisational policies and procedures.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline meeting terminology, structures, arrangements

outline responsibilities of the chairperson and explain group dynamics in relation to managing meetings

describe options for meetings including face-to-face, teleconferencing, web-conferencing and using webcams

identify the relevant organisational procedures and policies regarding meetings, chairing and minutes including identifying organisational formats for minutes and agendas.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to:

reference material in regard to meeting venues and technology, catering and transport suppliers

organisational policies and procedures for managing meetings

office supplies and equipment

computers and relevant software

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBADM503 Plan and manage conferences

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to plan, promote and coordinate conferences, ensuring follow-up procedures are incorporated.

It applies to individuals employed in a range of work environments who are required to plan and manage conferences. They may work as senior administrative staff, or may be other individuals who have been delegated responsibility for planning and managing a conference.

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

Unit Sector

Administration – General Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Plan conference	1.1 Confirm purpose, required outcomes and style of conference with conference convenor/s 1.2 Confirm conference facilities requirements, budget, and preparation timeline with conference convenor/s 1.3 Identify speakers/presenters and/or prepare a call for papers in accordance with conference purpose and style 1.4 Draft conference program in line with stated purpose, and balance choice of program elements to allow outcomes to be achieved 1.5 Select, invite and brief speakers in accordance with conference program 1.6 Identify participant target group and project numbers in consultation with conference organisers 1.7 Plan conference administration requirements and tasks, processes and resources to ensure efficient management of conference data and resources
2 Promote conference	2.1 Establish a promotion strategy that reaches required number of target participants 2.2 Prepare publicity material in accordance with promotion strategy and budget allocation/s, and despatch within designated timelines
3 Organise conference	3.1 Make conference arrangements in accordance with booking lead times and budget allocation/s 3.2 Record acceptances, receipt fees and confirm participants within designated timelines 3.3 Identify and cater for participants’ specific needs 3.4 Confirm program details and prepare conference papers in accordance with speakers’ requirements and conference timeline 3.5 Despatch preconference information to participants within designated timelines
4 Coordinate conference proceedings	4.1 Check conference facilities to confirm they meet agreed requirements 4.2 Register participants in accordance with planned registration procedures 4.3 Communicate to participants any late changes to published program 4.4 Make contingency arrangements to ensure smooth running of conference 4.5 Ensure speakers’ schedules are managed and their conference requirements met throughout conference 4.6 Manage administration requirements during conference in accordance with conference plan/schedule
5 Follow up conference proceedings	5.1 Record, report and/or follow up conference outcomes in accordance with organisational requirements 5.2 Prepare conference papers for publication and distribution within designated timelines 5.3 Post-conference correspondence is prepared and despatched within designated timelines 5.4 Finalise receipts and payments, and acquit conference funds in accordance with organisational procedures and audit requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.3, 1.4, 1.7, 2.2, 3.1-3.4, 4.2, 4.5, 4.6, 5.1-5.4	Interprets information from complex texts, including organisational policies and procedures
Writing	1.3, 1.4, 1.7, 2.1, 2.2, 3.1, 3.2, 3.4, 4.2, 4.3, 5.1-5.4	Addresses the context, purpose and audience when generating a range of texts Utilises information from a range of sources to prepare complex texts in required formats ensuring accuracy of spelling, grammar and punctuation
Oral Communication	1.1, 1.2, 1.5, 1.6	Participates in verbal exchanges using appropriate pitch, tone and fluency for audience, context and purpose Listens closely and asks questions to confirm or clarify understanding
Numeracy	1.2, 1.7, 2.1, 2.2, 3.1, 3.2, 3.4, 3.5, 4.5, 4.6, 5.3, 5.4	Interprets and comprehends a range of mathematical information that is embedded in texts Performs calculations to estimate budgets, timeframes and resource requirements
Navigate the world of work	4.2, 5.1, 5.4	Recognises and responds to both explicit and implicit organisational procedures and protocols
Interact with others	1.1, 1.2, 1.5, 1.6, 3.3, 3.5, 4.3, 5.2, 5.3	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role
Get the work done	1.1, 1.2, 1.5-1.7, 2.1, 2.2, 3.1-3.5, 4.1, 4.4-4.6, 5.3	Applies formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints Sequences and schedules activities, monitors implementation and manages relevant communication Systematically gathers and analyses all relevant information and evaluates options to make informed decisions Anticipates potential problems and implements contingency plans as soon as warning signs are recognised

Unit Mapping

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADM503 Plan and manage conferences	BSBADM503B Plan and manage conferences	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADM503 Plan and manage conferences

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

prepare and investigate conference requirements

promote the conference using public relations strategies according to predetermined budgets and deadlines

coordinate conference proceedings including addressing any problems as they arise

fulfil all post-conference requirements according to organisational requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

summarise relevant organisational policies and procedures for planning and managing conferences

outline tools that could be used in managing conferences

explain budgeting strategies used for projects

identify techniques for conference planning including setting milestones.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to:

office equipment

reference material related to conference venues, transport, accommodation and catering

necessary conference documentation

relevant contact persons, including speakers, clients and management.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBADM504 Plan and implement administrative systems

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to plan for or review the requirements of effective administrative systems and procedures for implementing, monitoring and reviewing the system.

It applies to individuals employed in a range of work environments in senior administrative roles.

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

Unit Sector

Administration – General Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Plan for the new or modified administrative system	1.1 Identify requirements of, or modifications to, the administrative system through consultation with system users and other stakeholders in accordance with organisational and budgetary requirements 1.2 Obtain quotations from suppliers/developers for the identified requirements or modifications to be made to the system in accordance with organisational policy and procedures 1.3 Select supplier or developer in accordance with organisational policy and procedures
2 Implement new or modified administrative system	2.1 Identify and develop implementation strategies in consultation with staff 2.2 Encourage staff to participate in all stages of the implementation process 2.3 Implement system in accordance with organisational and legislative requirements 2.4 Define and communicate procedures for using the system to staff 2.5 Provide training and support for staff on the use of the new or modified system 2.6 Deal with contingencies to ensure minimal impact on users
3 Monitor administrative system	3.1 Monitor system for usage, security and output in accordance with organisational requirements 3.2 Modify system to meet changing needs in accordance with organisational requirements 3.3 Clearly identify further modifications and notify users 3.4 Monitor staff training needs and train new staff on administrative system

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	2.5, 3.4	Actively reinforces own knowledge and skills by training or mentoring others
Reading	1.2, 1.3, 3.1	Extracts, analyses and evaluates information from complex texts, including organisational policies and procedures
Writing	1.1, 2.1, 2.4, 3.2, 3.3	Gathers and utilises information and ideas from a range of sources to create texts to meet organisational requirements Creates instructional texts using grammatical structures and vocabulary appropriate to audience and context
Oral Communication	1.1, 2.1, 2.2, 2.4, 2.5, 3.4	Participates in verbal exchanges using appropriate style, tone and vocabulary for audience, context and purpose Uses listening and questioning techniques to elicit key information and confirm understanding Presents complex information adjusting presentation style and vocabulary to suit the audience
Numeracy	1.1, 1.2	Recognises and interprets numerical information related to budgets
Navigate the world of work	1.1-1.3, 2.3, 2.4, 3.1	Develops systems to meet organisational and legislative requirements
Interact with others	1.1, 1.2, 2.1, 2.2, 2.4	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Collaborates with others to achieve joint outcomes, providing guidance to others , where necessary
Get the work done	1.1-1.3, 2.1, 2.3, 2.4, 2.6, 3.2, 3.3	Applies formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints Monitors progress of plans and changes them to meet new demands or priorities Systematically gathers and analyses all relevant information and evaluates options to make informed decisions Anticipates potential problems and implements contingency plans as soon as warning signs are recognised Uses and investigates new digital technologies and applications to manage and manipulate data Demonstrates awareness of the importance of data security in a digital environment

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADM504 Plan and implement administrative systems	BSBADM504B Plan or review administrative systems	Updated to meet Standards for Training Packages Minor title change Minor correction to wording in elements and performance criteria - ‘administration‘ changed to ‘administrative’	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADM504 Plan and implement administrative systems

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

work with relevant personnel and stakeholders to identify administrative system improvements

document necessary requirements or modifications

provide training and support for staff to use the new or modified system

monitor the new system and identify future improvements and staff training needs.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

summarise relevant legislative and organisational policies and procedures for reviewing administrative systems

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to:

organisational policy and procedure manuals

reference materials

appropriate equipment.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBADM506 Manage business document design and development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to establish standards for the design and production of organisational documents and to manage document design and production processes to ensure agreed standards are met.

It applies to individuals employed in a range of work environments who require well-developed skills in the use of a range of software packages. They use these skills to establish, document and implement consistent standards of document design within an organisation.

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

Unit Sector

Administration – General Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Establish documentation standards	1.1 Identify organisational and legislative requirements for information entry, storage, output, and quality of document design and production 1.2 Evaluate organisation’s present and future information technology capability in terms of its impact on document design and production 1.3 Identify types of documents used and required by organisation 1.4 Establish documentation standards and design tasks for organisational documents in accordance with information, budget and technology requirements
2 Manage template design and development	2.1 Ensure standard formats and templates suit the purpose, audience and information requirements of each document 2.2 Ensure document templates enhance readability and appearance, and meet organisational requirements for style and layout 2.3 Test templates, obtain organisational and user feedback, and make amendments as necessary to ensure maximum efficiency and quality of presentation
3 Develop standard text for documents	3.1 Evaluate complex technical functions of software for their usefulness in automating aspects of standard document production 3.2 Match requirements of each document with software functions to allow efficient production of documents 3.3 Test macros to ensure they meet the requirements of each document in accordance with documentation standards
4 Develop and implement strategies to ensure the use of standard documentation	4.1 Prepare explanatory notes for the use of standard templates and macros using content, format and language style to suit existing and future users 4.2 Develop and implement training on the use of standard templates and macros and adjust the content and level of detail to suit user needs 4.3 Produce, circulate, name and store master files and print copies of templates and macros in accordance with organisational requirements
5 Develop and implement strategies for maintenance and continuous improvement of standard documentation	5.1 Monitor use of standard documentation templates and macros, and evaluate the quality of documents produced against documentation standards 5.2 Review documentation standards against the changing needs of the organisation, and plan and implement improvements in accordance with organisational procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	4.2	Actively reinforces own knowledge and skills by training others
Reading	1.1-1.4, 2.1- 2.3, 3.1-3.3, 4.2, 4.3, 5.1, 5.2	Evaluates information from complex texts, including organisational policies and procedures Extracts and evaluates information from a range of support sources to extend understanding
Writing	1.4, 2.1, 2.3, 3.3, 4.1-4.3, 5.1, 5.2	Selects text type, subject matter and language to suit a specific audience and purpose Organises content to support the purposes and format of the product
Oral Communication	2.3, 4.3	Participates in verbal exchanges to gain information Uses listening and questioning techniques to clarify and confirm understanding Presents complex technical information adjusting presentation style and vocabulary to suit audience
Numeracy	1.4	Recognises and interprets numerical information related to budgets
Navigate the world of work	1.1, 1.4, 2.2, 4.3, 5.2	Recognises and adheres to organisational and legislative requirements
Interact with others	2.3, 4.2, 4.3	Actively identifies requirements of important communication exchanges, selecting appropriate channels, format, tone and content to suit purpose and audience
Get the work done	1.1-1.4, 2.1-2.3, 3.1-3.3, 4.2, 4.3, 5.1, 5.2	Applies formal processes when planning complex tasks, producing plans with logically sequenced steps, reflecting an awareness of time constraints Systematically gathers and analyses all relevant information and evaluates options to make informed decisions Utilises a broad range of complex features within digital applications to improve productivity, optimising software functions for specific purposes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBADM506 Manage business document design and development	BSBADM506B Manage business document design and development	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBADM506 Manage business document design and development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify the organisational needs, requirements and information technology capabilities relevant to the design and production of documents

establish documentation standards to meet organisational requirements

design, test and amend document templates

develop and implement documentation and training to support use of standard templates and macros

monitor the implementation of standard documentation templates and macros and make improvements in line with organisational requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe document production processes

identify costs involved with the implementation of standard documentation

explain the software applications relevant to document design and development in the organisation

identify key provisions of relevant legislation and regulations, codes and standards affecting document production

outline organisational policies and procedures relating to document production

list sources of expertise available externally to the organisation or workgroup.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the general administration field of work and include access to:

computer hardware and other document production equipment

software applications appropriate to the task

media for production of documents

samples of high quality standard documents.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCMM101 Apply basic communication skills

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop basic communication skills in the workplace in particular gathering, conveying and receiving information together with completing assigned written information.

It applies to individuals working under direct supervision who are developing basic skills and knowledge of workplace communication in preparation for working in a broad range of settings

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

Unit Sector

Communication – Interpersonal Communication

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Identify workplace communication procedures	1.1 Identify organisational communication requirements and workplace procedures with assistance from appropriate people 1.2 Identify appropriate lines of communication with supervisors and colleagues 1.3 Seek advice on the communication method/equipment most appropriate for the task
2 Communicate in the workplace	2.1 Use effective questioning, and active listening and speaking skills to gather and convey information 2.2 Use appropriate nonverbal behaviour at all times 2.3 Encourage, acknowledge and act upon constructive feedback
3 Draft written information	3.1 Identify relevant procedures and formats for written information 3.2 Draft and present assigned written information for approval, ensuring it is written clearly, concisely and within designated timeframes 3.3 Ensure written information meets required standards of style, format and detail 3.4 Seek assistance and/or feedback to aid communication skills development

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 3.1	Reviews textual information to identify communication requirements and organisational procedures
Writing	3.2, 3.3	Drafts simple texts using appropriate grammar, spelling and punctuation in accordance with organisational standards Proofreads own texts for accuracy and compliance with organisational requirements
Oral Communication	1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.2, 3.4	Asks questions and listens to gain information or confirm understanding Listens and follows instructions
Navigate the world of work	1.1, 1.2, 3.1, 3.3, 3.4	Follows organisational policies and procedures and practices relevant to own role Develops skills required to carry out own role by seeking and acting on feedback
Interact with others	1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.4	Follows instructions regarding what and how to communicate Seeks to cooperate with others to achieve results in immediate work context
Get the work done	1.3, 2.3, 3.1, 3.2, 3.3	Follows clearly defined instructions, seeking assistance when necessary Uses digital technologies following instructions to enter and retrieve data

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBCMM101 Apply basic communication skills	BSBCMM101A Apply basic communication skills	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCMM101 Apply basic communication skills

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

gather information about procedures, methods and equipment requirements for workplace communication, with the assistance of others

use appropriate verbal and non-verbal skills to seek and convey information in face-to-face situations

draft routine written documents within designated timeframes and check that the documents meet organisational requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline organisational policies, plans and procedures related to the organisation’s standards or protocols for workplace communication

describe different communication styles.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals using interpersonal communication skills in the workplace and include access to:

office equipment

business resources

workplace policies and procedures relating to communication

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBCRT301 Develop and extend critical and creative thinking skills

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes skills and knowledge required to develop the habit of thinking in a more creative way through looking at things differently, musing, testing, experimenting and challenging existing thought patterns.

It applies to individuals who need to develop and extend their critical and creative thinking skills to different issues and situations and have a range of problem solving, evaluation and analysis skills.

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

Unit Sector

Creativity and Innovation – Creative Thinking

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Develop a questioning mindset	1.1 Develop the habit of asking questions from different perspectives 1.2 Take responsibility for exploring a variety of information sources to provide relevant answers to own questions 1.3 Sort through information and ideas to identify the central questions, issues and challenges 1.4 Challenge preconceptions and assumptions to determine actual constraints in defining a problem for resolution
2 Generate ideas and responses	2.1 Explore and use a range of creative thinking techniques to generate ideas and responses 2.2 Muse on, play around with and have fun with ideas in relation to a perceived objective 2.3 Identify and challenge blockers to creative thinking 2.4 Consider and explore realities beyond the current situation 2.5 Evaluate, and where appropriate, challenge existing boundaries to determine perceived or actual constraints 2.6 Show willingness to take risks with ideas and thought processes 2.7 Look around in familiar and unfamiliar places for new inspiration and habitually record observations, experiences, ideas and reflective thoughts to broaden personal knowledge base 2.8 Acknowledge and accept the opportunity for revelation when least expected 2.9 Identify connections and associations from things that seem unconnected
3 Challenge, test and re invent ideas	3.1 Identify, interrogate and challenge the assumptions behind ideas 3.2 Experiment with variations, and explore and challenge a range of different solutions and ideas 3.3 Consciously change perspectives, and evaluate ideas and situations in new ways 3.4 Where appropriate, involve others in ideas and how they might change or be improved
4 Enhance creative thinking skills	4.1 Consciously challenge and question own thought patterns and ways of responding to work and life situations 4.2 Identify and take opportunities to selfassess and to learn about new ideas and different ways of thinking 4.3 Take opportunities to practise and experiment with creative thinking techniques across work and life situations 4.4 Proactively talk to others about ways that new ideas and patterns of thinking can be encouraged and developed

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	1.2, 2.7, 4.2	Uses questioning as a strategy to expand knowledge Reflects on existing thinking and current practices to generate new ideas
Reading	1.2, 1.3	Comprehends textual information and integrates ideas and concepts from various sources
Writing	2.7	Takes notes on observations, experiences and thoughts
Oral Communication	3.4, 4.4	Participates in a verbal exchange of ideas and elicits the view and opinions of others by listening and questioning
Interact with others	3.4, 4.4	Collaborates with others to test, strengthen and explore new ideas and different ways of thinking
Get the work done	1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.2, 4.2, 4.3	Uses analytical techniques to identify issues and evaluate options Contributes to the design of new approaches within the immediate work environment Understands and applies some basic principles of analytical and lateral thinking to identify and select ideas

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBCRT301 Develop and extend critical and creative thinking skills	BSBCRT301A Develop and extend critical and creative thinking skills	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBCRT301 Develop and extend critical and creative thinking skills

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

ask relevant questions to challenge and enhance creative thinking

use various information sources to provide answers to own questions

use a range of creative thinking techniques to generate ideas or responses to questions or issues

record ideas in response to a predetermined issue or situation.

Note: if a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain why it is important to consider different perspectives when asking questions

list and describe different creative thinking techniques

describe common blockers to creative thinking,

explain boundaries that need to be considered when generating ideas and responses

describe ways of extending and developing individual creative thinking skills.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the creativity and innovation – critical thinking field of work and include access to specific challenges and situations to which creative thinking may be applied.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIA301 Maintain financial records

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to maintain daily financial records such as reconciling debtors’ and creditors’ systems, preparing and maintaining a general ledger and trial balance and includes activities associated with monitoring cash control for accounting purposes.

It applies to individuals who are skilled operators and apply a broad range of competencies in various work contexts and may exercise discretion and judgement using appropriate theoretical knowledge of financial records.

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

Unit Sector

Finance – Financial Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Maintain daily financial records	1.1 Correctly maintain daily financial records in accordance with organisational and legislative requirements for accounting purposes 1.2 Identify and rectify or refer discrepancies or errors in documentation or transactions to designated persons in accordance with organisational and legislative requirements 1.3 Accurately credit and debit transactions and promptly enter into journals in accordance with organisational and legislative requirements
2 Maintain general ledger	2.1 Maintain general ledger in accordance with organisational and legislative requirements 2.2 Post transactions into general ledger in accordance with organisational and legislative reporting requirements 2.3 Reconcile systems for accounts payable and receivable with general ledger 2.4 Accurately prepare trial balance from general ledger in accordance with organisational and legislative requirements
3 Monitor cash control	3.1 Ensure cash flow is accurately accounted for in accordance with organisational and legislative requirements 3.2 Make and receive payments in accordance with organisational and legislative requirements 3.3 Collect or follow up outstanding accounts within designated timelines 3.4 Check payment documentation for accuracy of information and despatch to creditors within designated timeline

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.4, 3.1-3.4	Recognises and interprets numerical and textual information to determine and complete required activities
Writing	1.3, 2.1-2.4, 3.1-3.4	Integrates data from different sources and records numerical information in a format appropriate to context and purpose of material Prepares clear and detailed information and instructions using format, structure and tone suitable to audience
Oral Communication	1.2, 3.2, 3.3	Explains financial issues and requirements clearly, using facts and examples, and uses listening and questioning techniques to obtain sequenced instructions
Numeracy	1.1-1.3, 2.1-2.4, 3.1-3.4	Uses a limited range of mathematical calculations to reconcile amounts using whole numbers and decimals and arrange/compare numerical information
Navigate the world of work	1.1-1.3, 2.1-2.4, 3.1-3.3	Recognises, understands and monitors adherence to legislative and organisational requirements in undertaking own work
Interact with others	3.3, 3.4	Understands the importance of using appropriate practices and protocols when handling confidential information
Get the work done	1.1-1.3, 2.1-2.4, 3.1-3.4	Takes responsibility for own workload and monitors adherence to specified goals and timelines Uses digital technologies to access, record, store, organise and compile data as required

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFIA301 Maintain financial records	BSBFIA301A Maintain financial records	Updated to meet Standards for Training Packages Minor edits to clarify meaning of performance criteria	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIA301 Maintain financial records

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

maintain daily transactions and identify and respond to discrepancies and errors

transfer and record financial data accurately

reconcile expenditures and revenue in a timely manner.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify the key provisions of relevant legislation, codes of practice and national standards that may affect financial record keeping

discuss organisational policies and procedures relating to maintaining financial records

define credits/creditors and debits/debtors

describe principles of double entry bookkeeping and accrual accounting

identify methods of presenting financial data.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial administration field of work and include access to:

office equipment and resources

computer equipment and relevant software

examples of source documents relating to financial record keeping

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIA302 Process payroll

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes skills and knowledge required to process payroll from provided data using manual and computerised payroll systems.

It applies to individuals employed in a range of work environments who are responsible for payroll functions within an organisation. They may work as individuals providing administrative support within an enterprise, or may be other members of staff who have been delegated payroll responsibilities.

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

Unit Sector

Finance – Financial Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Record payroll data	1.1 Check payroll data and clarify discrepancies with designated persons 1.2 Enter employee pay period details and any deductions and allowances in payroll system in accordance with source documents 1.3 Calculate payment due to individual employees to reflect standard pay and variations in accordance with employee source data
2 Prepare payroll	2.1 Prepare payroll within designated timelines and in accordance with organisational policy and procedures 2.2 Reconcile total wages for pay period, check or correct irregularities or refer to designated persons for resolution 2.3 Make arrangements for payment in accordance with organisational and individual requirements 2.4 Obtain authorisation of payroll and individual pay advice in accordance with organisational requirements 2.5 Produce, check and store payroll records in accordance with organisational policy and security procedures 2.6 Follow security procedures for processing payroll and for maintaining payroll records
3 Handle payroll enquiries	3.1 Respond to payroll enquiries in accordance with organisational and legislative requirements 3.2 Provide information in accordance with organisational and legislative requirements 3.3 Ensure all enquiries outside area of responsibility and knowledge are referred to designated persons for resolution 3.4 Complete additional information or followup action within designated timelines in accordance with organisational policy and procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.6, 3.1-3.4	Interprets a range of textual information to determine activities required
Writing	1.1-1.3, 2.1-2.6, 3.1-3.4	Accurately records textual information and maintains personal and banking details using format, language and structure in context
Oral Communication	1.1, 3.1-3.4	Explains financial issues clearly using terminology and tone appropriate to audience Uses questioning and listening skills in verbal exchanges to clarify information
Numeracy	1.1-1.3, 2.1, 2.2, 2.5. 3.1-3.3	Uses a limited range of mathematical calculations to calculate and reconcile amounts and arrange/compare numerical information
Navigate the world of work	1.2, 1.3, 2.1, 2.3-2.6, 3.1, 3.2, 3.4	Adheres to legislative requirements and organisational policies and procedures relevant for own work
Interact with others	1.1, 2.2, 3.1-3.3	Selects the appropriate mode of communication for a specific purpose Collaborates with others to achieve predetermined goals
Get the work done	1.1-1.3, 2.1-2.6, 3.2, 3.4	Takes responsibility for own workload and monitors adherence to specified goals and timelines Recognises and takes responsibility for resolving problems relevant to own role Takes responsibility for routine low-impact decisions within familiar situations Uses digital technologies to access, record, store, organise and compile data as required

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFIA302 Process payroll	BSBFIA302A Process payroll	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIA302 Process payroll

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

plan and perform payroll calculations in accordance with all legislative and organisational requirements, and predetermined timelines

refer enquiries outside area of responsibility to an appropriate authority.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify the key provisions of relevant legislation, standards and codes of practice that may affect payroll operations

outline relevant organisational policies and procedures

list the different types of payroll systems.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial administration field of work and include access to:

office equipment and resources

computer with relevant software

payroll data (samples or actual

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIA303 Process accounts payable and receivable

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes skills and knowledge required to maintain accounts payable and accounts receivable records, including processing payments to creditors and handling overdue accounts receivable.

It applies to individuals employed in a range of work environments supporting the accounting functions and aspects of an enterprise. They may provide administrative support within an enterprise, or may be members of staff who have been delegated accounting responsibilities.

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

Unit Sector

Finance – Financial Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Maintain financial journal systems	1.1 Check source documents for accuracy and appropriate authorisation 1.2 Refer errors and discrepancies in source documents for resolution in accordance with organisational policy and procedures 1.3 Enter transactions into cash and credit journal system in accordance with organisational policy and procedures and relevant legislation and compliance requirements 1.4 Total credit journals in accordance with organisational policy and procedures
2 Prepare bank reconciliations	2.1 Check cash journals against bank statements to identify differences 2.2 Update cash journals with relevant data from bank statement/s 2.3 Identify discrepancies and refer to appropriate staff member, organisation or agency 2.4 Total cash journals in accordance with organisational policy and procedures 2.5 Prepare regular reconciliation reports within designated timelines
3 Maintain accounts payable and accounts receivable systems	3.1 Enter transactions into individual accounts payable and accounts receivable in accordance with organisational policy and procedures and accounting requirements 3.2 Prepare schedules of accounts payable and accounts receivable for reconciliation purposes and in accordance with organisational requirements 3.3 Reconcile accounts payable and accounts receivable schedules with journal data or general ledger and in accordance with organisational requirements
4 Process payments for accounts payable	4.1 Reconcile accounts payable statements with accounting records and in accordance with organisational policy and procedures 4.2 Check payment documentation for accuracy of information and discrepancies and rectify errors in accordance with organisational requirements
5 Prepare statements for accounts receivable	5.1 Produce and check accounts receivable statements for accuracy in accordance with organisational policy and procedures 5.2 Rectify discrepancies and statements despatched within designated timelines
6 Follow up outstanding accounts	6.1 Maintain accounts receivable ledger system in accordance with organisational requirements and to reflect current credit situation 6.2 Conduct aged-analysis of accounts receivable to identify outstanding accounts and to determine collection procedures in accordance with organisational requirements 6.3 Report or follow up outstanding accounts in accordance with organisational policy and procedures 6.4 Monitor and review credit terms in accordance with credit policy and procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 2.1-2.5, 3.1-3.3, 4.1, 4.2, 5.1, 5.2, 6.1-6.4	Interprets textual information from a range of sources to confirm all necessary job requirements Checks documents to identify errors or discrepancies
Writing	1.2-1.4, 2.1-2.5, 3.1-3.3, 4.1, 4.2, 5.2, 6.1-6.4	Prepares a range of clear documentation using relevant format, grammatical structure and vocabulary suitable to audience
Oral Communication	1.2, 2.3, 6.3	Uses questioning and listening techniques to clarify information Explains information clearly using appropriate terminology and tone
Numeracy	1.1-1.4, 2.1-2.5, 3.1-3.3, 4.1, 4.2, 5.1, 5.2, 6.1-6.4	Uses a limited range of mathematical calculations to reconcile amounts using whole numbers and decimals Arranges/compares numerical information
Navigate the world of work	1.1-1.4, 2.4, 2.5, 3.1-3.3, 4.1, 4.2, 5.1, 5.2, 6.1-6.4	Appreciates implications of legal and regulatory responsibilities related to own work
Interact with others	1.2, 2.3, 6.3	Seeks the appropriate form, channel and mode of communication for a specific purpose relevant to own role Plays an active role in workgroup discussions, paying some attention to the perspective of others
Get the work done	1.2-1.4, 2.1-2.5, 3.1-3.3, 4.1-4.3, 5.1, 5.2, 6.1-6.4	Plans a range of routine and non-routine tasks recognising stated goals and aiming to achieve them within specified timeframes Recognises predictable problems and applies formal problem-solving processes or seeks advice from others, as relevant Automatically implements standard procedures for routine decisions Uses digital technologies to access, record, store, organise and compile data and present reports as required

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFIA303 Process accounts payable and receivable	BSBFIA303 Process accounts payable and receivable	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIA303 Process accounts payable and receivable

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

accurately enter data into journal and subsidiary ledger system

maintain journals and subsidiary ledger systems

reconcile subsidiary ledger system with journal or general ledger data

complete all tasks in accordance with legal and organisational responsibilities, within scope of own responsibility.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

list key provisions of relevant legislation and regulations, standards and codes of practice that may affect aspects of financial operations

briefly describe the organisational accounting systems and procedures

explain how to check for errors or discrepancies

list and describe tasks that are outside own scope of responsibility.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial administration field of work and include access to:

office equipment and resources

computer equipment and relevant software

examples of cash journals, credit journals, accounts payable and accounts receivable subsidiary legers

workplace reference materials such procedural manuals and company policy

case studies and, where possible, real situations..

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIA304 Maintain a general ledger

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to maintain a computerised or manual general ledger system within an organisation, including processing journal entries and preparing a trial balance.

It applies to individuals employed in a range of work environments with responsibility for simple accounting functions within an organisation. They may work as individuals providing administrative support within an enterprise, or may be other members of staff with delegated responsibilities relating to general ledger maintenance.

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

Unit Sector

Finance – Financial Administration

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Process journal entries	1.1 Prepare general journal entries from source journals in accordance with accounting requirements, organisational policy, procedures and legislative accounting standards 1.2 Post journal entries into general ledger system in accordance with organisational policy, procedures and accounting standards 1.3 Reconcile accounts payable and accounts receivable subsidiary ledger systems with general ledger 1.4 Ensure processing maintains the accounting equation and is completed within designated timelines
2 Prepare a trial balance	2.1 Prepare trial balance of general ledger system in accordance with organisational requirements and accounting standards, and ensure it is checked for accuracy 2.2 Identify and rectify irregularities or refer them for resolution when trial balance does not balance, in accordance with organisational policy and procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1, 2.2	Interprets a range of textual information to determine all job requirements
Writing	1.1-1.3, 2.1, 2.2	Integrates data from different sources and records numerical information in a suitable format for context and purpose of material Uses factual and suitable financial language to refer issues and inconsistencies in data
Oral Communication	2.2	Explains issues clearly using industry-specific and factual vocabulary
Numeracy	1.1-1.3, 2.1, 2.2	Uses a limited range of mathematical calculations to reconcile amounts and arrange/compare numerical information
Navigate the world of work	1.1, 1.2, 2.1, 2.2	Recognises, understands and applies applicable industry standards and organisational policies and procedures in the conduct of own work
Interact with others	2.2	Recognises the strengths and expertise of others and seeks their assistance as required
Get the work done	1.1-1.4, 2.1, 2.2	Plans and completes tasks according to set guidelines and timelines Recognises and addresses problems in the context of own work and seeks advice from others, as necessary Uses digital technologies to access, record, store, organise and compile data as required

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFIA304 Maintain a general ledger	BSBFIA304A Maintain a general ledger	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIA304 Maintain a general ledger

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

accurately enter data

reconcile subsidiary ledger systems with general ledger and prepare a trial balance

implement doubleentry principles

systematically trace errors or refer them to appropriate people

complete all tasks in accordance with accounting principles, legal and organisational responsibilities, and within scope of own responsibility.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

list key provisions of relevant legislation and regulations, standards and codes of practice that may affect aspects of financial operations

briefly describe the organisational accounting systems and procedures

explain how to check for errors or discrepancies

list and describe tasks that are outside own scope of responsibility.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial administration field of work and include access to:

office equipment and resources

computer equipment and relevant software

examples of source journals

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIM501 Manage budgets and financial plans

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to undertake financial management within a work team in an organisation. It includes planning and implementing financial management approaches, supporting team members whose role involves aspects of financial operations, monitoring and controlling finances and reviewing and evaluating effectiveness of financial management processes.

It applies to managers in a wide range of organisations and sectors who have responsibility for ensuring that work team financial resources are used effectively and are managed in line with financial objectives of the team and organisation.

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

Unit Sector

Finance - Financial Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Plan financial management approaches	1.1 Access budget/financial plans for the work team 1.2 Clarify budget/financial plans with relevant personnel within the organisation to ensure that documented outcomes are achievable, accurate and comprehensible 1.3 Negotiate any changes required to be made to budget/financial plans with relevant personnel within the organisation 1.4 Prepare contingency plans in the event that initial plans need to be varied
2 Implement financial management approaches	2.1 Disseminate relevant details of the agreed budget/financial plans to team members 2.2 Provide support to ensure that team members can competently perform required roles associated with the management of finances 2.3 Determine and access resources and systems to manage financial management processes within the work team
3 Monitor and control finances	3.1 Implement processes to monitor actual expenditure and to control costs across the work team 3.2 Monitor expenditure and costs on an agreed cyclical basis to identify cost variations and expenditure overruns 3.3 Implement, monitor and modify contingency plans as required to maintain financial objectives 3.4 Report on budget and expenditure in accordance with organisational protocols
4 Review and evaluate financial management processes	4.1 Collect and collate for analysis, data and information on the effectiveness of financial management processes within the work team 4.2 Analyse data and information on the effectiveness of financial management processes within the work team and identify, document and recommend any improvements to existing processes 4.3 Implement and monitor agreed improvements in line with financial objectives of the work team and the organisation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1, 2.3, 3.1-3.4, 4.2, 4.3	Interprets and analyses information to determine activities required
Writing	1.1, 1.4, 4.1-4.3	Records information in correct forms and prepares materials which convey detailed and factual content in accordance with internal procedures
Oral Communication	1.2, 1.3, 2.1-2.3	Presents information about financial issues and requirements to a range of audiences using structure and language to suit the audience Uses active listening and questioning to clarify information and to confirm understanding
Numeracy	1.1-1.3, 2.1-2.3, 3.1-3.4, 4.1-4.3	Uses a wide range of mathematical calculations to analyse numeric information in budgets or financial plans
Navigate the world of work	2.2, 3.3, 3.4, 4.3	Recognises, understands and adheres to organisational requirements in undertaking own work
Interact with others	1.2, 1.3, 2.1, 2.2, 3.1, 2.3, 4.2, 4.3	Uses a range of strategies to connect, collaborate and cooperate with other work colleagues in activities requiring collective effort and diverse skills and knowledge
Get the work done	1.1, 1.4, 2.3, 3.1-3.4, 4.1-4.3	Uses logical processes in planning, implementing and evaluating complex tasks and developing alternative strategies in achieving goals and timelines Uses a range of digital technologies to access, filter, compile, integrate and logically present complex information from multiple sources

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFIM501 Manage budgets and financial plans	BSBFIM501A Manage budgets and financial plans	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIM501 Manage budgets and financial plans

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

use financial skills to work with and interpret budgets, ageing summaries, cash flow, petty cash, Goods and Services Tax (GST), and profit and loss statements

communicate with relevant people to clarify budget/financial plans, negotiate changes and disseminate information

prepare, implement and modify financial contingency plans

monitor expenditure and control costs

support and monitor team members

report on budget and expenditure

review and make recommendations for improvements to financial processes

meet record keeping requirements for the Australian Taxation Office (ATO) and for auditing purposes.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe basic accounting principles

identify and explain the relevant legislation and current requirements of the Australian Taxation Office, including the Goods and Services Tax (GST)

explain the key requirements for financiall record keeping and auditing

describe the principles and techniques involved in managing:

budgeting

cash flows

electronic spreadsheets

GST

ledgers and financial statements

profit and loss statements.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial management field of work and include access to:

resources and documentation used in the workplace

workplace policies and procedures

workplace budgets and financial plans

business technology

case studies and, where available, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIM502 Manage payroll

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to establish and monitor security procedures for managing organisational payroll services and to calculate and process salary payments, group taxation and related payments.

It applies to individuals, employed in a range of work environments, who are required to establish and work with payroll systems and may have responsibility for managing payroll systems and calculations.

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

Unit Sector

Finance – Financial Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Establish procedures for management of payroll	1.1 Establish procedures that ensure the confidentiality and security of payroll information 1.2 Ensure procedures guarantee substantiation of claims for allowances 1.3 Establish control measures to safeguard organisation’s financial resources in accordance with legislative and organisational requirements 1.4 Establish systems to ensure statutory obligations are met and records are kept for the period determined by government legislation
2 Prepare payroll data	2.1 Use nominated industrial awards, contracts and government legislation to calculate gross pay and annual salaries 2.2 Calculate statutory and voluntary deductions using government and employee documentation 2.3 Provide payroll data to payroll processor for calculation within designated timelines
3 Authorise payment of salaries	3.1 Check payroll, and authorise salaries and wages for payment in accordance with organisational policy and procedures 3.2 Reconcile salaries, wages and deductions in accordance with organisational policy and procedures 3.3 Deal with salary, wage and related enquiries in accordance with organisational policy and procedures
4 Administer salary records	4.1 Process declaration forms for new and existing employees in accordance with Australian Taxation Office requirements 4.2 Forward periodic deductions to nominated creditors within designated timelines 4.3 Prepare and dispatch payments to government authorities accurately and in accordance with relevant government legislation 4.4 Calculate and transcribe group tax amounts and make payments in accordance with taxation procedures 4.5 Prepare and reconcile employee group certificate amounts from salary records

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 2.1, 2.2, 3.1-3.3, 4.1-4.5	Identifies and interprets information from organisational policies, legislative and industry-related material
Writing	1.1, 1.3, 1.4, 2.3, 3.1, 3.3, 4.1, 4.3-4.5	Records data accurately using relevant format, style and language suited to context and audience Prepares specific information which clearly conveys an understanding of outcomes and uses terminology appropriate to present to relevant personnel
Oral Communication	2.3, 3.3	Articulates information concisely using appropriate terminology, tone and style Uses questioning and listening techniques to exchange and clarify information
Numeracy	2.1-2.3, 3.1- 3.3, 4.2-4.5	Uses a wide range of mathematical calculations to analyse and compare numeric information Makes calculations to ensure work is completed according to predetermined deadlines
Navigate the world of work	1.3, 1.4, 2.1-2.3, 3.1-3.3, 4.1, 4.3, 4.4	Monitors adherence to legal and regulatory responsibilities and organisational policies and procedures
Interact with others	2.3, 3.3	Recognises and applies the protocols governing what to communicate with who, and how, in a range of work contexts
Get the work done	1.1, 1.3, 1.4, 2.3, 3.3, 4.1-4.5	Uses logical processes in planning, implementing and evaluating routine and non-routine tasks in achieving goals and timelines Uses analytical skills to identify discrepancies and attempts to resolve the issues within the context of own responsibilities Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of factors into account Understands the importance of secure information and privacy in relation to own work and takes responsibility for identifying and managing risk factors

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFIM502 Manage payroll	BSBFIM502A Manage payroll	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIM502 Manage payroll

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

document steps undertaken to establish payroll system

use data and calculations to reconcile salaries, wages and deductions in accordance with all legislative and organisational requirements

create accurate payroll management records.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain key provisions of relevant legislation, standards, regulations and codes of practice that may affect aspects of payroll operations

outline organisational policies and procedures across the full range of tasks for the required payroll processes.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial management field of work and include access to:

office equipment and resources

workplace policies and procedures

samples of financial data

business technology

payroll system

case studies and, where available, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFIM601 Manage finances

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to undertake budgeting, financial forecasting and reporting and to allocate and manage resources to achieve the required outputs for the business unit. It includes contributing to financial bids and estimates, allocating funds, managing budgets and reporting on financial activity.

It applies to individuals who have managerial responsibilities which include overseeing the management of financial and other resources across a business unit, a series of business units or teams, or an organisation. It covers all areas of broad financial management. In a larger organisation this work would be supported by specialists in financial management.

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

Unit Sector

Finance – Financial Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Plan for financial management	1.1 Review and analyse previous financial data to establish areas which have generated a profit or loss 1.2 Undertake research to review reasons for previous profit and loss 1.3 Review business plan to establish critical dates and initiatives that will require or generate resources in the next financial cycle 1.4 Analyse cash flow trends 1.5 Review statutory requirements for compliance and liabilities for tax 1.6 Review existing software and its suitability for financial management
2 Establish budgets and allocate funds	2.1 Use previous financial data to determine allocations for resources 2.2 Make informed estimates of new items for inclusion in budget 2.3 Prepare budgets in accordance with organisational requirements and statutory requirements
3 Implement budgets	3.1 Circulate budgets and ensure managers and supervisors are clear about budgets, reporting requirements and financial delegations 3.2 Manage risks by checking there are no opportunities for misappropriation of funds and that systems are in place to properly record all financial transactions 3.3 Review profit and loss statements, cash flows and ageing summaries 3.4 Revise budgets, as required, to deal with contingencies 3.5 Maintain audit trails to ensure accurate tracking and to identify discrepancies between agreed and actual allocations 3.6 Ensure compliance with due diligence
4 Report on finances	4.1 Ensure structure and format of reports are clear and conform to organisational and statutory requirements 4.2 Identify and prioritise significant issues in statements, including comparative financial performances for review and decision making 4.3 Prepare recommendations to ensure financial viability of the organisation 4.4 Evaluate the effectiveness of financial management processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.6, 2.1-2.3, 3.2-3.5, 4.1-4.4	Interprets, analyses and evaluates complex information to determine and adhere to organisational or legislative requirements and to assist with financial decision making
Writing	1.1-1.6, 2.1- 2.3, 3.1-3.5, 4.1-4.3	Develops and records information which incorporates a detailed analysis of factual and forecasted information Prepares documents using format, content and layout appropriate to audience, purpose and regulatory requirements
Oral Communication	3.1	Explains financial decisions and outcomes clearly and uses listening and questioning techniques to exchange information and obtain agreement
Numeracy	1.1-1.6, 2.1-2.3, 3.2-3.5, 4.1-4.2	Reviews and analyses numerical data embedded in organisational documentation and legislation Compares and contrasts complex numerical data to analyse and evaluate financial position and processes. Uses appropriate formulae to analyse financial data to assess and manage risk and identify discrepancies
Navigate the world of work	1.5, 2.3, 3.6, 4.1	Recognises, understands and adheres to legislative and organisational requirements in undertaking own work
Interact with others	3.1	Selects and uses appropriate conventions and protocols when communicating with supervisors and managers to share information or seek agreement
Get the work done	1.1-1.6, 2.1-2.3, 3.1-3.5, 4.1-4.4	Uses logical processes in planning, implementing and evaluating complex tasks to achieve stated goals Uses formal analytical thinking techniques to identify issues, investigate underlying causes and generate possible solutions, seeking input from others as required Uses a range of digital technology to access, filter, compile, integrate and logically present complex information from multiple sources Investigates new digital technologies and applications to manage and manipulate data

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFIM601 Manage finances	BSBFIM601A Manage finances	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFIM601 Manage finances

Modification History

Release	Comments
Release 1	This version first released with Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

plan for financial management

read and review profit and loss statements, cash flows and aging summaries

prepare, implement and revise a budget which aligns with the business plan, is based on research and analysis of previous financial data and cash flow trends, and meets all compliance requirements

contribute to financial bids and estimates

establish a budget and allocate funds in accordance with statutory and organisational requirements

communicate with other people including:

reporting on financial activity and making recommendations

identifying and prioritising significant issues

ensuring managers and supervisors are clear about budgets.

analyse the effectiveness of existing financial management approaches including reviewing financial management software, managing risks of misappropriation of funds, ensuring systems are in place to record all transactions, maintaining an audit trail and complying with due diligence.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify the requirements for financial probity

describe the principles of accounting and financial systems

explain Australian, international and local legislation and conventions that are relevant to financial management in the organisation

outline the requirements of the Australian Tax Office, including Goods and Services Tax, Company Tax, Pay As You Go.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the financial management field of work and include access to:

financial data

relevant legislation and Australian Tax Office requirements

examples of business plans, profit and loss statements, cash flows and aging summaries

organisational financial policies and procedures

financial management software.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFRA301 Work within a franchise

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to work within a franchise to contribute to the successful operation of the business within a framework of compliance requirements.

It applies to staff who currently work, or are interested in working, in franchised businesses. These staff may be in a broad range of roles, such as retail, trade or hospitality.

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

Unit Sector

Management and Leadership – Franchising

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Clarify requirements for working within a franchise	1.1 Determine role and responsibilities as an employee 1.2 Clarify role and responsibilities with supervisor, line manager and/or owner, as appropriate 1.3 Evaluate own skills to determine training needs to meet role and responsibilities 1.4 Seek assistance from supervisor/line manager/owner to evaluate training needs 1.5 Request and negotiate any reasonable adjustments to meet these identified needs
2 Clarify own contribution to meeting compliance requirements	2.1 Consult with supervisor/line manager/owner to determine compliance requirements falling within own role and responsibilities 2.2 Determine work plan and ensure scheduled actions to meet compliance requirements are included in this plan 2.3 Undertake required audits, checks and associated tasks as per schedule 2.4 Seek advice as required to resolve difficulties arising in performing scheduled tasks 2.5 Accurately complete workplace records involved in meeting compliance requirements in a timely manner
3 Review own contribution to franchise operations	3.1 Seek feedback from others to confirm own role and responsibilities are being met 3.2 Review own work to ensure required tasks are undertaken as per schedules and work plans 3.3 Identify and discuss with supervisor/line manager/owner any improvements in own work practices and those of others within the franchise 3.4 Provide assistance when requested by others within the franchise to meet their assigned roles and responsibilities

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	1.3, 1.4	Reviews own skills and seeks the opinions of others to determine training needs
Reading	1.1, 2.2, 2.3, 2.5, 3.2	Evaluates and integrates facts and ideas to construct meaning from a range of text types
Writing	1.5, 2.1-2.5, 3.1	Prepares a range of texts using appropriate language and structure to communicate relevant information effectively
Oral Communication	1.2, 1.4, 1.5, 2.1, 2.4, 3.1, 3.3, 3.4	Uses listening skills to confirm understanding of requirements Participates in verbal exchanges using appropriate tone and language
Numeracy	2.3	Identifies and comprehends relevant mathematical information in familiar activities or texts
Navigate the world of work	1.1, 1.2, 2.1-2.3, 2.5	May need guidance to identify the tasks and responsibilities associated with own role Generally follows the compliance requirements immediately related to role
Interact with others	1.2, 1.4, 1.5, 2.1, 2.4, 3.1, 3.3, 3.4	Seeks to cooperate with others to achieve results in immediate work context
Get the work done	1.1, 1.3, 2.2, 2.4, 2.5	Takes responsibility for planning, sequencing and prioritising tasks to ensure they are completed within accepted timelines Takes responsibility for routine low-impact decisions within familiar situations Seeks assistance when problems are beyond immediate responsibilities or experience

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFRA301 Work within a franchise	BSBFRA301B Work within a franchise	Updated to meet Standards for Training Packages Minor edits to clarify intent of performance criteria	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFRA301 Work within a franchise

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

evaluate current skills to determine training needs to fulfil own role

work closely with other people to create and implement a work plan to meet compliance requirements

keep accurate records for compliance in accordance with role requirements

assist others to meet their roles and responsibilities.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the methods used to check or audit work to ensure completion according to compliance requirements

describe training opportunities that could enhance work practices

outline auditing techniques to ensure work is being delivered according to a schedule

describe the importance of teamwork in a franchise setting

discuss the purpose of ongoing workplace reviews.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership – franchising field of work. This includes access to:

business documentation

relevant personnel.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFRA402 Establish a franchise

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to establish a franchise from the initial research phase through to finalising a franchising agreement with the franchisor and opening the franchise for business.

It applies to potential franchisees who will operate under formal franchising agreements and focuses on the planning aspects of the establishment of a franchise.

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

Unit Sector

Management and Leadership – Franchising

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Identify opportunities for establishing franchise	1.1 Research and identify franchising opportunities 1.2 Determine own interests and skills to assess suitability for identified opportunities 1.3 Determine requirements for establishing a specific franchise 1.4 Research and check viability and business record of franchisor in prospective franchise 1.5 Enter into negotiations with a franchisor to establish a franchise
2 Complete business plan	2.1 Access business plan proforma, as appropriate 2.2 Consult franchisor and others in process of developing business planning documents 2.3 Research and determine financing options 2.4 Finalise financial planning for franchise 2.5 Undertake market analysis for franchise opportunity and complete marketing plan 2.6 Research and determine needs for premises in appropriate area 2.7 Compile relevant information into business plan
3 Identify and address learning needs	3.1 Determine required skills and knowledge to manage a franchise, and identify gaps for self and others 3.2 Seek assistance to assess and address learning needs and document these in the form of a learning plan 3.3 Determine training required by franchisor of a franchisee 3.4 Undertake learning plan and required training programs
4 Finalise agreements	4.1 Complete finance agreements 4.2 Access legal advice as required 4.3 Finalise and sign off franchising agreement 4.4 Obtain required permits for franchise operation 4.5 Finalise contracts and agreements with third parties
5 Prepare for opening of franchise	5.1 Obtain physical and human resources required to manage franchise 5.2 Undertake marketing activities associated with opening the franchise 5.3 Open the franchise for business

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	3.1, 3.2, 3.4	Reviews own competencies and those of others to determine skill gaps and future training requirements
Reading	1.1, 1.4, 2.1-2.7, 3.1-3.4, 4.1-4.5, 5.1, 5.2	Identifies and evaluates a variety of texts to determine business requirements
Writing	1.1, 1.4, 1.5, 2.3-2.7, 3.1-3.3, 4.1, 4.3, 4.5, 5.2	Records results of analysis of information and consultations using clear and comprehensible language and layout Prepares factual and informative content in documentation which meets requirements of purpose and audience
Oral Communication	1.5, 2.2, 3.2, 3.3, 4.2, 4.5	Participates in verbal exchanges of information and elicits the view and opinions of others by listening and questioning Articulates requirements clearly, based on language appropriate to audience and environment
Numeracy	2.4, 4.1	Uses mathematical formula to calculate financial requirements and finalise official agreements
Navigate the world of work	1.4, 4.1-4.5	Takes personal responsibility for establishing and adhering to legal/regulatory responsibilities relevant to own work context
Interact with others	1.5, 2.2, 3.2	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Seeks guidance and assistance to address learning needs
Get the work done	1.1-1.4, 2.1, 2.3-2.6, 3.1, 3.3, 5.1, 5.2, 5.3	Takes responsibility for planning, sequencing and prioritising tasks and own workload for efficiency and effective outcomes Takes responsibility for the outcomes of decisions related directly to own role

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFRA402 Establish a franchise	BSBFRA402B Establish a franchise	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFRA402 Establish a franchise

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

determine own suitability for franchise

complete a business plan

identify and plan learning needs

apply knowledge of relevant legislation, codes of practice and national standards.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline legislation, regulations and codes of practice that effect franchise operations

explain franchisee-specific obligations as per franchise agreement

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership – franchising field of work. This includes access to:

office equipment and resources

examples of real franchisee agreements and related documentation.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBFRA403 Manage relationship with franchisor

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required by the franchisee to manage the business relationship with the franchisor.

It applies to individuals who need to develop good working relationships with their franchisor within the Franchising Code of Conduct.

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

Unit Sector

Management and Leadership – Franchising

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Establish relationship with franchisor	1.1 Identify the franchisor’s representative/s or liaison person/s 1.2 Identify communication channels with the franchisor’s representative/s or liaison person/s 1.3 Establish schedule of contact with the franchisor’s representative/s or liaison person/s 1.4 Hold initial meeting with the franchisor’s representative/s or liaison person/s to initiate ongoing relationship 1.5 Ensure participation in the franchisee advisory council meetings and relevant activities
2 Determine services available from franchisor	2.1 Consult with the franchisor’s representative/s or liaison person/s to determine range of services available through the franchisor 2.2 Establish schedule for accessing services of the franchisor 2.3 Access services available through the franchisor according to schedule and as needs arise in the course of business operations 2.4 Maintain currency of information relating to services available through the franchisor
3 Implement strategies for meeting franchisee’s financial obligations	3.1 Identify franchisee’s financial obligations to the franchisor 3.2 Develop and implement strategies and procedures to meet franchisee’ financial obligations 3.3 Undertake planning to facilitate ongoing management of franchise
4 Resolve disputes with franchisor	4.1 Identify disputes with the franchisor and enter into negotiations with the franchisor’s representative/s or liaison person/s in line with complaints handling procedure as described in the Franchising Code of Conduct 4.2 Seek assistance from third parties or mediators to facilitate resolution of disputes arising with the franchisor and in line with the complaints handling procedure 4.3 Resolve disputes and document courses of agreed action 4.4 Implement agreed courses of action to resolve disputes 4.5 Use lessons learned from disputes to guide future business operations and to facilitate positive relationships with the franchisor

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.2-2.4, 3.1, 3.2, 4.2	Interprets textual information obtained from a range of sources and determines how content may be applied to individuals and organisational requirements
Writing	1.3, 2.2, 2.4, 3.2, 4.2, 4.3	Uses clear, specific and industry-related terminology to complete and update workplace documentation to convey explicit information, requirements and recommendations
Oral Communication	1.3-1.5, 2.1, 2.4, 4.1-4.3, 4.5	Articulates requirements clearly using language appropriate to audience and environment Uses active listening and questioning techniques to clarify and confirm understanding
Numeracy	3.1	Identifies and comprehends relevant mathematical information to manage financial obligations and account for expenditures
Navigate the world of work	2.3, 3.2, 4.1	Recognises, develops and follows explicit and implicit protocols and meets expectations associated with own role
Interact with others	1.2-1.5, 2.1, 4.1, 4.2	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Uses a range of strategies to establish a sense of connection with others Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction
Get the work done	1.1-1.3, 2.2-2.4, 3.1- 3.3, 4.1, 4.3-4.5	Plans, organises and implements tasks required to achieve required outcomes in accordance with franchise arrangement Applies formal problem solving skills to address issues, seeking expert assistance if required Identifies some key principles that may be relevant in future situations

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBFRA403 Manage relationship with franchisor	BSBFRA403B Manage relationship with franchisor	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBFRA403 Manage relationship with franchisor

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

communicate regularly and effectively with the franchisor and/or representatives

identify and resolve disputes

conduct financial planning to meet predetermined requirements

make suggestions for improvements in future work.

implement processes to manage the relationship between franchisor and self.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain franchise specific obligations as per franchise agreement, specifically financial obligations

define the roles of others such as mediators/third parties

explain various problem solving techniques that might be relevant to this specific context.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership – franchising field of work. This includes access to:

business documentation

feedback from franchisor

equipment and resources.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBGOV401 Implement board member responsibilities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to undertake the diverse roles and responsibilities required of a board member.

It applies to individuals who need to solve a defined range of unpredictable problems, analyse and evaluate information from a variety of sources and who may provide leadership and guidance to others with some limited responsibility for the output of others.

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

Unit Sector

Regulation, Licensing and Risk – Governance

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Identify business of the organisation	1.1. Ensure the history of the organisation is known and understood 1.2. List and explain the core functions of the organisation 1.3. Explain the relationship between the organisation, stakeholders and other organisations/entities
2 Monitor operations	2.1. Identify and document outcomes for each operational area 2.2. Use information provided to review effectiveness and efficiency of operations 2.3. Suggest changes to operations if necessary
3 Follow legal requirements when carrying out board duties	3.1. List and describe relevant provisions of the legislation under which the organisation operates 3.2. Adhere to relevant aspects of Corporations Law 3.3. Adhere to the constitution of the organisation 3.4. List and comply with workplace responsibilities 3.5. Comply with the terms and conditions of funding agreements
4 Monitor trends and changes in community	4.1. Attend community meetings, speaking on behalf of the board as required and delegated 4.2. Maintain information and awareness of key stakeholders and political issues 4.3. Ensure the board is informed of identified community and stakeholder needs 4.4. Review policies with changing community needs, and incorporate into operations as required
5 Receive and act on community and stakeholder feedback	5.1. Receive and document feedback from the community and stakeholders about services 5.2. Evaluate feedback 5.3. Deal with feedback in accordance with policies and procedures, and in consultation with management 5.4. Document and support decisions of management

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 2.1, 2.2, 3.1, 4.2, 4.4, 5.3	Interprets textual information from relevant sources to identify compliance, political climate and stakeholder awareness
Writing	1.1-1.3, 2.1, 3.1, 3.4, 4.3, 5.1, 5.4	Completes personal notes and formal workplace documentation using clear and technically specific language for different audiences and purposes
Oral Communication	1.1-1.3, 2.1, 3.1, 3.4, 4.3, 5.1, 5.4	Articulates information clearly using language and tone appropriate to audience and environment Uses active listening and questioning techniques to receive feedback and confirm understanding
Navigate the world of work	2.3, 3.1-3.5, 4.2, 4.4, 5.3	Ensures knowledge of legislative requirements and products is kept up-to-date in order to provide accurate information Takes personal responsibility for following explicit and implicit policies, procedures and legislative requirements Identifies issues that contravene relevant policies, procedures and legal requirements
Interact with others	4.1, 4.3, 5.1, 5.3	Selects and uses appropriate conventions and protocols when communicating with various stakeholders and personnel in a range of work contexts Cooperates with others and contributes to work practices where joint outcomes are expected
Get the work done	1.1, 2.1, 2.2, 5.2, 5.3	Develops plans to manage relatively complex, non-routine tasks with an awareness of how they contribute to longer term operational and strategic goals Makes routine decisions and implements standard procedures for routine tasks, using formal decision-making processes for more complex and non-routine situations Contributes to continuous improvement of current work practices by analysing and evaluating feedback

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBGOV401 Implement board member responsibilities	BSBGOV401A Implement board member responsibilities	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBGOV401 Implement board member responsibilities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

consider relevant organisational and legislative parameters when making decisions affecting organisational and operational outcomes

stay up to date with relevant political and community issues and communicate these clearly to the board

respond to community and stakeholder opinions in consultation with others.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the history of the organisation relevant to the community and location

list and describe key provisions of relevant legislation, regulations, standards and codes of practice that affect business operations

outline the organisational constitution, codes of conduct, functions, policies and procedures.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk – governance field of work and include access to:

participation on an actual or simulated board

office equipment and resources

examples of relevant issues worked with by boards of governance

examples of relevant documents.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM404 Review human resource functions

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to undertake research that supports work across a range of human resource functional areas.

It applies to individuals who require a broad understanding of human resource functions, associated policy frameworks and the administrative requirements to support these functions and policies.

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

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Research human resources functions	1.1 Review business strategy and human resource strategy, clarify human resource issues for review, and document scope of review 1.2 Identify local, state or territory, national and international human resource networks for human resource professionals 1.3 Identify information sources for human resource data and information 1.4 Select a research strategy suitable to the topic and consult with relevant personnel 1.5 Undertake research and review research findings
2 Review policy and procedures frameworks	2.1 Locate policies and procedures relevant to the organisation 2.2 Analyse strengths and weaknesses of policies and procedures 2.3 Consider legislation, regulations and standards that apply to the policies and procedures and the organisation 2.4 Identify sustainability issues that relate to human resource functions
3 Apply ethical framework	3.1 Review ethical requirements associated with the human resource function under review 3.2 Consider ethical obligations of human resource personnel working in the area under review 3.3 Document behaviours associated with working ethically in the area under review
4 Analyse human resource metrics	4.1 Select appropriate technology to gather workforce data and information to review human resource functions 4.2 Identify sources of workforce data 4.3 Collate and analyse data and establish key trends and critical information
5 Report research outcomes	5.1 Identify options for change suited to the organisation’s culture, and any possible change barriers 5.2 Collate, analyse and document key findings of the review 5.3 Write report on outcomes of research 5.4 Develop recommendations for change

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.5, 2.1- 2.3, 3.1, 4.1, 4.3	Critically evaluates and applies content from a range of structurally complex texts
Writing	1.1, 3.3, 4.3, 5.2-5.4	Develops a range of documentation using tone, structure and language suited to context and audience
Oral Communication	1.1, 1.4	Asks questions to gather information and listens carefully to evaluate information Uses appropriate vocabulary and tone in consultation process
Navigate the world of work	2.1-2.3, 3.1, 3.2	Takes personal responsibility for following explicit and implicit policies, procedures and legislative requirements
Interact with others	1.4	Selects and uses appropriate conventions and protocols when communicating with relevant personnel Forms connections with others who can contribute to effective work outcomes
Get the work done	1.2-1.5, 2.1, 2.2, 2.4, 3.1, 4.1, 4.2, 5.1	Takes responsibility for planning, sequencing and prioritising tasks and own workload for efficiency and effective outcomes Makes routine decisions and implements standard procedures for routine tasks, using formal decision-making processes for more complex and non-routine situations Contributes to continuous improvement of current work practices by applying basic principles of analytical and lateral thinking Uses the main features and functions of digital tools to complete work tasks and access information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM404 Review human resource functions	BSBHRM404A Review human resources functions	Updated to meet Standards for Training Packages Minor change to unit title	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM404 Review human resource functions

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

prepare reports reviewing key human resource functions applying all ethical, organisational and legislative considerations

use appropriate technology to collect and analyse workforce data.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify the key provisions of legal and compliance requirements that apply to the organisation

summarise relevant organisational policy and procedure frameworks

summarise relevant ethical parameters

explain how information technology can help analyse human resource metrics

outline the roles and responsibilities of human resource practitioners.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

business and human resource strategies

human resource policies and procedures, including ethical framework

relevant legislation, regulations and codes of practice

workforce data

business technology

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM405 Support the recruitment, selection and induction of staff

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to execute tasks associated with the recruitment cycle and apply in-depth knowledge of the work of the organisation, and how recruitment and selection practices fit with other human resources functions.

This unit applies to individuals who support recruitment, selection and induction functions under the direction of a human resource manager.

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

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Plan for recruitment	1.1 Obtain approval to fill position, clarify time lines and requirement for appointment 1.2 Assist in preparing job descriptions that accurately reflect the role requirements, according to organisational policies and procedures, legislation, codes, national standards and work health and safety (WHS) considerations 1.3 Consult with relevant personnel about job descriptions and workforce strategy 1.4 Assist in ensuring that job descriptions comply with legislative requirements and reflect the organisation's requirements for a diverse workforce 1.5 Obtain approvals to advertise position
2 Plan for selection	2.1 Choose appropriate channels and technology to advertise vacancies and/or identify potential talent pool 2.2 Advertise vacancies for staffing requirements according to organisational policies and procedures 2.3 Consult with relevant personnel to convene selection panel and develop interview questions 2.4 Assist in ensuring that interview questions comply with legislative requirements 2.5 Assist in short-listing applicants 2.6 Schedule interviews and advise relevant people of times, dates and venues
3 Support selection process	3.1 Participate in interview process and assess candidates against agreed selection criteria 3.2 Discuss assessment with other selection panel members 3.3 Correct biases and deviations from agreed procedures and negotiate for preferred candidate 3.4 Contact referees for referee reports 3.5 Prepare selection report and make recommendations to senior personnel for appointment 3.6 Advise unsuccessful candidates of outcomes and respond to any queries 3.7 Secure preferred candidate's agreement 3.8 Complete necessary documentation according to organisational procedures, observing confidentiality and privacy requirements
4 Induct successful candidate	4.1 Provide successful candidate with employment contract and other documentation 4.2 Advise manager and work team of new appointment 4.3 Advise managers and staff of candidate's starting date and make necessary administrative arrangements for pay and employee record keeping 4.4 Arrange successful candidate's induction according to organisational policy

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 1.4, 2.4, 2.5	Synthesises ideas, concepts and specific information from workplace and regulatory texts to inform development of workplace documents Evaluates information to make judgements
Writing	1.1, 1.2, 1.5, 2.2, 3.5, 3.6, 3.8, 4.2, 4.3	Produces a range of text types using specific information, workplace conventions and templates
Oral communication	1.1, 1.3, 1.5, 2.3, 2.5, 3.1-3.5. 3.7	Asks questions and listens carefully to gather, interpret or evaluate information Uses appropriate vocabulary to present ideas or persuasive arguments
Navigate the world of work	1.2, 1.4, 2.4, 3.3, 3.8, 4.1, 4.4	Applies workplace protocols, legislation or regulations relevant to own responsibilities
Interact with others	1.3, 2.3, 3.2, 3.3	Selects and uses appropriate conventions and protocols when communicating with personnel, candidates or referees Participates in conversations relevant to role responding, explaining, negotiating and persuading as required
Get the work done	2.1, 2.3, 2.6, 4.1, 4.3, 4.4	Selects and uses digital technology to access, enter, store and retrieve information in accordance with security requirements Takes responsibility for planning and implementing tasks for efficient and effective outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM405 Support the recruitment, selection and induction of staff	BSBHRM405A Support the recruitment, selection and induction of staff	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

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

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

prepare job descriptions

use job descriptions to support sourcing, selecting and appointing suitable staff

use different advertising channels to promote vacancies and/or establish a potential talent pool

consult with managers to gain approvals

develop selection criteria and interview questions in consultation with relevant personnel

schedule interviews and advise relevant people of times, dates and venues

participate in interviews and other selection techniques including assessing candidates against selection criteria to short list them

obtain referees' reports

prepare and distribute a selection report including feedback to give unsuccessful candidates

advise unsuccessful candidates of the results

secure preferred candidate’s agreement and provide an employment contract

advise other staff of the successful candidate and arrange induction.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify documentation required for recruitment, selection and induction

explain human resources life cycle and the place of recruitment and selection

identify legislation relevant to recruitment, selection and induction of staff

describe channels and technology to advertise vacancies

explain a range of interviewing techniques and other selection processes and their application.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

workplace policies and procedures

business technology

position descriptions

legislation, regulations, Codes and Standards relevant to staff recruitment, selection and induction

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM501 Manage human resource services

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to plan, manage and evaluate delivery of human resource services, integrating business ethics.

It applies to individuals with responsibility for coordinating a range of human resource services across an organisation. They may have staff reporting to them.

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

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Determine strategies for delivery of human resource services	1.1 Analyse business strategy and operational plans to determine human resource requirements 1.2 Review external business environment and likely impact on organisation's human resource requirements 1.3 Consult line and senior managers to identify human resource needs in their areas 1.4 Review organisation's requirements for diversity in the workforce 1.5 Develop options for delivery of human resource services that comply with legislative requirements, organisational policies and business goals 1.6 Develop and agree on strategies and action plans for delivery of human resource services 1.7 Agree and document roles and responsibilities of human resource team, line managers, and external contractors
2 Manage the delivery of human resource services	2.1 Develop and communicate information about human resource strategies and services to internal and external stakeholders 2.2 Develop and negotiate service agreements between the human resource team, service providers and client groups 2.3 Document and communicate service specifications, performance standards and timeframes 2.4 Identify and arrange training support if required 2.5 Agree on, and arrange monitoring of quality assurance processes 2.6 Ensure that services are delivered by appropriate providers, according to service agreements and operational plans 2.7 Identify and rectify underperformance of human resource team or service providers 2.8 Identify appropriate return on investment of providing human resource services
3 Evaluate human resource service delivery	3.1 Establish systems for gathering and storing information needed to provide human resource services 3.2 Survey clients to determine level of satisfaction 3.3 Capture ongoing client feedback for the review processes 3.4 Analyse feedback and surveys and recommend changes to service delivery 3.5 Obtain approvals to variations in service delivery from appropriate managers 3.6 Support agreed change processes across the organisation
4 Manage integration of business ethics in human resource practices	4.1 Ensure personal behaviour is consistently ethical and reflects values of the organisation 4.2 Ensure code of conduct is observed across the organisation, and its expectations are incorporated in human resource policies and practices 4.3 Observe confidentiality requirements in dealing with all human resource information 4.4 Deal promptly with unethical behaviour 4.5 Ensure all persons responsible for human resource functions understand requirements regarding their ethical behaviour

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.4-1.6, 2.6, 2.8, 3.4, 4.2, 4.3	Critically evaluates and applies content from a range of structurally complex texts
Writing	1.5, 1.7, 2.1-2.3, 3.1, 3.3	Develops a range of documentation using tone, structure and language suited to context and audience
Oral Communication	1.3, 2.2, 3.2	Asks questions to gather information and listens carefully to evaluate information Uses appropriate vocabulary and tone in negotiations
Numeracy	2.3, 2.8	Makes basic calculations to ensure work output meets predetermined timeframes Selects from an expanding range of mathematical strategies when analysing investment policies
Navigate the world of work	1.1, 1.2, 1.4, 1.5, 2.6, 4.1, 4.2, 4.3	Considers and adheres to organisational policies and procedures when developing plans and strategies Monitors adherence to legislative and organisational requirements Appreciates the implications of ethical, legal and regulatory responsibilities related to own work Considers own role in terms of its contribution to broader goals of the work environment
Interact with others	2.1-2.3, 2.5, 2.7, 3.5, 4.4, 4.5	Recognises the importance of taking audience, purpose and contextual factors into account when making decisions about what to communicate to whom, why and how Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction
Get the work done	1.1, 1.2, 1.5, 1.6, 2.4, 2.6, 2.7, 3.1, 4.3	Develops plans for complex, high-impact activities with organisational implications Uses systematic, analytical processes to solve problems in complex, non-routine situations Uses analytical processes to decide on a course of action, establishing criteria for deciding between options, and seeking input and advice from others Uses digital technologies and systems safely, legally and ethically when gathering, storing and accessing information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM501 Manage human resource services	BSBHRM501B Manage human resources services	Updated to meet Standards for Training Packages Minor change to unit title	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM501 Manage human resource services

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

plan and manage human resource delivery within legislative, organisational and business ethics frameworks

communicate effectively with a range of senior personnel

identify and arrange training support where appropriate

calculate human resource return on investment within the organisation.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify the key provisions of legal and compliance requirements that apply to managing human resources

summarise the organisation's code of conduct

explain human resource strategies and planning processes and their relationship to business and operational plans

describe performance and contract management

explain how feedback is used to modify the delivery of human resources.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

business strategy and operation plans

business technology

legislation, regulations and codes of practice relevant to staff recruitment, selection and induction

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM502 Manage human resource management information systems

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage human resource information systems from the research and planning stages, through selection of appropriate systems, to implementation, ongoing review and system upgrades.

It applies to individuals with a well-established, sound theoretical knowledge base in human resource management and human resource information systems (HRIS) who are proficient in using a range of specialised technical and managerial techniques to plan, carry out and evaluate their own work and/or the work of a team. They may or may not have staff who report to them, but they are authorised to oversee the HRIS.

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

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Identify human resource information requirements	1.1 Collect, collate and document information requirements of users 1.2 Identify communication processes to support user needs 1.3 Agree on information requirements and communication processes with users and relevant managers 1.4 Develop a draft information systems management plan with agreed review mechanisms, timeframe and criteria 1.5 Specify information requirements in a clear and concise manner 1.6 Ensure information requirements are consistent with organisational objectives and policies 1.7 Identify resources required to meet the information requirements within budget parameters
2 Select human resource information management system	2.1 Agree on selection criteria for the information management system with relevant groups and individuals 2.2 Ensure that selection criteria for the system has the capability to meet organisation’s objectives, policies and budget parameters 2.3 Evaluate potential systems against the criteria 2.4 Undertake cost benefit and risk analysis in relation to the systems which meet the selection criteria 2.5 Establish preferences for the system and provide selection report to senior managers 2.6 Ensure preferred system is capable of being customised to meet organisation and user requirements
3 Implement human resource information system	3.1 Develop implementation plan with users, other relevant groups and individuals 3.2 Confirm implementation plan’s roles and responsibilities with individuals and groups involved 3.3 Assign resources to meet implementation plan timeframe, quality and other objectives 3.4 Modify implementation schedule to resolve any problems arising 3.5 Ensure groups and individuals contribute to implementation in accordance with plan objectives
4 Monitor and evaluate performance of human resource information system	4.1 Monitor information system performance and prepare performance reports 4.2 Obtain feedback from users about the system 4.3 Benchmark system performance and technical specifications against other systems, and latest trends and developments 4.4 Analyse performance gaps and current strategies and introduce improvements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.4, 1.6, 1.7, 2.2-2.4, 2.6, 3.3, 3.5, 4.1, 4.3, 4.4	Interprets textual information obtained from a range of sources and determines how content may be applied to individuals and organisational requirements
Writing	1.1, 1.3-1.5, 2.1, 2.5, 3.1, 3.3, 3.4, 4.1, 4.3, 4.4	Demonstrates clear writing skills by selecting appropriate conventions and stylistic devices to express precise meaning relevant to context and audience
Oral Communication	1.3, 1.5, 2.1, 3.1, 3.2, 4.2	Draws on a repertoire of open questioning and active listening to obtain feedback and confirm requirements Uses appropriate terminology and non-verbal features to explain requirements
Numeracy	1.4, 1.7, 2.4	Completes basic calculations to determine time taken to complete work within predetermined timelines Prepares basic estimates, cost benefit and risk analyses according to pre-existing budgets
Navigate the world of work	1.6, 2.2, 2.6	Adheres to all relevant organisational policies and procedures, and considers own role in terms of its contribution to broader goals of work environment
Interact with others	1.3, 2.1, 3.2, 3.5	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction
Get the work done	1.1, 1.4, 1.7, 2.3, 2.5, 2.6, 3.3, 3.4, 4.1, 4.3, 4.4	Accepts responsibility for planning and sequencing complex tasks and workload, negotiating key aspects with others Monitors progress of plans and schedules, and reviews and changes them to meet new demands and priorities Applies systematic and analytical decision-making processes for complex and non-routine situations Uses evaluation and analysis as a means to continuously improve work practices and processes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM502 Manage human resource management information systems	BSBHRM502A Manage human resources management information systems	Updated to meet Standards for Training Packages Minor change to unit title	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM502 Manage human resource management information systems

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

assess written reports on human resource management information systems (HRIS)

develop and implement a plan for a new HRIS in close consultation with others

review the new system and make improvements where required.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe monitoring, measuring and evaluation techniques for a range of human resource management functions

outline procurement procedures, including preparation of a technical brief

list the various types of HRIS available and their respective capabilities and limitations

summarise key organisational protocols and processes applicable to managing a HRIS.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

documentation and resources normally used in the workplace

case studies and, where possible, real situations

workplace policies and procedures

relevant legislation, regulations and codes of practice.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM505 Manage remuneration and employee benefits

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to implement an organisation’s remuneration and benefit plans. It incorporates all functions associated with remuneration, including packaging, salary benchmarking, market rate reviews, bonuses and the legislative aspects of remuneration and employee benefits.

It applies to individuals who are human resource managers responsible for overseeing an organisation’s remuneration process.

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

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Develop organisation’s remuneration strategy	1.1 Analyse strategic and operational plans to determine the scope of remuneration and benefits plans 1.2 Undertake research on current practice, recent developments and legislative parameters for remuneration strategy 1.3 Develop options for consideration by relevant managers 1.4 Present options showing the link to organisational strategic objectives 1.5 Ensure remuneration policies and incentive plans are agreed and recorded 1.6 Ensure organisation is positioned as an employer of choice and regarded as a desirable workplace
2 Implement remuneration strategy	2.1 Research occupational groups to determine those which are industrial agreement based 2.2 Access or undertake market rates surveys regularly to ensure the organisation’s required level of competitiveness for particular occupational groups is maintained 2.3 Align remuneration and benefits plans with performance management system 2.4 Ensure employees receive at least their minimum entitlements according to organisational policies and legal requirements 2.5 Ensure salary packages comply with organisational policies and legal requirements, including fringe benefits tax (FBT) and superannuation 2.6 Ensure incentive arrangements, if included, comply with the organisation’s remuneration strategy
3 Review and update remuneration strategy	3.1 Consult managers and employees about the effectiveness of the remuneration strategy 3.2 Amend strategy and plans as necessary to meet organisational policies and legal requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 2.1-2.3, 2.5, 2.6, 3.2	Evaluates and integrates facts and ideas to construct meaning from a range of text types
Writing	1.2, 1.3, 1.5, 2.2, 2.3. 3.2	Develops complex material for specific audiences using clear language and appropriate structure to convey explicit information, requirements and recommendations
Oral Communication	1.4, 1.5, 3.1	Draws on a repertoire of open questioning and active listening skills when consulting others Uses appropriate terminology and non-verbal features to present information or clarify understanding
Numeracy	1.1, 2.3, 2.4, 2.6,	Analyses numerical information to determine employee remuneration and benefits according to a clear set of parameters
Navigate the world of work	1.2, 1.4, 1.6, 2.3-2.6, 3.2	Adheres to relevant organisational policies, procedures and legislative requirements Considers own role in terms of its contributions to broader goals of the work environment
Interact with others	1.4, 1.5, 3.1	Uses effective presentation and collaboration skills to show options, negotiate agreement and gain feedback on policies
Get the work done	1.1, 1.3, 2.2, 2.3, 3.2	Accepts responsibility for planning and sequencing complex tasks and workload, negotiating key aspects with others, taking into account capabilities, efficiencies and effectiveness Applies systematic and analytical processes to determine appropriate models of remuneration and benefits for particular occupational groups and individuals Uses evaluation and analysis of feedback to decide on improvements to strategy

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM505 Manage remuneration and employee benefits	BSBHRM505B Manage remuneration and employee benefits	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM505 Manage remuneration and employee benefits

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop remuneration strategies for different occupational groups

manage remuneration and benefits in accordance with all legislative and ethical requirements and operational policies

apply awards and agreements to remuneration processes

apply requirements of the Australian Taxation Office in relation to income tax, superannuation reporting, FBT and bonus payments.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline remuneration principles or models and approaches

explain the ethical practices relating to remuneration and benefits strategies

outline various remuneration or employee benefits

describe ways to position an organisation an 'employer of choice'

outline award structures for industrial agreements

summarise organisational policies and procedures affecting remuneration strategies

identify relevant legislation, regulations and standards that may affect remuneration strategies

list the requirements of the Australian Taxation Office in relation to:

income tax

superannuation reporting

FBT and bonus payments.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

an appropriate range of documentation and resources normally used in the workplace

organisational policies and procedures

relevant legislation, regulations and codes of practice

business technology.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM506 Manage recruitment selection and induction processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage all aspects of recruitment selection and induction processes in accordance with organisational policies and procedures.

It applies to individuals or human resource personnel who take responsibility for managing aspects of selecting new staff and orientating those staff in their new positions. It is not assumed that the individual will be directly involved in the selection processes themselves, although this may well be the case.

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

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Develop recruitment, selection and induction policies and procedures	1.1 Analyse strategic and operational plans and policies to identify relevant policies and objectives 1.2 Develop recruitment, selection and induction policies and procedures and supporting documents 1.3 Review options for technology to improve efficiency and effectiveness of recruitment and selection process 1.4 Obtain support for policies and procedures from senior managers 1.5 Trial forms and documents supporting policies and procedures and make necessary adjustments 1.6 Communicate policies and procedures to relevant staff and provide training if required
2 Recruit and select staff	2.1 Determine future human resource needs in collaboration with relevant managers and sections 2.2 Ensure current position descriptors and person specifications for vacancies are used by managers and others involved in recruitment, selection and induction processes 2.3 Provide access to training and other forms of support to all persons involved in recruitment and selection process 2.4 Ensure advertising of vacant positions complies with organisational policy and legal requirements 2.5 Utilise specialists where necessary 2.6 Ensure selection procedures are in accordance with organisational policy and legal requirements 2.7 Ensure processes for advising applicants of selection outcome are followed 2.8 Ensure job offers and contracts of employment are executed promptly, and new appointments are provided with advice about salary, terms and conditions
3 Manage staff induction	3.1 Provide access to training and ongoing support for all persons engaged in staff induction 3.2 Check induction processes are followed across the organisation 3.3 Oversee management of probationary employees and provide them with feedback until their employment is confirmed or terminated 3.4 Obtain feedback from participants and relevant managers on extent induction process is meeting its objectives 3.5 Make refinements to induction policies and procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.2, 2.4, 2.6, 2.7	Critically evaluates and applies content from a range of complex texts to determine legislative and business requirements
Writing	1.2-1.6, 2.1, 3.3-3.5	Demonstrates clear writing skills by selecting appropriate conventions and to express precise meaning relevant to context and audience
Oral Communication	1.4, 1.6, 2.1, 2.3, 3.3, 3.4	Draws on a repertoire of open questioning and active listening when seeking feedback from others Uses appropriate terminology and non-verbal features to present information and clarify understanding
Numeracy	2.8	Analyses numerical information to determine employees’ remuneration packages Makes basic calculations to ensure work output is delivered in a timely manner
Navigate the world of work	1.1, 1.2, 1.5, 1.6, 2.4, 2.6	Understands and adheres to relevant organisational policies and procedures Develops or updates organisational policies to meet organisational objectives Considers own role in terms of its contribution to broader goals of work environment
Interact with others	1.4, 1.6, 2.1-2.3, 2.5, 2.7, 2.8, 3.1, 3.3, 3.4	Seeks expert advice and skills training where required Selects appropriate mode of communication for a specific purpose relevant to own role Uses effective communication skills to liaise with a range of people across the organisation
Get the work done	1.1-1.3, 1.5, 1.6, 2.1, 2.3, 2.7, 2.8, 3.1, 3.2, 3.3	Plans and implements tasks required to deliver timely outcomes, negotiating some key aspects with others Monitors implementation of plans and adjusts as necessary Considers whether and how often others should be involved, using consultative or collaborative processes as an integral part of the decision-making process Analyses outcomes of decisions to identify improvement opportunities Actively identifies systems, devices and applications with potential to meet current and future needs

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM506 Manage recruitment selection and induction processes	BSBHRM506A Manage recruitment selection and induction processes	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM506 Manage recruitment selection and induction processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop or critically analyse a policy and procedures framework for recruitment, selection and induction

identify the need for recruitment

prepare and oversee appropriate documentation required for recruitment

select and advise job applicants appropriately

manage the induction process

comply with relevant legislation and organisational requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe recruitment and selection methods, including assessment centres

explain the concept of outsourcing

describe the purpose of employee contracts and industrial relations

summarise relevant legislation, regulations, standards and codes of practice that may affect recruitment, selection and induction

explain why terms and conditions of employment are an important aspect of recruitment

explain the relevance of psychometric and skills testing programs to recruitment.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

an appropriate range of documentation and resources normally used in the workplace

relevant organisational policies and procedures

relevant legislation, regulations and codes of practice

business technology.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM507 Manage separation or termination

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to deal with redeployment, resignation, retirement, dismissal and redundancy, including the conduct of exit interviews.

It applies to individuals who take responsibility for overseeing aspects of managing the voluntary and involuntary termination of employment.

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

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Develop policies and procedures for separation/termination of employment	1.1 Undertake research to determine features of best practice systems of separation/termination and the legal requirements 1.2 Undertake consultation with relevant managers prior to introduction of new forms, procedures or systems 1.3 Develop policies, procedures and supporting documentation for all forms of separation/termination 1.4 Ensure procedures for dismissal or termination respect employees, provide strict confidentiality and comply with legislation 1.5 Obtain support for separation/termination policies and procedures from senior managers 1.6 Communicate policies and procedures, and provide supporting documents to relevant personnel 1.7 Use feedback to make refinements to policies, procedures and supporting documents for separation and termination
2 Manage separation/termination processes	2.1 Develop a redundancy or redeployment plan 2.2 Manage redundancies and redeployment and provide relevant information about processes so work outcomes are not compromised 2.3 Provide outplacement or other assistance in accordance with organisational policies and legal requirements 2.4 Ensure dismissals for incapacity to perform or misconduct comply with legislative and organisational requirements 2.5 Ensure human resource staff, managers and supervisors have necessary skills and knowledge to take disciplinary action 2.6 Review workforce data for predicted numbers of people retiring and make necessary plans 2.7 Review and evaluate separation/termination procedures regularly and introduce improvements
3 Manage exit interview process	3.1 Ensure separating employees are offered opportunity to participate in exit interviews 3.2 Ensure process for exit interviews is clear and that staff are skilled to conduct them 3.3 Ensure data from exit interviews is recorded and depersonalised 3.4 Analyse data from exit interviews to establish trends and patterns and introduce improvements across the organisation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance

Skill	Performance Criteria	Description
Learning	2.5, 3.2	Ensures staff have necessary skills and training to oversee employees terminations
Reading	1.1, 1.3, 1.4, 1.7, 2.1, 2.2, 2.3, 2.6, 2.7, 3.2	Critically evaluates and applies content from a range of texts to determine legislative and business requirements
Writing	1.1, 1.3, 1.6, 1.7, 2.1, 2.2, 2.6, 2.7, 3.3	Records results of research for personal use Uses a range of writing skills and techniques to create or edit organisational documentation in required format for a range of audiences Creates records in required format and structure
Oral Communication	1.2, 1.5-1.7, 2.2, 2.5, 3.1, 3.2	Uses appropriate terminology and non-verbal features when consulting others and presenting information Uses open questioning and active listening skills when seeking feedback from others
Numeracy	2.6, 3.4	Undertakes basic mathematical calculations to review and manipulate workforce data
Navigate the world of work	1.1, 1.4, 1.7, 2.3, 2.4, 2.7	Identifies and adheres to legislative and organisational requirements relevant to role Develops or updates policies and procedures to achieve organisational goals Monitors adherence to organisational policies and procedures
Interact with others	1.2, 1.5, 2.5, 3.1, 3.2	Collaborates with others to achieve outcomes, playing an active role in facilitating understanding of procedures
Get the work done	1.1, 2.1, 2.2, 2.7, 3.1	Plans and implements tasks to achieve outcomes in accordance with legislative and organisational requirements Uses systematic processes to gather and analyse the data needed to make decisions that affect the organisation Uses consultation and analytical thinking to decide on improvements to work practices and processes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM507 Manage separation or termination	BSBHRM507A Manage separation or termination	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM507 Manage separation or termination

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

create policies and procedures to manage all aspects of employment termination according to legislative and organisational requirements

communicate effectively with employees to ensure they are aware of their rights and responsibilities

ensure staff have an appropriate skill-sets to conduct terminations

use data from exit interviews to suggest organisational improvements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify and describe disciplinary procedures

describe employment contracts including terms and conditions

outline procedures and grounds for dismissal, suspension, voluntary termination, retirement and redundancy

summarise relevant industrial relations and employee dismissal legislation.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

an appropriate range of documentation and resources normally used in the workplace

relevant organisational policies and procedures

relevant legislation, regulations and codes of practice

business technology

interaction with others

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM509 Manage rehabilitation or return to work programs

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to process and analyse workers compensation and sick leave claims. It also covers the establishment of rehabilitation needs and return to work programs and their monitoring, review and evaluation.

It applies to individuals who manage claims and ensure that the organisation provides appropriate support for the worker.

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

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Analyse claims	1.1 Ensure that the organisation has and maintains a current Workers' Compensation insurance policy (or equivalent) as required by the applicable legislation 1.2 Process claims in accordance with organisational policies and legal and insurance requirements 1.3 Dispute claims where insurer or organisational requirements are not met 1.4 Notify rehabilitation provider in accordance with organisational procedures 1.5 Advise claimants as to whether their claim has been accepted 1.6 Analyse claims to identify the nature of the illness/injury and prepare report/s 1.7 Identify projected period of absence and where rehabilitation assistance is required and ensure arrangements are made in the work team to deal with absence
2 Establish rehabilitation/return to work program	2.1 Ensure consultation occurs between rehabilitation provider and treating doctor 2.2 Ensure consultation occurs between rehabilitation provider, relevant managers and employee 2.3 Consider job redesign, reduced hours and alternative duties in the light of medical advice 2.4 Design a rehabilitation/return to work program to achieve a successful return to work 2.5 Obtain approval for return to work program by relevant managers 2.6 Establish rehabilitation program with employee 2.7 Undertake risk analysis in relation to proposed program and mitigate risk where appropriate 2.8 Commence program as close to the time of the accident/illness as possible
3 Monitor/evaluate rehabilitation/ return to work program	3.1 Encourage regular feedback/communication between provider, supervising manager and employee 3.2 Organise regular contact and support between provider and employee 3.3 Identify breaches of the return to work program and take remedial action promptly 3.4 Refer return to work program to workers compensation authorities where breaches occur 3.5 Modify return to work program where appropriate if it is not delivering the required outcomes 3.6 Evaluate each rehabilitation/return to work program at its conclusion and implement recommendations for system improvement where appropriate

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 1.3, 1.6, 1.7, 2.3, 2.4, 2.7, 3.6	Evaluates and integrates facts and ideas to construct meaning from a range of text types
Writing	1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.3, 2.4, 2.5, 2.6, 2.7, 3.3, 3.4, 3.5, 3.6	Records results of analysis in required formats Prepares correspondence to a range of individual in required format Uses vocabulary, grammatical structure and appropriate organisational conventions to ensure rehabilitation and return to work programs are effectively documented
Oral Communication	1.3, 1.4, 1.5, 1.7, 2.1, 2.2, 2.5, 2.6, 3.3, 3.4	Uses appropriate vocabulary and non-verbal features in discussions with employees, insurance companies and rehabilitation providers when dealing with claims
Numeracy	2.3, 2.4, 2.7, 3.6	Uses basic numeracy skills to determine the appropriate amount of hours for a return to work program Selects and uses appropriate mathematical problem-solving strategies to undertake risk analysis and to evaluate the rehabilitation program
Navigate the world of work	1.1-1.4	Ensures knowledge of legislative requirements and products is kept up to date in order to provide accurate information Takes full responsibility for following policies, procedures and legislative requirements and identifies organisational implications of new legislation or regulation Seeks to improve policies and procedures to better meet organisational goals
Interact with others	1.5, 1.7, 2.1, 2.2, 2.5, 2.6, 3.1, 3.2, 3.4, 3.6	Uses appropriate protocols and practices to communicate with a range of stakeholders Implements strategies to discuss health matters sensitively with a range of people Encourages collaboration between relevant stakeholders
Get the work done	1.1-1.4, 1.6, 1.7, 2.1-2.4, 2.6-2.8, 3.3-3.6	Plans and organises complex tasks to ensure that that claims are properly processed and to keep the claimant informed Monitors progress of plans and schedules and reviews and changes them to meet new demands and priorities Makes critical decisions in complex situations, taking a range of variables into consideration Evaluates and analyses results of decisions to identify opportunities for improvement

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM509 Manage rehabilitation or return to work programs	BSBHRM509A Manage rehabilitation or return to work programs	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM509 Manage rehabilitation or return to work programs

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

process and analyse workers compensation claims

process and analyse sick leave claims

establish, implement, monitor and review a rehabilitation needs and return to work program including

identifying breaches

liaising between the claimant, workers compensation authority, rehabilitation provider, doctor and workplace

determining the extent to which the program meets its objective in respect to timeframes, success rates, cost and impact on the organisation

conduct a risk analysis of a return to work program and mitigate identified risks including

assessing the likelihood of a negative event preventing the program meeting its objectives and the likely consequences of such an event

action taken to reduce or eliminate identified risk

assess the strengths and weaknesses of the organisation’s approach to rehabilitation return to work programs

apply relevant legislation to return to work programs.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain rehabilitation concepts and return to work procedures

identify and describe relevant legislation from all levels of government that affects rehabilitation and return to work programs

outline the role of workers compensation authorities and tribunal procedures.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

documentation and resources normally used in the workplace

case studies and, where possible, real situations

workplace policies and procedures

relevant legislation, regulations and codes of practice.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBHRM512 Develop and manage performance management processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop and facilitate implementation of performance management processes and to coordinate individual or group learning and development to encourage effective employee performance.

This unit applies to individuals who are authorised to establish effective performance management processes for an organisation and who may have staff reporting to them.

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

Unit Sector

Workforce Development – Human Resource Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Develop integrated performance-management processes	1.1 Analyse organisational strategic and operational plans to identify relevant policies and objectives to be addressed in integrated performance-management processes 1.2 Develop objectives for performance-management processes to support organisational strategy and goals and to build organisational capability 1.3 Design methods and processes for line managers to develop key performance indicators for those reporting to them 1.4 Develop organisational timeframes and processes for formal performance-management sessions 1.5 Ensure performance-management processes are flexible enough to cover the range of the organisation's employment situations 1.6 Consult with key stakeholders about the processes and agree on process features 1.7 Gain support for implementation of the performance-management processes
2 Facilitate the implementation of performance-management processes	2.1 Train relevant groups and individuals to monitor performance, identify performance gaps, provide feedback and manage talent 2.2 Work with line managers to ensure that performance is monitored regularly and that intervention occurs as required and complies with organisational policies and legal requirements 2.3 Support line managers to counsel and discipline employees who continually perform below standard 2.4 Articulate dispute resolution processes where necessary, mediating between line managers and employees 2.5 Provide support to terminate employees who fail to respond to interventions according to organisational protocols and legislative requirements 2.6 Ensure recorded outcomes of performance-management sessions are accessible and stored securely, according to organisational policy 2.7 Regularly evaluate and improve all aspects of performance-management processes in keeping with organisational objectives and policies
3 Coordinate individual or group learning and development	3.1 Design and develop learning and development plans and strategies to encourage effective employee performance 3.2 Deliver learning and development plans according to agreed timeframes, ensuring achievement of specified outcomes 3.3 Contract appropriate providers for performance development, as identified by plans and according to organisational policy 3.4 Monitor learning and development activities to ensure compliance with quality assurance standards 3.5 Negotiate remedial action with providers, where necessary 3.6 Generate reports to advise appropriate managers on progress and success rates of activities

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1	Interprets and critically analyses organisational strategic and operational plans to identify relevant policies and objectives to be addressed
Writing	1.2, 1.3, 1.4, 3.1, 3.6	Uses broad vocabulary, grammatical structure and conventions appropriate to text when developing objectives, designing methods and processes and reporting
Oral communication	1.6, 2.1, 2.2, 2.4, 3.5	Conveys information using language, format and style appropriate to a specific audience Uses listening and questioning to extract main ideas from oral texts or to confirm and clarify understanding
Numeracy	3.6	Selects from, and applies, mathematical and problem solving strategies when reporting on success rates of activities
Navigate the world of work	1.1, 1.2, 2.5, 2.6, 2.7, 3.3, 3.4	Understands and interprets organisational policies and procedures in order to formulate processes relevant to own role requirements Monitors adherence to legal and regulatory rights and responsibilities for self and possibly others
Interact with others	1.6, 1.7, 2.1, 2.2, 2.3, 2.4, 3.5	Selects and implements appropriate communication protocols to liaise with personnel in a range of work contexts Supports line managers to achieve goals, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role on occasion Negotiates with others to achieve agreeable outcomes playing an active role in facilitating consensus in contentious situations
Get the work done	1.1-1.7, 2.1-2.7, 3.2, 3.3, 3.4	Takes responsibility for developing, implementing and monitoring processes and strategies to manage performance Accepts responsibility for planning, scheduling and sequencing complex tasks to meet organisational and legislative requirements Uses systematic, analytical processes in complex, non-routine situations, setting goals, gathering relevant information, and identifying and evaluating options against agreed criteria Uses digital systems and tools to store, access and organise digital information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBHRM512 Develop and manage performance-management processes	BSBHRM512A Develop and manage performance management processes	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBHRM512 Develop and manage performance management processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop, implement, monitor and review an organisational performance management process which supports business goals including analysing the organisational strategic and operational plan

design methods for the development of key performance indicators and formal performance management sessions by line managers

consult with stakeholders to gain support

design, develop, coordinate and implement individual and group learning and development

train line managers and other relevant people to manage performance

provide support to line managers to effectively manage performance issues, including dispute resolution and termination of employment

develop approaches to improve performance and address identified performance gaps.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

list characteristics of a learning organisation

outline policies and legislation relevant to performance management

summarise grievance procedures

explain models for giving feedback and options for skill development

describe options in the design of performance management processes

outline role of performance management in relation to broader human resources and business objectives.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – human resource development field of work and include access to:

organisational strategic and operational plans

workplace policies and procedures

relevant legislation, regulations and codes of practice

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBINM301 Organise workplace information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to gather, organise and apply workplace information in the context of an organisation’s work processes and knowledge management systems.

It applies to individuals who perform a defined range of skilled operations in various work contexts. They may exercise discretion and judgement using appropriate knowledge of information management to provide technical advice and support to a team.

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

Unit Sector

Knowledge Management – Information Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Collect and assess information	1.1 Access product and service information in accordance with organisational requirements 1.2 Ensure methods of collecting information are reliable and make efficient use of available time and resources 1.3 Assess information for clarity, accuracy, currency and relevance to intended tasks 1.4 Use interpersonal skills to access relevant information from teams and individuals
2 Organise information	2.1 Organise information in a format suitable for analysis, interpretation and dissemination in accordance with organisational requirements 2.2 Use appropriate technology/systems to maintain information in accordance with organisational requirements 2.3 Collate information and materials and communicate to relevant designated persons 2.4 Identify difficulties organising and accessing information and solve collaboratively with individuals and team members 2.5 Update and store information in accordance with organisational requirements and systems
3 Review information needs	3.1 Actively seek feedback on clarity, accuracy and sufficiency of information to ensure relevance of information and system 3.2 Review the contribution of information to decision making and implement appropriate modifications to collection processes 3.3 Identify future information needs and incorporate modifications to collection processes 3.4 Document future information needs and incorporate in modifications to reporting processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.3, 2.5, 3.2	Recognises and assesses textual information to complete tasks according to requirements
Writing	2.1, 2.2, 2.3, 2.5, 3.1, 3.4	Completes workplace records, forms and documentation accurately using correct format, accurate spelling and grammar and terminology specific to requirements
Oral Communication	1.4, 2.3, 2.4, 3.1	Elicits the view and opinions of others and obtains information by listening and questioning Participates in a verbal exchange of ideas/solutions using clear language to contribute information and convey issues
Navigate the world of work	1.1, 2.1, 2.5	Understands rights and responsibilities and complies with explicit policies and procedures and legal and regulatory requirements
Interact with others	1.4, 2.3, 2.4, 3.1	Identifies and follows accepted communication practices and protocols Complies with work instructions and contributes to work group discussions using accepted conventions
Get the work done	1.1, 1.2, 2.1, 2.2, 2.4, 3.2, 3.3	Plans and implements routine tasks and workload making decisions about sequencing and timing Makes low impact decisions within familiar situations, based on a range of predefined or routine solutions, and evaluates the effectiveness of the outcome Uses digital technology to access and record information and to communicate with others

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBINM301 Organise workplace information	BSBINM301A Organise workplace information	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBINM301 Organise workplace information

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

efficiently and effectively gather, assess, organise and use workplace information as part of own job role

provide accurate information for defined purposes

maintain and handle data and documents systematically

use business technology to manage information

communicate with colleagues and clients using effective interpersonal skills to obtain and check workplace information

apply relevant legislation and regulations to workplace information

monitor, review and modify information processes.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain how legislation and regulations may affect the gathering organising and distribution of workplace information

describe methods for checking validity of information and its sources

describe organisational recordkeeping and filing systems, security procedures and safe recording practices

identify workplace policies and procedures relating to workplace information.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – information management field of work and include access to:

business technology

workplace policies and procedures

relevant legislation and codes of practice

office equipment and resources

examples of information documents found in the workplace

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBITU201 Produce simple word processed documents

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop basic keyboard skills using touch typing techniques in a broad range of settings.

It applies to individuals who perform a range of mainly routine tasks and generally work under direct supervision using limited practical skills and fundamental knowledge.

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

Unit Sector

Information and Communications Technology – IT Use

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to produce documents	1.1 Use safe work practices to ensure ergonomic, work organisation, energy and resource conservation requirements are met 1.2 Identify document purpose, audience and presentation requirements, and clarify with relevant personnel as required 1.3 Identify organisational and task requirements for document layout and design
2. Produce documents	2.1 Format document using appropriate software functions to adjust page layout to meet information requirements, in accordance with organisational style and presentation requirements 2.2 Use system features to identify and manipulate screen display options and controls 2.3 Use manuals, user documentation and online help to overcome problems with document presentation and production
3. Finalise documents	3.1 Ensure final document is previewed, checked, adjusted and printed in accordance with organisational and task requirements 3.2 Ensure document is prepared within designated timelines and organisational requirements 3.3 Name and store document in accordance with organisational requirements and exit application without information loss/damage

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 1.3, 2.1, 2.3, 3.1, 3.3	Recognises textual information within organisational and task requirements to determine work requirements
Writing	3.1, 3.3	Records numerical and textual information in accordance with requirements of task
Oral Communication	1.2	Participates in a variety of spoken exchanges with relevant personnel in an effort to clarify document purpose, audience and presentation requirements
Navigate the world of work	1.1-1.3, 2.1, 3.1-3.3	Recognises and follows explicit and implicit protocols and meets expectations associated with own role
Interact with others	1.2	May seek guidance from more experienced work colleagues
Get the work done	2.1-2.3, 3.1-3.3	Understands functions and features of specific computer software and uses these to perform work tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBITU201 Produce simple word processed documents	BSBITU201A Produce simple word processed documents	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBITU201 Produce simple word processed documents

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

produce documents following correct ergonomic, conservation requirements and organisational policies and procedures

adhere to organisational style manual when formatting documents

refer to help function and user documentation to rectify document problems

use system features

follow designated timelines when preparing documents.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify basic formatting styles and their affect on formatting, readability and appearance of documents

describe purpose, use and function of word processing software

outline organisational requirements for ergonomics, work periods and breaks, and conservation techniques

describe what is contained in an organisational style guide.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the information and communications technology – IT use field of work and include access to:

industry software packages

computer user information

relevant legislation and codes of practice

organisational policies and procedures

relevant workplace documentation and resources including a style guide and user manuals.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLDR502 Lead and manage effective workplace relationships

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to lead and manage effective workplace relationships.

It applies to individuals in leadership or management who have a prominent role in establishing and managing processes and procedures to support workplace relationships taking into account the organisation's values, goals and cultural diversity.

At this level work will normally be carried out within complex and diverse methods and procedures, which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.

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

Unit Sector

Management and Leadership - Leadership

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Manage ideas and information	1.1 Ensure strategies and processes are in place to communicate information associated with the achievement of work responsibilities to all co-workers 1.2 Develop and/or implement consultation processes to ensure that employees have the opportunity to contribute to issues related to their work role 1.3 Facilitate feedback to employees on outcomes of the consultation processes 1.4 Develop and/or implement processes to ensure that issues raised are resolved promptly or referred to relevant personnel
2. Establish systems to develop trust and confidence	2.1 Establish and/or implement policies to ensure that the organisation’s cultural diversity and ethical values are adhered to 2.2 Gain and maintain the trust and confidence of colleagues and external contacts through professional conduct 2.3 Adjust own interpersonal communication styles to meet the organisation’s cultural diversity and ethical environment and guide and support the work team in their personal adjustment process
3. Manage the development and maintenance of networks and relationships	3.1 Use networks to build workplace relationships providing identifiable outcomes for the team and the organisation 3.2 Conduct ongoing planning to ensure that effective internal and external workplace relationships are developed and maintained
4. Manage difficulties to achieve positive outcomes	4.1 Develop and/or implement strategies to ensure that difficulties in workplace relationships are identified and resolved 4.2 Establish processes and systems to ensure that conflict is identified and managed constructively in accordance with the organisation’s policies and procedures 4.3 Provide guidance, counselling and support to assist co-workers in resolving their work difficulties 4.4 Develop and implement an action plan to address any identified difficulties

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Writing	1.2, 1.4, 2.1, 4.1, 4.2, 4.4	Prepares plans and policies incorporating appropriate vocabulary, grammatical structure and conventions
Interact with others	2.2, 2.3, 3.1, 4.3	Adapts personal communication style to model behaviours, build trust and positive working relationships, and to support others Plays a lead role in situations requiring effective collaboration, demonstrating high level support and facilitation skills and ability to engage and motivate others
Navigate the world of work	2.1, 2.3	Establishes or follows organisational policy regarding diversity and ethical conduct
Get the work done	1.1-1.4, 2.1, 3.2, 4.1, 4.2, 4.4	Takes responsibility for formulating, organising and implementing plans, processes and strategies that impact the workplace Systematically gathers and analyses all relevant information and evaluates options to inform decisions about organisational strategies Evaluates outcomes to identify opportunities for improvement

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLDR502 Lead and manage effective workplace relationships	Not applicable	New unit	No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLDR502 Lead and manage effective workplace relationships

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop and/or implement processes to manage ideas and information including:

communicating information to support others to achieve work responsibilities

facilitating employees' contributions to consultation on work issues

providing feedback on the outcomes of consultations

resolution of issues raised or referral to relevant personnel

establish and/or implement policies to ensure that the organisation’s cultural diversity and ethical values are adhered to

provide leadership through own behaviour including:

professional conduct that promotes trust with internal and external contacts

adjusting own interpersonal communication style to meet the organisation’s cultural diversity and ethical environment

plan for, and manage, the use of networks to support identifiable outcomes for the team and the organisation

develop and/or implement processes and systems to manage difficulties including:

identifying and resolving conflicts and other difficulties according to organisational policies and procedures

planning how to address difficulties

providing guidance, counselling and support to assist co-workers in resolving their work difficulties.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain how systems, policies and procedures can support the development of effective work relationships focusing on interpersonal styles, communications, consultation, cultural and social sensitivity, networking and conflict resolution

outline legislation relevant to managing effective workplace relationships.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLED101 Plan skills development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to identify and document current skills and plan future skills development under the guidance of an appropriate adviser.

It applies to individuals developing basic skills and knowledge of career planning and skills development in preparation for working in a broad range of settings.

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

Unit Sector

Workforce Development – Learning and Development

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Seek advice on future career directions	1.1 Identify possible career directions in industry or organisation 1.2 Identify and prioritise personal work goals 1.3 Discuss future work/career directions with appropriate people and identify additional skill requirements 1.4 Take into account personal values and attitudes regarding work and business in planning future work/career directions 1.5 Identify additional skills required, and determine appropriate method/s to acquire these skills
2. Conduct self-assessment of skills	2.1 Identify work, life and study experiences relating to business 2.2 Assess current skills, knowledge and attitudes against a checklist of relevant competencies 2.3 Discuss results of selfassessment with trainer or assessor 2.4 Identify further skills development needs
3. Prepare portfolio of evidence	3.1 Identify and discuss types of evidence required 3.2 Develop a clear understanding of purpose of evidence 3.3 Collect examples of evidence for portfolio 3.4 Complete application for recognition of current competency and/or personal resume with assistance of assessor

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	1.3, 2.4	Reflects on knowledge and experience required to broaden future skills development
Reading	1.1, 1.2, 1.5, 2.2, 2.4, 3.2-3.4	Recognises and interprets textual information to determine requirements
Writing	1.2, 1.4, 1.5, 2.1, 2.2, 2.4, 3.1, 3.3, 3.4	Uses factual information and industry-related terminology to complete required workplace documentation
Oral Communication	1.3, 1.5, 2.3, 2.4, 3.1, 3.4	Uses everyday language and listens to short, specific advice to identify career options and personal work goals
Navigate the world of work	1.1-1.5, 2.1-2.4, 3.1, 3.2	With assistance, identifies specific qualifications, experience and/or skills needed for current or desired work role With encouragement, seeks feedback on self-assessment results from a trusted source
Interact with others	1.3, 1.4, 2.3, 3.2, 3.4	Begins to recognise how personal values and beliefs align with, or differ from others in specific work contexts With encouragement, may ask questions to seek information or clarify instructions
Get the work done	3.2, 3.3, 3.4	Plans and implements routine tasks directly related to own requirements

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLED101 Plan skills development	BSBLED101A Plan skills development	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLED101 Plan skills development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify and seek advice from appropriate people on:

work/career options

results of self-assessment

preparation of portfolio

prepare a portfolio of evidence including:

evidence examples

resume

recognition of current competencies application.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe importance of skills development in career planning terms

identify sources of advice on career planning and skill development

outline types of evidence and ways of creating portfolios of evidence.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce learning and development field of work and include access to:

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others

examples of resumes and career planning resources.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBLED502 Manage programs that promote personal effectiveness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage programs with a health and wellbeing focus. The unit addresses management of the range of programs that would typically be associated with health and wellbeing such as stress management, smoking cessation, exercise, and Employee Assistance Programs (EAPs).

It applies to individuals who take responsibility for managing staff health and wellbeing programs or activities.

It also has particular relevance for managers of human resources or diversity programs, frontline managers and specialist consultants responsible for promoting a balance between work demands and personal life. It is not assumed the individual will be directly involved in delivering the programs.

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

Unit Sector

Workforce Development – Learning and Development

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Research and analyse employee health issues	1.1 Identify and collect information on employee health issues from appropriate internal and external sources 1.2 Review findings and their implications for the organisation and business objectives 1.3 Develop options for addressing identified health issues 1.4 Obtain support from senior managers for preferred option
2. Plan health and wellbeing program	2.1 Develop program scope and objectives in consultation with appropriate industry consultants, colleagues and managers 2.2 Plan and create administrative structure and resources for program 2.3 Establish program responsibilities and clearly communicate to all stakeholders 2.4 Plan communications and marketing strategies in conjunction with stakeholders 2.5 Establish suitable evaluation methods, develop an overall program management plan and communicate this plan to stakeholders
3. Implement, administer and monitor program	3.1 Prepare policy documents, implement and monitor strategies in conjunction with program team members 3.2 Provide appropriate support, assistance and mentors to relevant personnel 3.3 Implement and monitor tracking systems according to program guidelines 3.4 Reach program milestones within agreed timelines and provide regular progress reports to stakeholders
4. Evaluate program	4.1 Use agreed evaluation methods to assess effectiveness of program at specific stages 4.2 Communicate information from program evaluation process to stakeholders 4.3 Incorporate evaluation process and outcomes into continuous improvement strategies, enterprise agreements and future corporate plans

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1-2.5, 3.1, 3.3, 3.4, 4.1-4.3	Compares and contrasts information and demonstrates an understanding gained from a variety of sources such as marketing and communication plans
Writing	1.1-1.3, 2.1-2.5, 3.1-3.4, 4.1-4.3	Integrates information from a number of sources and develops content using clear language that supports the purpose and context
Oral Communication	1.1, 1.4, 2.1, 2.3-2.5, 3.1, 3.2, 3.4, 4.1, 4.2	Applies appropriate strategies to communicate main ideas in a range of contexts, and listening and questioning techniques to confirm understanding
Navigate the world of work	1.2, 2.2, 3.1, 4.3	Recognises, responds and contributes to organisational procedures and protocols Understands how own role meshes with others and contributes to broader goals
Interact with others	1.4, 2.1, 2.4, 3.1, 3.2	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role Recognises importance of building rapport to establish effective working relationships
Get the work done	1.1, 1.3, 2.1-2.5, 3.1, 3.2, 3.3, 3.4, 4.1	Uses logical processes, and an increasingly intuitive understanding of context, to plan, organise, implement and monitor programs Systematically gathers and analyses all relevant information and evaluates options to make informed decisions Evaluates outcomes of decisions to identify opportunities for improvement

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBLED502 Manage programs that promote personal effectiveness	BSBLED502A Manage programs that promote personal effectiveness	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBLED502 Manage programs that promote personal effectiveness

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

collaboratively plan and implement a health and wellbeing program

develop an overall program management plan

provide feedback to stakeholders on:

program responsibilities

program milestones

evaluation outcomes

prepare policy documents

provide appropriate support to relevant personal

monitor and review program

incorporate outcomes into organisational strategies.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify a range of employee health issues and options for improving health outcomes

locate and name relevant industry consultants

outline steps to create a program management plan

explain why it is important to monitor program progress.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce learning and development field of work and include access to:

relevant workplace documentation, equipment and resources

case studies and, where available, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT502 Manage people performance

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage the performance of staff who report to them directly. Development of key result areas and key performance indicators and standards, coupled with regular and timely coaching and feedback, provide the basis for performance management.

It applies to individuals who manage people. It covers work allocation and the methods to review performance, reward excellence and provide feedback where there is a need for improvement.

The unit makes the link between performance management and performance development, and reinforces both functions as a key requirement for effective managers.

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

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Allocate work	1.1 Consult relevant groups and individuals on work to be allocated and resources available 1.2 Develop work plans in accordance with operational plans 1.3 Allocate work in a way that is efficient, cost effective and outcome focussed 1.4 Confirm performance standards, Code of Conduct and work outputs with relevant teams and individuals 1.5 Develop and agree performance indicators with relevant staff prior to commencement of work 1.6 Conduct risk analysis in accordance with the organisational risk management plan and legal requirements
2. Assess performance	2.1 Design performance management and review processes to ensure consistency with organisational objectives and policies 2.2 Train participants in the performance management and review process 2.3 Conduct performance management in accordance with organisational protocols and time lines 2.4 Monitor and evaluate performance on a continuous basis
3. Provide feedback	3.1 Provide informal feedback to staff on a regular basis 3.2 Advise relevant people where there is poor performance and take necessary actions 3.3 Provide onthejob coaching when necessary to improve performance and to confirm excellence in performance 3.4 Document performance in accordance with the organisational performance management system 3.5 Conduct formal structured feedback sessions as necessary and in accordance with organisational policy
4. Manage follow up	4.1 Write and agree on performance improvement and development plans in accordance with organisational policies 4.2 Seek assistance from human resources specialists, where appropriate 4.3 Reinforce excellence in performance through recognition and continuous feedback 4.4 Monitor and coach individuals with poor performance 4.5 Provide support services where necessary 4.6 Counsel individuals who continue to perform below expectations and implement the disciplinary process if necessary 4.7 Terminate staff in accordance with legal and organisational requirements where serious misconduct occurs or ongoing poorperformance continues

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	2.2, 3.3, 4.4	Consolidates and improves own knowledge and skills by coaching, mentoring or training others
Reading	1.2, 1.6, 2.4	Gathers, interprets and analyses texts in organisational documents to facilitate performance management
Writing	1.2, 1.4, 1.5, 1.6, 2.1, 2.3, 2.4, 3.4, 3.5, 4.1, 4.7	Plans and prepares documents for allocating work and managing performance suitable for the target audience and in accordance with organisational requirements
Oral Communication	1.1, 1.4, 1.5, 2.2, 2.3, 3.1, 3.2, 3.3, 3.5, 4.2-4.7	Uses language and structure appropriate to context and audience to explain expected standards of performance, provide feedback and coach staff
Numeracy	1.3, 1.4, 1.5, 1.6, 2.1, 2.4, 3.4, 4.1	Extracts and evaluates mathematical information embedded in a range of tasks and text relating to performance standards and risk analysis
Navigate the world of work	1.2, 1.6, 2.1, 2.3, 3.4, 3.5, 4.1, 4.7	Appreciates the implications of legal and regulatory responsibilities related to own work and the organisation as a whole Monitors adherence to organisational policies and procedures
Interact with others	1.1, 1.3, 1.4, 1.5, 2.2, 3.1, 3.2, 3.3, 4.2-4.6	Recognises and applies the protocols governing what to communicate to whom and how in a range of work contexts Collaborates with others to achieve joint outcomes, influencing direction and taking a leadership role on occasion
Get the work done	1.2, 1.3, 1.5, 1.6, 2.1, 2.4, 4.1, 4.2	Sequences and schedules complex activities, monitors implementation and manages relevant communication Seeks advice, feedback and support as required to assist in the decision-making process Uses experiences to reflect on the ways in which variables impact on performance

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT502 Manage people performance	BSBMGT502B Manage people performance	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT502 Manage people performance

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

consult with relevant stakeholders to identify work requirements, performance standards and agreed performance indicators

develop work plans and allocate work to achieve outcomes efficiently and within organisational and legal requirements

monitor, evaluate and provide feedback on performance and provide coaching or training, as needed

reinforce excellence in performance through recognition and continuous feedback

seek assistance from human resources specialists where appropriate

keep records and documentation in accordance with the organisational performance management system.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline relevant legislative and regulatory requirements

outline relevant awards and certified agreements

explain performance measurement systems utilised within the organisation

explain unlawful dismissal rules and due process

describe staff development options and information.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant legislation

workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMGT517 Manage operational plan

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop and monitor implementation of the operational plan to provide efficient and effective workplace practices within the organisation’s productivity and profitability plans.

Management at a strategic level requires systems and procedures to be developed and implemented to facilitate the organisation’s operational plan.

This unit applies to individuals who manage the work of others and operate within the parameters of a broader strategic and/or business plan.

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

Unit Sector

Management and Leadership – Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop operational plan	1.1 Research, analyse and document resource requirements and develop an operational plan in consultation with relevant personnel, colleagues and specialist resource managers 1.2 Develop and/or implement consultation processes as an integral part of the operational planning process 1.3 Ensure the operational plan includes key performance indicators to measure organisational performance 1.4 Develop and implement contingency plans for the operational plan 1.5 Ensure the development and presentation of proposals for resource requirements is supported by a variety of information sources and seek specialist advice as required 1.6 Obtain approval for the plan from relevant parties and explain the plan to relevant work teams
2. Plan and manage resource acquisition	2.1 Develop and implement strategies to ensure that employees are recruited and/or inducted within the organisation’s human resources management policies, practices and procedures 2.2 Develop and implement strategies to ensure that physical resources and services are acquired in accordance with the organisation’s policies, practices and procedures 2.3 Recognise and incorporate requirements for intellectual property rights and responsibilities in recruitment and acquisition of resources and services
3. Monitor and review operational performance	3.1 Develop, monitor and review performance systems and processes to assess progress in achieving profit and productivity plans and targets 3.2 Analyse and interpret budget and actual financial information to monitor and review profit and productivity performance 3.3 Identify areas of under-performance, recommend solutions and take prompt action to rectify the situation 3.4 Plan and implement systems to ensure that mentoring and coaching are provided to support individuals and teams to effectively, economically and safely use resources 3.5 Negotiate recommendations for variations to operational plans and gain approval from designated persons/groups 3.6 Develop and implement systems to ensure that procedures and records associated with documenting performance are managed in accordance with organisational requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.5, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.6	Identifies and extracts relevant information from a range of complex texts Gathers, interprets and analyses workplace documentation to determine requirements for the operational plan
Writing	1.1-1.5, 2.1, 2.2, 3.1-3.6	Develops and documents a range of detailed texts relating to the management of an operational plan according to organisational requirements Ensures the vocabulary, grammatical structures and conventions are appropriate for the context and target audience
Oral Communication	1.1, 1.2, 1.5, 1.6, 3.4, 3.5	Presents information to a range of audiences using appropriate register, vocabulary and paralinguistic features Listens and comprehends information from a variety of spoken exchanges with clients, co-workers and other stakeholders Confirms understanding through questioning and active listening
Numeracy	1.1, 1.3, 1.4, 3.1-3.4	Selects and uses mathematical problem-solving strategies to organise resource requirements, performance benchmarks and financial viability of the operational plan
Navigate the world of work	2.1, 2.2, 3.4, 3.6	Monitors adherence to organisational policies, procedures and considers own role in terms of its contribution to broader goals of the work environment Appreciates the implications of legal responsibilities with specific reference to health and safety
Interact with others	1.1, 1.2, 1.5, 1.6, 3.5	Identifies and uses appropriate conventions and protocols when communicating with colleagues and external stakeholders Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role on occasion
Get the work done	1.1-1.5, 2.1, 2.2, 3.1, 3.3, 3.4, 3.6	Takes responsibility for developing and implementing systems and processes to achieve organisational objectives, seeking advice, feedback and support as required to assist in the development and planning phase Sequences and schedules complex activities, monitors implementation, and manages relevant communication Uses systematic analytical processes to aid decision making, identify potential problems and generate contingency plans or solutions

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMGT517 Manage operational plan	BSBMGT515A Manage operational plan	Updated to meet Standards for Training Packages. Edits to clarify intent of Performance Criteria. Additional performance criterion and evidence for intellectual property.	No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMGT517 Manage operational plan

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop and implement an operational plan using a variety of information sources and consultation (including using specialist advice if required) which includes:

resource requirements

key performance indicators

monitoring processes

contingency plans

communicate effectively with relevant stakeholders to explain the plan and supporting information, seek approvals, negotiate variations and engage work teams

develop and implement strategies to achieve the operational plan within the organisation’s policies, practices and procedures including:

recruiting, inducting and developing personnel

acquiring physical resources and services

protecting intellectual property

making variations to the plan

monitoring and documenting performance.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe models and methods for operational plans

explain the role of an operational plan in achieving the organisation’s objectives

explain budgeting processes

list alternative approaches to developing key performance indicators to meet business objectives

outline the legislative and regulatory context relevant to the operational plan of the organisation

outline the organisation’s policies, practices and procedures that directly relate to the operational plan.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership field of work and include access to:

relevant legislation and regulations

workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMKG501 Identify and evaluate marketing opportunities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to identify, evaluate and take advantage of marketing opportunities by analysing market data, distinguishing characteristics of possible markets and assessing viability of changes to operations.

It applies to individuals working in a supervisory or management marketing or advertising role within a marketing or advertising team or media organisation.

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

Unit Sector

Business Development – Marketing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify marketing opportunities	1.1 Analyse information on market and business needs to identify marketing opportunities 1.2 Research potential new markets and assess opportunities to enter, shape or influence each market, and the likely contribution to the business 1.3 Explore entrepreneurial, innovative approaches and creative ideas for their potential business application, and develop into potential marketing opportunities
2. Investigate marketing opportunities	2.1 Identify and analyse opportunities in terms of their likely fit with organisational goals and capabilities 2.2 Evaluate each opportunity to determine its impact on current business and customer base 2.3 Use an assessment of external factors, costs, benefits, risks and opportunities to determine the financial viability of each marketing opportunity 2.4 Determine probable return on investment and potential competitors 2.5 Describe and rank marketing opportunities on their viability, and likely contribution to the business
3. Evaluate required changes to current operations	3.1 Identify and document changes needed to current operations to take advantage of viable marketing opportunities 3.2 Ensure organisational changes to service an increased or different customer base including provision for continued quality of service to existing customers 3.3 Estimate resource requirements for changed operations 3.4 Determine and communicate viability of making changes to current operations to key stakeholders 3.5 Document newly identified marketing opportunities and required changes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.4, 3.1	Evaluates and comprehends textual information from a range of sources and draws own conclusions
Writing	1.1-1.3, 2.5, 3.1, 3.4, 3.5	Integrates information from a number of sources to develop material that supports purposes of documentation using suitable grammatical structure and clear, logical language
Oral Communication	2.5, 3.4	Presents opinions, ideas and organisational requirements clearly and creatively using language and presentation techniques appropriate to audience and environment Elicits views and opinions of others by listening and questioning
Numeracy	2.3, 2.4, 3.3	Evaluates financial and marketing data using whole numbers, decimals and percentages to make accurate calculations
Navigate the world of work	2.1	Recognises and follows explicit and implicit organisational protocols and meets expectations associated with own role
Interact with others	2.5, 3.4	Selects appropriate form, channel and mode of communication for a specific purpose relevant to own role
Get the work done	1.1-1.3, 2.1-2.4, 3.1, 3.2, 3.3, 3.4	Develops plans to manage relatively complex tasks with an awareness of how they may contribute to longer-term operational and strategic goals Makes decisions by systematically analysing information, identifying and evaluating options against set criteria, and choosing most appropriate option Evaluates outcomes of decisions to identify opportunities for improvement Develops new and innovative ideas through exploration, analysis and critical thinking

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMKG501 Identify and evaluate marketing opportunities	BSBMKG501B Identify and evaluate marketing opportunities	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMKG501 Identify and evaluate marketing opportunities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify and evaluate marketing opportunities to determine whether they can meet organisational objectives

document how current business operations need to be modified, and list resources required, to take advantage of newly identified and evaluated opportunities.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline key provisions of relevant legislation, codes of practice and national standards affecting marketing operations

describe organisational marketing plan, structure, products and services

explain principles of marketing and marketing mix

describe statistical methods and techniques to evaluate marketing opportunities, including forecasting techniques.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – marketing field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

organisational strategic and marketing plans

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMKG502 Establish and adjust the marketing mix

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to determine the optimum marketing mix for a business through analysis of interrelated marketing components.

It applies to individuals in marketing management roles who are responsible for developing marketing and promotional mix within an organisation. They may also adjust the marketing mix when new marketing opportunities are identified.

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

Unit Sector

Business Development – Marketing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Evaluate each component of marketing mix	1.1 Identify key characteristics of products or services and estimate their significance to the market 1.2 Review pricing policy and analyse pricing variables to determine their effect on demand 1.3 Analyse promotional methods to determine their importance to marketing outcomes 1.4 Review channels of distribution and estimate their significance to marketing outcomes 1.5 Identify and analyse level of customer service provision to determine its significance to marketing outcomes 1.6 Identify potential customer base and key pressure points 1.7 Analyse and test effect of components of marketing mix on each other, and establish their relative importance to customer base
2. Determine marketing mix for specific markets	2.1 Identify and assess environmental factors, and their impact on marketing mix 2.2 Identify consumer priorities, needs and preferences affecting marketing mix 2.3 Consider product, pricing, promotional, distribution and service variations, and evaluate these against marketing objectives, target market characteristics and desired positioning 2.4 Select marketing mix that best satisfies target market and meets marketing objectives 2.5 Ensure marketing mix decision meets organisational, strategic and operational marketing objectives
3. Monitor and adjust marketing mix	3.1 Monitor marketing mix against marketing performance and isolate components for testing 3.2 Evaluate implications of altering one or more components of marketing mix in relation to market factors and consumer response 3.3 Adjust components of marketing mix in response to test results and market-response evaluation 3.4 Ensure adjusted marketing mix meets budgetary requirements 3.5 Ensure adjusted marketing mix continues to meet organisational, strategic and operational marketing objectives, and desired positioning

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.7, 2.1-2.5, 3.1-3.5	Evaluates and comprehends textual information from a range of sources
Writing	1.1-1.7, 2.1-2.3, 3.1, 3.2	Documents results of analysis of marketing mix Presents analysis results in required format
Numeracy	1.2, 3.2, 3.4	Evaluates financial and marketing data using whole numbers, decimals and percentages to make accurate calculations
Navigate the world of work	2.5, 3.5	Monitors adherence to organisational policies and procedures and considers own role in terms of its contribution to broader goals of work environment
Get the work done	1.1-1.7, 2.1, 2.2-2.5, 3.1-3.5	Develops plans to manage relatively complex tasks with an awareness of how they may contribute to longer-term operational and strategic goals Makes decisions by systematically analysing information, identifying and evaluating options against set criteria, and choosing most appropriate option Evaluates outcomes of decisions to identify any required adjustments

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMKG502 Establish and adjust the marketing mix	BSBMKG502B Establish and adjust the marketing mix	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMKG502 Establish and adjust the marketing mix

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

report on activities undertaken to establish a marketing mix in an organisation, including information on each element of the mix, such as:

customer service levels

product or service distribution

product or service pricing

additional products or services, if any

product or service promotion

report on success of marketing mix activities developed, including coverage of any necessary adjustments made.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline organisational policies, procedures, products and services related to marketing

describe principles and concepts of marketing such as consumer or buyer behaviour and elements of marketing mix

outline and explain statistical techniques used to gather and analyse marketing information.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – marketing field of work and include access to:

office equipment and resources

organisational and marketing strategic plans

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMKG514 Implement and monitor marketing activities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to apply and observe marketing plan objectives and action necessary improvements.

It applies to individuals who possess a sound theoretical knowledge base in advertising management, and demonstrate a range of managerial skills. In this role, they usually lead and coordinate a marketing team, implement a marketing plan, monitor performance of marketing strategies and evaluate their effectiveness.

They also involve team members in identifying improvements for marketing strategies and formulating recommendations for future marketing activities.

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

Unit Sector

Business Development – Marketing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Implement marketing strategies and tactics	1.1 Brief stakeholders who participated in the marketing planning process on their implementation roles and responsibilities 1.2 Identify and brief marketing and nonmarketing personnel critical to success of the marketing plan, on objectives, performance measures, and their roles and responsibilities 1.3 Prioritise marketing strategies and identify resources for their implementation, in accordance with organisational requirements 1.4 Implement communication and team building strategies to ensure personnel responsible for each element of the marketing mix work together to meet the organisation’s marketing objectives 1.5 Implement strategies for monitoring marketing activities and analysing marketing performance, in accordance with marketing plan
2. Monitor marketing strategies and tactics	2.1 Monitor and implement promotional activity against communication objectives in the marketing plan 2.2 Monitor product, pricing and distribution decisions against organisational policy and objectives of the marketing plan 2.3 Monitor marketing results against targets in the marketing plan 2.4 Monitor marketing revenue and costs against budget, and analyse record variations 2.5 Prepare and present marketing reports indicating ongoing progress towards marketing objectives
3. Evaluate and improve marketing performance	3.1 Regularly assess marketing performance against objectives 3.2 Identify opportunities for improvement through discussion with customers and personnel responsible for each element of marketing mix 3.3 Change business practices in line with changing customer requirements to maintain business relevance and viability 3.4 Document recommendations for improvement in accordance with organisational requirements 3.5 Communicate changes to marketing objectives and targets with relevant stakeholders, to facilitate implementation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.3-1.5, 2.1-2.4, 3.1, 3.4	Identifies and evaluates textual information to determine business achievements against workplace objectives
Writing	1.1, 1.2, 2.5, 3.4, 3.5	Uses clear, accurate and relevant language to organise and record information and complete workplace documentation
Oral Communication	1.1, 1.2, 1.4, 1.5, 2.5, 3.2, 3.5	Participates in verbal exchanges using appropriate language and non-verbal features Elicits views and opinions of others using active listening and questioning
Numeracy	1.3, 2.2-2.4	Uses mathematical techniques to analyse marketing performance, resource availability, revenue and cost
Navigate the world of work	1.3-1.5, 2.1-2.3, 2.5, 3.1, 3.4	Monitors adherence to organisational policies and objectives and considers own role in terms of its contribution to broader goals of work environment
Interact with others	1.1, 1.2, 1.4, 1.5, 2.5, 3.2, 3.5	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction Recognises importance of taking audience, purpose and contextual factors into account when making decisions about what to communicate with whom, why and how
Get the work done	1.2, 1.3, 1.5, 2.1, 2.3, 2.4, 3.2, 3.3	Develops plans and uses effective time management and organisational skills to complete tasks with an awareness of how they may contribute to longer-term operational and strategic goals In more complex, non-routine situations, uses formal decision-making processes, setting or clarifying goals, gathering information and identifying and evaluating several choices against a limited set of criteria When dealing with complex issues identifies cause of the problem, and uses analytical processes to generate possible solutions

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMKG514 Implement and monitor marketing activities	BSBMKG514A Implement and monitor marketing activities	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMKG514 Implement and monitor marketing activities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

successfully implement marketing strategies identified in an organisation’s marketing plan

coordinate personnel involved in conducting marketing activities

monitor, evaluate and report on marketing activities against defined objectives

modify marketing activities in line with new or emerging trends.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline organisational strategic and marketing objectives, plans and performance measures

summarise principles of marketing mix

explain key provisions of relevant legislation, codes of practice and national standards affecting marketing operations.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – marketing field of work and include access to:

office equipment and resources

relevant legislation, regulations, standards and codes

organisational and marketing strategic plans

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMKG521 Plan and implement sponsorship and event marketing

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to propose and implement sponsorships and events for specific brands/products.

It applies to individuals who are responsible for attracting a brand’s target audience to increase brand involvement. Individuals work across a variety of industries and possess a sound theoretical knowledge base, and demonstrate a range of managerial skills to ensure business activities are conducted legally and effectively.

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

Unit Sector

Business Development – Marketing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Investigate sponsorship and event marketing opportunities	1.1 Research and identify sponsorship and event marketing opportunities 1.2 Analyse advantages and disadvantages of a range of sponsorships and events 1.3 Identify target audience for potential sponsorship and event marketing, and analyse motivation 1.4 Identify legal, cultural and ethical requirements related to sponsorship and event marketing 1.5 Use a range of criteria to select sponsorships and events which would be effective for marketing to the target audience
2. Plan sponsorship and event marketing	2.1 Develop and record objectives and purpose of sponsorship and event marketing 2.2 Analyse and record how sponsorships and events fit with other marketing strategies and business objectives 2.3 Calculate costs of chosen sponsorships and events, and establish a budget 2.4 Plan timelines for implementation and continuation of sponsorships and events 2.5 Produce and present a sponsorship and event marketing proposal in a format appropriate to the organisation
3. Initiate implementation of sponsorships and events	3.1 Initiate negotiations required to proceed with sponsorships and events 3.2 Draft contracts for sponsorships and events under guidance of relevant experts 3.3 Assemble required resources to implement sponsorship and event marketing 3.4 Brief key staff on their required input to sponsorships and events and schedule work
4. Monitor and evaluate sponsorships and events	4.1 Identify and use evaluation criteria to determine effectiveness of sponsorships and event marketing arrangements 4.2 Develop a range of methods to evaluate effectiveness 4.3 Recommend modifications to sponsorship and event marketing arrangements in line with evaluation 4.4 Record improvement opportunities discovered during evaluation, to be used for current and future sponsorship and event marketing plans

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.5, 2.2, 4.1, 4.2	Identifies and analyses complex text to identify sponsorship and marketing opportunities
Writing	2.1, 2.2, 2.5, 3.2, 4.2, 4.4	Prepares detailed documentation using appropriate terminology and format to convey clear messages to team members and relevant stakeholders
Oral Communication	1.3, 2.5, 3.1, 3.2, 3.4, 4.3	Participates in verbal exchanges using appropriate language and non-verbal features Uses active listening and questioning to confirm understanding
Numeracy	2.3, 2.4	Uses mathematical skills to develop budgets and calculate work timeframes
Navigate the world of work	1.4, 2.2	Understands own legal rights and responsibilities and extends this understanding across cultural and ethical protocols Adheres to organisational policies and objectives and considers own role for its contribution to broader goals of work environment
Interact with others	2.5, 3.1, 3.2, 3.4, 4.3	Cultivates relationships with people with the knowledge, skills and influence to get things done or provide support, building formal and informal networks within and beyond immediate work context Recognises importance of taking audience, purpose and contextual factors into account when making decisions about what to communicate with whom, why and how
Get the work done	1.1-1.3, 1.5, 2.2, 2.4, 3.3, 4.1, 4.2, 4.4	Develops plans for sponsorships and events using effective organisational skills to complete tasks with an awareness of how they may contribute to longer-term operational and strategic goals In more complex, non-routine situations, uses formal decision-making processes, setting or clarifying goals, gathering information and identifying and evaluating several choices against a set of criteria When dealing with complex issues, identifies the cause of the problem, and uses analytical processes to generate possible solutions Uses each experience to reflect on opportunities for improvements in future

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMKG521 Plan and implement sponsorship and event marketing	BSBMKG521A Plan and implement sponsorship and event marketing	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMKG521 Plan and implement sponsorship and event marketing

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

show development of a sponsorship and event marketing plan that includes:

objectives and purpose of strategy

a comprehensive rationale

a detailed budget

an implementation plan

methods to measure effectiveness

implement a sponsorship AND an event marketing strategy, including draft contracts and evidence of negotiations

evaluate success of sponsorship and event marketing strategy.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain different sponsorships and events suitable for marketing in own context

outline methods of evaluating effectiveness of sponsorship and event marketing strategies

explain sources of advice available on contract requirements for sponsorship and event marketing.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – marketing field of work and include access to:

office equipment and resources

relevant workplace documents and dat

case studies and, where possible, real situations.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBMKG523 Design and develop an integrated marketing communication plan

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to identify and evaluate the range of marketing communication options and media, to design an integrated marketing communication plan, and to develop a marketing communication brief and creative brief reflecting client needs and preferences.

It applies to individuals working in a supervisory or management marketing or advertising role, within a marketing or advertising team or media organisation.

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

Unit Sector

Business Development – Marketing

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine marketing communication requirements	1.1 Confirm marketing communication purpose and objectives with client 1.2 Obtain comprehensive client and product information 1.3 Review outcomes of previous marketing communication with client 1.4 Confirm budget allocation with client
2. Develop marketing communication brief	2.1 Develop brief, ensuring it contains a client profile, purpose statement and objectives reflecting client needs 2.2 State marketing communication objectives in measurable terms and provide specific guidelines on what is to be accomplished by marketing communication 2.3 Define key characteristics, competitive factors and market situation facing product or service 2.4 Include a summary of information on target audience, and legal and ethical constraints
3. Design integrated marketing communication strategy	3.1 Select marketing communication options appropriate for marketing communication brief 3.2 Critically analyse advantages and disadvantages of each marketing communications variable and media vehicles for product or service 3.3 Determine media characteristics matching brief requirements 3.4 Analyse media consumption habits for primary and supplementary marketing media among target audiences 3.5 Evaluate media styles against the brand character of product or service being marketed 3.6 Compare advantages and disadvantages of selecting multiple media in a media plan 3.7 Develop and apply criteria for selecting multiple media combinations
4. Select and recommend media for marketing strategy	4.1 Select media vehicles that match requirements of marketing brief for product or service 4.2 Recommend primary and secondary marketing media that meet target audience preferences 4.3 Ensure recommended media meet the brief, client’s requirements, and legal and ethical constraints
5. Develop creative brief	5.1 Identify creative content for chosen media using consumer language in the brief 5.2 Identify pitch or appeal for product or service in the brief that meets client requirements 5.3 Identify supporting information required for consumer understanding of product or service in the brief 5.4 Ensure budget for creative work, consistent with overall marketing budget, is contained in the brief 5.5 Incorporate deadline for creative work consistent with overall media schedule in the brief

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 1.3, 2.1-2.4, 3.3-3.7, 5.3	Accesses information from a range of sources and identifies, interprets and analyses information relevant to marketing activities
Writing	1.1, 1.3, 1.4, 2.1-2.4, 5.1-5.5	Uses clear, specific and culturally appropriate language to articulate potentially complex ideas, issues and concepts to clients Uses appropriate formats and structures information logically to present ideas and recommendations to clients
Oral Communication	1.1, 1.3, 1.4	Actively participates in verbal exchanges by listening and questioning to clarify and confirm information Uses appropriate language and non-verbal features to clarify, explain and present information on marketing activities
Numeracy	1.4, 2.2, 3.4, 5.4	Collates and interprets numeric information to analyse trend data, develop targets and prepare budgets for marketing activities
Navigate the world of work	2.4, 4.3	Considers legal and ethical implications in relation to own role
Get the work done	1.1-1.4, 3.1-3.7, 4.1, 4.2, 5.1-5.5	Plans, organises and implements tasks to achieve outcomes, with an awareness of client requirements, time and budgetary restraints Makes decisions by systematically analysing information, identifying and evaluating options against set criteria, and choosing most appropriate option Evaluates outcomes of decisions to identify opportunities for improvement Develops new and innovative ideas through exploration, analysis and critical thinking

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBMKG523 Design and develop an integrated marketing communication plan	BSBMKG523A Design and develop an integrated marketing communication plan	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBMKG523 Design and develop an integrated marketing communication plan

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

produce an integrated strategic marketing communication plan for presentation to a client, including:

purpose statement

definition of target audience

analysis of product or service

legal and ethical constraints

marketing communication functions and media vehicles chosen, with rationale for each

creative brief for media options

schedule for creative work

budgetary allocation for each media vehicle.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline economic, social and industry trends relevant to choice of appropriate media options

analyse industry products or services to recommend appropriate media options

summarise key provisions of relevant legislation, codes of practice and national standards affecting marketing operations

explain principles of consumer behaviour and influences on buyer behaviour

summarise range of marketing communication options for different markets

describe and contrast range of media vehicles for marketing communication options.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – marketing field of work and include access to:

office equipment and resources

relevant legislation, regulations, standards and codes

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBPMG522 Undertake project work

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to undertake a straightforward project or a section of a larger project. It covers developing a project plan, administering and monitoring the project, finalising the project and reviewing the project to identify lessons learned for application to future projects.

This unit applies to individuals who play a significant role in ensuring a project meets timelines, quality standards, budgetary limits and other requirements set for the project.

The unit does not apply to specialist project managers. For specialist project managers, the other units of competency in the project management field (BSBPMG) will be applicable.

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

Unit Sector

Management and Leadership – Project Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Define project	1.1 Access project scope and other relevant documentation 1.2 Define project stakeholders 1.3 Seek clarification from delegating authority of issues related to project and project parameters 1.4 Identify limits of own responsibility and reporting requirements 1.5 Clarify relationship of project to other projects and to the organisation's objectives 1.6 Determine and access available resources to undertake project
2. Develop project plan	2.1 Develop project plan in line with the project parameters 2.2 Identify and access appropriate project management tools 2.3 Formulate risk management plan for project, including Work Health and Safety (WHS) 2.4 Develop and approve project budget 2.5 Consult team members and take their views into account in planning the project 2.6 Finalise project plan and gain necessary approvals to commence project according to documented plan
3. Administer and monitor project	3.1 Take action to ensure project team members are clear about their responsibilities and the project requirements 3.2 Provide support for project team members, especially with regard to specific needs, to ensure that the quality of the expected outcomes of the project and documented time lines are met 3.3 Establish and maintain required recordkeeping systems throughout the project 3.4 Implement and monitor plans for managing project finances, resources and quality 3.5 Complete and forward project reports as required to stakeholders 3.6 Undertake risk management as required to ensure project outcomes are met 3.7 Achieve project deliverables
4. Finalise project	4.1 Complete financial recordkeeping associated with project and check for accuracy 4.2 Ensure transition of staff involved in project to new roles or reassignment to previous roles 4.3 Complete project documentation and obtain necessary sign-offs for concluding project
5. Review project	5.1 Review project outcomes and processes against the project scope and plan 5.2 Involve team members in the project review 5.3 Document lessons learned from the project and report within the organisation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 3.4, 3.5, 4.1, 4.3, 5.1	Organises, evaluates and critiques ideas and information from a range of complex texts
Writing	2.1, 2.3, 2.6, 3.3, 3.5, 4.1, 4.3, 5.3	Develops plans, reports and recommendations using vocabulary, structure and conventions appropriate to text Establishes and maintains records according to organisational requirements
Numeracy	1.6, 2.4, 3.4, 4.1	Uses formal and some informal, oral and written mathematical language and representation to prepare and communicate budgetary and financial information
Oral communication	2.5, 5.2	Participates in verbal discussions using clear language and appropriate features to present or seek information Using listening and questioning skills to seek information and confirm understanding
Navigate the world of work	1.3, 1.4, 2.3, 3.1, 4.3	Recognises and responds to organisational and legislative/regulatory requirements
Interact with others	2.5, 3.1, 3.2, 4.2, 5.2	Selects and uses appropriate communication protocols and practices to ensure shared understanding of project roles and expectations Uses collaborative techniques to engage stakeholders in consultations and negotiations
Get the work done	1.2, 1.5, 1.6, 2.1, 2.2, 2.3, 2.6, 3.1-3.7, 4.1, 4.2, 4.3, 5.1, 5.3	Develops and implements plans to manage projects that involve diverse stakeholders with potentially competing demands Systematically gathers and analyses all relevant information and evaluates options to make informed decisions Evaluates outcomes of decisions to identify opportunities for improvement Uses digital technologies and applications to access, organise and share information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBPMG522 Undertake project work	BSBPMG522A Undertake project work	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBPMG522 Undertake project work

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

define the parameters of the project including:

project scope

project stakeholders, including own responsibilities

relationship of project to organisational objectives and other projects

reporting requirements

resource requirements

use project management tools to develop and implement a project plan including:

deliverables

work breakdown

budget and allocation of resources

timelines

risk management

recordkeeping and reporting

consult and communicate with relevant stakeholders to generate input and engagement in planning, implementing and reviewing the project

provide support to team members to enable them to achieve deliverables and to transition them as appropriate at completion of the project

finalise the project including documentation, sign-offs and reporting

review and document the project outcomes.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

give examples of project management tools and how they contribute to a project

outline types of documents and other sources of information commonly used in defining the parameters of a project

explain processes for identifying and managing risk in a project

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

explain the organisation's procedures and processes that are relevant to managing a project including:

lines of authority and approvals

quality assurance

human resources

budgets and finance

recordkeeping

reporting

outline the legislative and regulatory context of the organisation in relation to project work, including work health and safety (WHS) requirements.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the management and leadership – project management field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBRKG502 Manage and monitor business or records systems

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to set up the operational frameworks for the creation, capture and use of records and to monitor and review these frameworks and activities within a business or records system of a specific business domain.

It applies to individuals who work closely with other staff members in an organisation and may also have a degree of individual responsibility and autonomy. They use a range of organisational, analytical and managerial techniques to perform their work in business and records systems or in specialist recordkeeping environments, such as archives.

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

Unit Sector

Knowledge Management – Recordkeeping

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine requirements or modifications	1.1 Identify and document core business, supporting activities, resources, business and social context, using observation and consultation 1.2 Determine security and access requirements for business or records system content from analysis of organisation’s activities 1.3 Analyse organisational reporting and accountability requirements in the context of the business documentation 1.4 Identify organisational functions and activities for which records must be kept, from analysis of business and context documentation 1.5 Determine format content and metadata of records for each organisational function from analysis of the business and its context
2. Devise an appropriate recordkeeping system	2.1 Determine metadata needed to manage record storage, location and retrieval in a business or records system 2.2 Select scale, and number of business or records systems appropriate to scale and nature of business operations 2.3 Select technological requirements of business or records systems appropriate to scale and nature of business operations 2.4 Select cost structure for business or records systems appropriate to scale, nature, and organisational cash flow requirements 2.5 Ensure maintenance, disposal and updating requirements of business or records system conform to scale, nature, and culture of the organisation 2.6 Select business or records system suited to the projected growth of the organisation
3. Develop an implementation plan	3.1 Identify and document recordkeeping responsibilities of individual personnel or organisational units 3.2 Develop measurable performance indicators for recordkeeping activities 3.3 Develop procedures and guidelines for capturing and controlling records 3.4 Communicate an implementation plan to users of the system and other relevant organisational staff
4. Monitor and review business or records system	4.1 Monitor business and records system and notify staff in accordance with approved timeframes, frequency, and organisational policies and guidelines where applicable 4.2 Record details of variation from business or records system’s rules, standards and procedures that exceed agreed limits 4.3 Provide required reports to appropriate authority relating to use and maintenance of records 4.4 Designate responsibilities to staff for record creation and capture activities in accordance with organisational policies
5. Identify and respond to problems and changes	5.1 Use monitoring reports and external events to identify any problems and changes that require a systemic response 5.2 Make recommendations for revisions to systems, procedures, and strategic plans in response to identified variations, changes and problems 5.3 Devise amendments to systems and implementation or other plans where required 5.4 Prepare recommendations for system amendments, planning and implementation 5.5 Authorise or gain authorisation, for procedures for using the business or records systems, and for any subsequent alterations and amendments to the procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.5, 3.1, 3.2, 4.1, 4.2, 5.1	Critically evaluates content from a range of structurally complex texts and applies to own context
Writing	1.1, 1.2, 1.5. 2.1, 3.1-3.4, 4.1, 4.2, 4.3, 4.4, 5.2, 5.4, 5.5	Uses clear, accurate and relevant language to organise, record and update information and complete workplace documentation
Oral Communication	1.1, 3.1, 3.4, 4.4, 5.5	Employs active listening and questioning techniques to confirm requirements Clearly articulates plans and responsibilities to relevant personnel using appropriate language and features
Numeracy	1.1, 1.4, 2.1, 2.4	Identifies and comprehends numerically expressed information in financial records and other business documentation that informs of recordkeeping system requirements Assesses need for numerical information in metadata and calculates costs associated with system structure and operation
Navigate the world of work	3.3, 4.1, 5.1, 5.2	Develops and maintains organisational policies and procedures, monitors adherence, and understands how own role contributes to broader goals of the work environment
Interact with others	3.4, 4.3, 5.5	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role
Get the work done	1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 4.4, 5.1, 5.2, 5.3	Takes responsibility for planning and organising own workload and tasks to ensure work deadlines are met Makes decisions by using systematic, analytical processes, setting goals, gathering relevant information and identifying and evaluating options against agreed criteria Understands the purposes, specific functions and key features of digital systems and tools Recognises and addresses some unfamiliar problems of increasing complexity within own scope

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBRKG502 Manage and monitor business or records systems	BSBRKG502B Manage and monitor business or records systems	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBRKG502 Manage and monitor business or records systems

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

analyse, develop and document a business or records system including a detailed implementation plan

develop specifications and performance indicators to monitor system effectiveness

develop and document a plan to address issues identified during monitoring or review.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain general principles and processes of records management and records management systems, such as:

systems of control

records continuum theory

mandate and ownership of business process

explain the characteristics of the organisational functions, structure and culture relevant to the business or records system

explain the organisational policies, strategies and procedures for records access and security

identify problems and changes that could require a systemic response.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the knowledge management – recordkeeping field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies, and where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBRSK401 Identify risk and apply risk management processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to identify risks and to apply established risk management processes to a defined area of operations that are within the responsibilities and obligations of the role.

It applies to individuals with a broad knowledge of risk analysis or project management who contribute well developed skills in creating solutions to unpredictable problems through analysis and evaluation of information from a variety of sources. They may have responsibility to provide guidance or to delegate aspects of these tasks to others.

In this unit, risks applicable within own work responsibilities and area of operation, may include projects being undertaken individually or by a team, or operations within a section of the organisation.

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

Unit Sector

Regulation, Licensing and Risk – Risk Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify risks	1.1 Identify the context for risk management 1.2 Identify risks using tools, ensuring all reasonable steps have been taken to identify all risks 1.3 Document identified risks in accordance with relevant policies, procedures, legislation and standards
2. Analyse and evaluate risks	2.1 Analyse and document risks in consultation with relevant stakeholders 2.2 Undertake risk categorisation and determine level of risk 2.3 Document analysis processes and outcomes
3. Treat risks	3.1 Determine appropriate control measures for risks and assess for strengths and weaknesses 3.2 Identify control measures for all risks 3.3 Refer risks relevant to whole of organisation or having an impact beyond own work responsibilities and area of operation to others as per established policies and procedures 3.4 Choose and implement control measures for own area of operation and/or responsibilities 3.5 Prepare and implement treatment plans
4. Monitor and review effectiveness of risk treatment/s	4.1 Regularly review implemented treatment/s against measures of success 4.2 Use review results to improve the treatment of risks 4.3 Provide assistance to auditing risk in own area of operation 4.4 Monitor and review management of risk in own area of operation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2	Comprehends documents and texts of varying complexity to extract and analyse relevant information
Writing	1.3, 2.1, 2.3, 3.5	Uses specific, industry related terminology and logical organisational structure in workplace documents that identify and analyse risk and report management process outcomes
Oral communication	2.1	Participates effectively in interactions with stakeholders by using questioning and listening to elicit opinions and clarify understanding
Numeracy	1.2, 4.1	Uses numerical tools to assess risk and uses numerical data to review plans
Navigate the world of work	1.1, 1.3, 3.3	Complies with organisational and legislative requirements Takes responsibility for identification and management of risk within own work context and refers matters to others as required
Interact with others	2.1	Selects appropriate communication protocols and conventions when conferring with others to establish risk management requirements
Get the work done	1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4	Determines job sequence and works logically and systematically to undertake defined tasks Uses analysis and consultative processes to inform decisions about selection and implementation of risk control measures Evaluates effectiveness of plans and results to inform improvement decisions Uses familiar digital technologies and systems to access information, prepare plans and communicate with others

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBRSK401 Identify risk and apply risk management processes	BSBRSK401A Identify risk and apply risk management processes	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBRSK401 Identify risk and apply risk management processes

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to apply organisational policies, procedures and processes to:

identify risks

consult with relevant stakeholders to analyse and evaluate risks

identify and evaluate control measures

develop and implement treatment plans for own area or responsibility

refer risks that are beyond own area of responsibility to others

maintain risk management documentation.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline techniques for identifying and evaluating risks

outline organisational policies, procedures or processes for risk management

give examples of areas where risks are commonly identified in an organisation

outline the purpose and key elements of current risk management standards

outline the legislative and regulatory context of the organisation in relation to risk management

describe the organisation's auditing requirements relating to risk management.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk - risk management field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBRSK501 Manage risk

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes skills and knowledge required to manage risks in a range of contexts across an organisation or for a specific business unit or area in any industry setting.

It applies to individuals who are working in positions of authority and are approved to implement change across the organisation, business unit, program or project area. They may or may not have responsibility for directly supervising others.

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

Unit Sector

Regulation, Licensing and Risk – Risk Management

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish risk context	1.1 Review organisational processes, procedures and requirements for undertaking risk management in accordance with current risk management standards 1.2 Determine scope for risk management process 1.3 Identify internal and external stakeholders and their issues 1.4 Review political, economic, social, legal, technological and policy context 1.5 Review strengths and weaknesses of existing arrangements 1.6 Document critical success factors, goals or objectives for area included in scope 1.7 Obtain support for risk management activities 1.8 Communicate with relevant parties about the risk management process and invite participation
2. Identify risks	2.1 Invite relevant parties to assist in the identification of risks 2.2 Research risks that may apply to scope 2.3 Use tools and techniques to generate a list of risks that apply to the scope, in consultation with relevant parties
3. Analyse risks	3.1 Assess likelihood of risks occurring 3.2 Assess impact or consequence if risks occur 3.3 Evaluate and prioritise risks for treatment
4. Select and implement treatments	4.1 Determine and select most appropriate options for treating risks 4.2 Develop an action plan for implementing risk treatment 4.3 Communicate risk management processes to relevant parties 4.4 Ensure all documentation is in order and appropriately stored 4.5 Implement and monitor action plan 4.6 Evaluate risk management process

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.4, 1.5, 2.2	Comprehends a variety of relatively complex texts Gathers, interprets and analyses textual information from a range of sources to identify relevant information
Writing	1.6, 1.8, 2.1, 2.3, 4.3	Develops textual material and organises content in a manner that effectively documents risk management analysis and assessment priorities and processes
Oral Communication	1.8, 2.1, 2.3, 4.3	Participates in interactions with stakeholders using questioning and listening to elicit opinions, and to confirm and clarify understanding
Numeracy	2.2	Uses numerical tools to assess risk and uses numerical data to review plans
Navigate the world of work	1.1, 2.1, 4.3	Refers to organisational processes, procedures and requirements when making decisions about risk management
Interact with others	1.8, 2.1, 2.3, 4.3	Establishes and uses appropriate conventions and protocols when communicating with stakeholders about risk management Consults and negotiates with stakeholders about risk management processes and outcomes
Get the work done	1.2, 1.3, 1.5, 1.7, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.4, 4.5, 4.6	Sequences and schedules a range of routine and complex activities, monitors implementation, evaluates processes and manages relevant communication Systematically analyses information to decide on appropriate risk management treatments Uses digital technologies and systems to access information, document plans and communicate with others

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBRSK501 Manage risk	BSBRSK501B Manage risk	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBRSK501 Manage risk

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

analyse information from a range of sources to identify the scope and context of the risk management process including:

stakeholder analysis

political, economic, social, legal, technological and policy context

current arrangements

objectives and critical success factors for the area included in scope

risks that may apply to scope

consult and communicate with relevant stakeholders to identify and assess risks, determine appropriate risk treatment actions and priorities and explain the risk management processes

develop and implement an action plan to treat risks

monitor and evaluate the action plan and risk management process

maintain documentation.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the purpose and key elements of current risk management standards

outline the legislative and regulatory context of the organisation in relation to risk management

outline organisational policies, procedures and processes for risk management.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the regulation, licensing and risk - risk management field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSLS408 Present, secure and support sales solutions

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to present sales solutions that respond to specific buying needs of a client, and to use sales processes associated with securing prospect commitment to proceed with a sale.

It also includes attending to post-sales activities that build and strengthen the partnership between a salesperson and client, and enhance the likelihood of future sales.

It applies to individuals working in sales-related positions in a small, medium or large enterprise, in a wide variety of industries, who may provide sales solutions individually, or provide advice and support on aspects of sales solutions to support a sales team.

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

Unit Sector

Business Development – Sales

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for sales presentation	1.1 Obtain and organise products, ideas and services for use within sales presentation 1.2 Review product information to ensure familiarity with products 1.3 Identify sales tactics, and assess and choose options that meet needs and preferences of the prospect 1.4 Consider variety of sales solutions and prepare to meet buyer needs 1.5 Identify and select sales aids 1.6 Identify alternatives for prospects and assess in relation to anticipated buyer needs
2. Present sales solution	2.1 Use gestures, posture, body language, facial expressions and voice to create a supportive selling environment 2.2 Use listening skills and open-ended questions to identify buyer needs, preferences, motives and objections 2.3 Adjust presentation to match needs and preferences of buyer 2.4 Use persuasive communication techniques to secure buyer interest 2.5 Ensure presentation demonstrates and communicates key features of product and emphasises benefits in relation to identified buyer needs 2.6 Obtain and present proof of benefits through product purchase 2.7 Use sales aids to build buyer understanding of how product aligns with needs
3. Respond to buyer signals	3.1 Identify and assess verbal and non-verbal buying signals 3.2 Use probing to identify source of buyer resistance 3.3 Identify strengths and limitations of buyer resistance strategies 3.4 Select and implement strategy for managing buyer resistance 3.5 Use trial closes strategically during different stages of sales process
4. Negotiate and finalise sale	4.1 Initiate formal close to sales process following one or more trial closes 4.2 Select strategy to close sale, and use supportive and confirming language to support closure 4.3 Negotiate conditions of agreement, outline a summary of agreement to buyer, and confirm buyer’s decision 4.4 Provide advice on financing arrangements, if required 4.5 Prepare and complete sales documents, and process and monitor client order 4.6 Identify and present cross-selling opportunities to buyer
5. Support post-sale activities	5.1 Ensure contact is made with buyer post-sale to ensure agreed expectations have been met 5.2 Provide technical assistance or advice and assist clients to access appropriate after-sales support 5.3 Use feedback solicitation regarding sales process and product satisfaction 5.4 Address and resolve service problems and difficulties identified through feedback 5.5 Develop and implement client loyalty strategies to secure buyer loyalty and facilitate ongoing contact 5.6 Offer and implement additional sales solutions and benefits to clients when opportunities arise

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.6, 2.7, 4.3-4.6, 5.1-5.6	Analyses and evaluates textual information to develop research strategies, integrate facts and ideas, and meet organisational requirements
Writing	1.1, 4.5-4.6, 5.1-5.6	Creates documents using specific and detailed language to convey explicit information, requirements and recommendations
Oral Communication	1.1, 2.1-2.7, 3.1-3.5, 4.1-4.6, 5.1-5.6	Obtains information by listening and questioning, and Participates in discussions using detailed, clear and persuasive language to contribute details, express requirements and provide advice
Numeracy	2.6, 4.3-4.5, 5.5	Identifies, interprets and compares mathematical information in simple and familiar written texts
Interact with others	2.3, 2.4, 3.2-3.4, 4.2, 5.3-5.5	Uses a range of interpersonal skills to build rapport and establish relationships with others Tailors communication to achieve purpose, demonstrating a sophisticated understanding of audience needs
Get the work done	1.1-1.3, 2.1-2.7, 3.2, 3.4, 3.5, 4.1-4.6, 5.1-5.6	Sequences and schedules complex activities to achieve outcomes in a timely fashion Uses systematic, analytical processes in complex, non-routine situations, setting goals, designing strategies, gathering relevant information and evaluating options Uses formal and informal processes to monitor implementation of solutions and reflect on outcomes Uses main features and functions of digital tools to complete work tasks and access information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSLS408 Present, secure and support sales solutions	BSBSLS408A Present, secure and support sales solutions	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSLS408 Present, secure and support sales solutions

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify principles of effective sales presentation

identify buyer needs and present sales solution

manage buyer resistance

finalise a sale

implement support for post-sale activities.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

demonstrate detailed product knowledge, including product:

advantages and disadvantages

features

service benefits

identify materials and aids that support presentations

identify principles for achieving an effective sales presentation mix

describe statistical methods used to demonstrate sales performance

describe strategies used to:

manage client accounts

build client goodwill

develop client loyalty.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the business development – sales field of work and include access to:

office equipment and resources

support materials for effective presentations

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB306 Plan a home based business

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to employ useful strategies to set up a business from home.

It applies to individuals who are establishing or operating a micro business providing self-employment.

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

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Determine viability of basing a business in a home environment	1.1 Identify activities that will be undertaken by the business and what facilities and workspace are needed 1.2 Identify what licences, permits, regulations or restrictions apply to operating a home based business 1.3 Identify availability of services and infrastructure to support the business 1.4 Calculate costs of suitable fittings and equipment for the business and any modifications required to existing facilities and infrastructure in the home 1.5 Determine access requirements of clients or delivery vehicles to the business premises 1.6 Identify insurance requirements for operation of the business in the home
2. Plan workplace in a home environment	2.1 Prepare a floor plan or layout that meets needs of the business and home occupants 2.2 Prepare any concept plans for modifications to buildings or structures in accordance with local government requirements 2.3 Obtain approvals from relevant authorities 2.4 Identify work health and safety (WHS) issues and develop procedures to eliminate or minimise any risks 2.5 Design workplace to provide appropriate client access and facilities while retaining privacy for home occupants 2.6 Allocate adequate and secure space for business machinery, equipment and storage of materials
3. Minimise potential sources of conflict	3.1 Identify possible sources of conflict with neighbours or home occupants 3.2 Develop protocols for home occupants, visitors and clients to enable the business to successfully operate in the home environment 3.3 Prepare a work schedule that identifies business and personal activities 3.4 Establish contingency plans for unanticipated events

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 1.3, 1.6, 2.2, 2.4	Interprets all legislative and regulatory information pertinent to business requirements
Writing	1.6, 2.1, 2.3, 2.4, 3.2-3.4	Uses factual information to complete required forms and workplace documentation
Oral Communication	1.6, 2.3	Articulates clearly using specific and relevant language suitable to audience to convey requirements, and listening and questioning techniques to confirm understanding
Numeracy	1.4	Analyses numerical information to calculate equipment and infrastructure costs
Navigate the world of work	1.2, 2.2, 2.4, 3.2	Appreciates implications of legal and regulatory responsibilities related to own work and recognises specific legal principles and protocols applicable across work context
Interact with others	2.3	Selects appropriate form, channel and mode of communication for a specific purpose relevant to own role
Get the work done	1.1, 1.3-1.6, 2.1, 2.5, 2.6, 3.1, 3.3, 3.4	Plans, organises and implements tasks required to determine needs for a home based business Takes responsibility for outcomes of decisions related directly to own role Recognises and takes responsibility for addressing and rectifying potential problems

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB306 Plan a home based business	BSBSMB306A Plan a home based business	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB306 Plan a home based business

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify practical requirements of running a home based business, including calculation of costs

plan suitable workspace, including:

preparing concept plan for possible modifications to structure of building

obtaining relevant approvals from external sources

following required legislation

implement procedures and protocols to ensure home based business runs smoothly including:

creating work schedule

identifying and establishing contingency plans for areas of possible conflict.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

list factors to consider in setting up a home based business, including prohibitive factors

list commonwealth, state/territory and local government legislative requirements relating to business operation, especially for health and safety and environmental issues

outline constraints of home based businesses

summarise relevant services and available infrastructure.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

workplace office equipment and resources

relevant legislation, regulations, standards and codes

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB401 Establish legal and risk management requirements of small business

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to assess and prioritise risks and identify and comply with all regulations affecting the business.

It applies to individuals operating a small business or setting up a department within a larger organisation, who are skilled at communicating and interpreting legislation and regulations.

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

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and implement business legal requirements	1.1 Identify and research possible options for the business legal structure using appropriate sources 1.2 Determine legislation and regulatory requirements affecting operations of the business under its chosen structure 1.3 Develop and implement procedures to ensure full compliance with relevant legislation and regulatory requirements
2. Comply with legislation, codes and regulatory requirements	2.1 Establish systems to ensure legal rights and responsibilities of the business are identified and the business is adequately protected, specifically in relation to occupational health and safety (OHS), business registration and environmental requirements 2.2 Identify taxation principles and requirements relevant to the business, and follow procedures to ensure compliance 2.3 Identify and carefully maintain legal documents and maintain and update relevant records to ensure their ongoing security and accessibility 2.4 Monitor provision of products and services of the business to protect legal rights and to comply with legal responsibilities 2.5 Conduct investigations to identify areas of noncompliance with legal and regulatory requirements, and take corrective action where necessary
3. Negotiate and arrange contracts	3.1 Seek legal advice on contractual rights and obligations, if required, to clarify business liabilities 3.2 Investigate and assess potential products/services to determine procurement rights and ensure protection of business interests where applicable 3.3 Negotiate and secure contractual procurement rights for goods and services including contracts with relevant people, as required, in accordance with the business plan 3.4 Identify insurance requirements and acquire adequate cover 3.5 Identify options for leasing/ownership of business premises and complete contractual arrangements in accordance with the business plan

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.4, 3.2-3.5	Identifies, analyses and evaluates a range of complex text to determine legislative, regulatory and related business requirements
Writing	1.3, 2.1, 2.3, 2.5, 3.1, 3.3, 3.5	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	2.5, 3.1, 3.3	Uses specific and relevant language to clearly articulate legal issues, and uses questioning and listening techniques to clarify solutions Participates in verbal negotiations using language suitable to audience
Numeracy	2.2, 2.5, 3.3, 3.4	Reviews, analyses, compares and contrasts numerical data which may be embedded in documents Calculates business insurance costs and compares costing options
Navigate the world of work	1.2, 1.3, 2.1	Monitors adherence to organisational policies and legislative responsibilities and considers own role in terms of its contribution to broader goals of work environment
Interact with others	3.1, 3.3	Plays a lead role in situations requiring effective collaboration, demonstrating high-level influencing skills, focusing and shaping awareness, and engaging and motivating others
Get the work done	1.1-1.3, 2.1	Plans, organises and implements tasks required to determine legal and risk management requirements Implements actions as per plan, making adjustments if necessary and addressing unexpected issues Understands importance of secure information in relation to own work and takes personal responsibility for identifying and managing risk factors Makes a range of critical and non-critical decisions in complex situations, taking a range of factors into account

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB401 Establish legal and risk management requirements of small business	BSBSMB401A Establish legal and risk management requirements of small business	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

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

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

demonstrate a systematic approach to identifying, managing and meeting legal and business requirements, specifically in regard to OHS, business registration and environmental requirements

ensure compliance, by:

following taxation principles

updating and maintaining legal documents

investigating areas of non-compliance

monitoring provision of products and services

taking corrective action where necessary

negotiate and arrange contracts, including:

seeking legal advice

investigating procurement rights

following the business plan

identifying insurance requirements

identifying options of leasing/ownership of business premises.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline business registration and licensing requirements

identify commonwealth, state/territory and local government legislative requirements relating to business operation

explain creation and termination of relevant legal contracts

summarise relevant cultural differences and legal implications

describe legal rights and obligations of alternative ownership structures

outline necessary record keeping to meet minimum legal and taxation requirements

summarise relevant consumer legislation and industry codes of practice

explain relevant insurance requirements and products.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

office equipment and resources for analysis of data

relevant legislation, regulations, standards and codes

relevant workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB403 Market the small business

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to monitor and improve business performance via a clear strategy complementing the business plan.

It applies to individuals who operate a small business independently or within a larger organisation. Individuals in this role analyse and interpret market data and are proficient communicators.

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

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop marketing strategies	1.1 Analyse the business and its key products or services to determine focus of marketing activities, in accordance with objectives of the business plan 1.2 Evaluate customer base and target market for the small business as a basis for marketing objectives and strategies 1.3 Determine marketing objectives and strategies are ethically and culturally appropriate, in consultation with relevant people and in accordance with the business plan
2. Determine a marketing mix for the business	2.1 Balance product mix, volumes and pricing to optimise sales and profit 2.2 Evaluate costs and benefits of using different distribution channels and/or providing different levels of customer service, and consider results in determining marketing mix 2.3 Determine promotional activities to suit target market 2.4 Consider customer needs and preferences in determining marketing mix 2.5 Determine marketing mix according to market and business needs
3. Implement marketing strategies	3.1 Brief those involved in the marketing effort on their roles and responsibilities, to ensure success of marketing strategies 3.2 Plan and implement promotional activities, in accordance with marketing objectives and budgetary requirements
4. Monitor and improve marketing performance	4.1 Monitor marketing activities and evaluate business performance according to objectives and targets of the business plan 4.2 Analyse performance gaps and take corrective action or set new targets 4.3 Encourage all relevant people to propose ways to improve marketing performance 4.4 Seek and analyse customer reaction to all aspects of the marketing mix, using culturally appropriate processes, to improve targeting and outcomes 4.5 Conduct ongoing research of customer requirements to identify opportunities for change and improvement 4.6 Monitor and investigate market changes for new opportunities to aid business development

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.2-2.4, 3.2, 4.1, 4.4, 4.6	Identifies, analyses and evaluates complex information from a range of sources
Writing	1.3, 2.3, 2.5, 3.1, 3.2, 4.4-4.6	Prepares reports and other workplace documentation using structure, layout and terminology appropriate to the audience
Oral Communication	1.3, 3.1, 4.3, 4.4	Presents ideas and requirements clearly and using language and non-verbal techniques appropriate to audience and environment Uses questioning and listening to check and confirm understanding
Numeracy	2.1, 2.2, 3.2, 4.2	Analyses numerical information to determine budgetary requirements and product quantities Uses a range of calculation methods to evaluate costs and benefits
Navigate the world of work	4.5	Regularly reviews current situation and develops strategies to address improvements in marketing performance
Interact with others	4.3	Recognises importance of building rapport to establish effective working relationships
Get the work done	1.1-1.3, 2.1-2.5, 3.2, 4.1, 4.2	Plans, organises and implements tasks required to develop and implement marketing strategies Implements actions as per plan, making slight adjustments if necessary and addressing some unexpected issues Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of constraints into account Identifies concepts, principles and features of approaches in use in other contexts, and redesigns these to suit own situation Uses formal and informal processes to monitor implementation of solutions and reflect on outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB403 Market the small business	BSBSMB403A Market the small business	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB403 Market the small business

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

determine objectives of the business plan, including marketing activity focus

evaluate customer base

understand what is ethically and culturally appropriate

determine a marketing mix according to market and business needs, including:

ability to optimise sales and profit

ability to evaluate costs and benefits

determine customer needs and promotional activities

determine marketing strategies, including briefing appropriate personnel on their responsibilities

monitor and evaluate activities and performance, and correct performance gaps

consult and communicate effectively with relevant people

research and monitor ongoing changes and improvements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

discuss industry market trends

identify performance evaluation methods

explain methods of analysing costs and benefits of marketing strategies

summarise methods of developing marketing objectives and marketing mix

outline methods of monitoring customer satisfaction

identify relevant market analysis and research

provide a detailed explanation of relevant marketing concepts and methods.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

office equipment and resources for analysis of data

relevant workplace documents

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB404 Undertake small business planning

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to research and develop an integrated business plan for achieving business goals and objectives.

It applies to individuals who operate a small business that operates independently, or as part of a larger organisation. Individuals in this role interpret business information and numerical data competently and are skilled communicators.

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

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify elements of the business plan	1.1 Identify purpose of the business plan 1.2 Identify and review essential components of the business plan 1.3 Identify and document business goals and objectives as a basis for measuring business performance
2. Develop a business plan	2.1 Research resources, legal and compliance requirements, specifically in relation to occupational health and safety (OHS), in accordance with business goals and objectives 2.2 Research market needs, and market size and potential 2.3 Identify sources and costs of finance, from financial plan, to provide required liquidity and profitability for the business 2.4 Identify methods, from marketing strategies, to promote market exposure of the business 2.5 Identify methods/means of production/operation from production/operations plan to conform with business goals and objectives 2.6 Identify staffing requirements to effectively produce/deliver products/services 2.7 Identify specialist services and sources of advice, where required, and cost in accordance with available resources
3. Develop strategies for minimising risks	3.1 Identify specific interests and objectives of relevant people and seek and confirm their support of planned business direction 3.2 Identify and develop risk management strategies according to business goals and objectives, and relevant legal requirements 3.3 Develop a contingency plan to address possible areas of nonconformance with the plan

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1-2.7, 3.1, 3.2	Identifies, analyses and evaluates complex workplace documentation during planning process
Writing	1.3, 2.3-2.7, 3.1-3.3	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	3.1	Articulates ideas and requirements using language appropriate to audience
Numeracy	2.2, 2.3, 2.5-2.7	Interprets numerical information to determine prospective markets, resource allocations and business profits/losses
Navigate the world of work	2.1, 3.2	Appreciates implications of legal and regulatory responsibilities related to own work
Get the work done	1.1, 1.2, 2.1-2.7, 3.2, 3.3	Plans, organises and implements tasks required to develop a business plan Implements actions as per plan, making slight adjustments if necessary, and addressing some unexpected issues Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of constraints into account Identifies concepts, principles and features of approaches in use in other contexts, and redesigns these to suit own situation Uses formal and informal processes to monitor implementation of solutions and reflect on outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB404 Undertake small business planning	BSBSMB404A Undertake small business planning	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB404 Undertake small business planning

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop a business plan which provides for finance, marketing and provision of products/services to facilitate all business goals and objectives

identify and plan all work health and safety (WHS) responsibilities

develop risk management strategies including a contingency plan for non-conformance.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

discuss commonwealth, state/territory and local government legislative requirements and industry codes of practice relating to small business planning

explain methods of evaluation

summarise WHS responsibilities and procedures for identifying hazards relevant to the business

outline planning processes

describe preparation of a business plan

identify principles of risk management relevant to business planning

explain reasons for, and benefits of, business planning

outline setting goals and objectives

explain types of business planning – feasibility studies; strategic, operational, financial and marketing planning.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

office equipment and resources

relevant legislation, regulations, standards and codes

relevant workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB405 Monitor and manage small business operations

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to implement a business plan and modify operations as required.

It applies to individuals who operate a small business which stands alone, or is part of a department within a larger organisation. Individuals in this role are skilful communicators and interpret numerical data with ease.

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

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop operational strategies and procedures	1.1 Develop an action plan to provide a clear and coherent direction, in accordance with business goals and objectives 1.2 Identify work health and safety (WHS) and environmental issues, and implement strategies to minimise risk factors 1.3 Develop a quality system for the business in line with industry standards, compliance requirements and cultural criteria 1.4 Develop performance measures and operational targets to conform with the business plan 1.5 Develop strategies for innovation, including utilisation of existing, new or emerging technologies, where practicable, to optimise business performance
2. Implement operational strategies and procedures	2.1 Implement systems and key performance indicators/targets to monitor business performance and customer satisfaction 2.2 Implement systems to control stock, expenditure/cost, wastage/shrinkage and risks to health and safety in accordance with the business plan 2.3 Maintain staffing requirements, where applicable, within budget, to maximise productivity 2.4 Carry out provision of goods/services in accordance with established legal, ethical cultural and technical standards 2.5 Provide goods/services in accordance with time, cost and quality specifications, and customer requirements 2.6 Apply quality procedures to address product/service and customer requirements
3. Monitor business performance	3.1 Regularly monitor/review achievement of operational targets to ensure optimum business performance, in accordance with business plan goals and objectives 3.2 Review systems and structures, with a view to more effectively supporting business performance 3.3 Investigate and analyse operating problems to establish causes and implement changes as required, as part of the business quality system 3.4 Amend operational policies and procedures to incorporate corrective action
4. Review business operations	4.1 Review and adjust business plan, as required, to maintain business viability, in accordance with business goals and objectives 4.2 Clearly record proposed changes to aid future planning and evaluation 4.3 Undertake ongoing research into new business opportunities and adjust business goals and objectives as new business opportunities arise

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.3, 1.5, 2.1, 2.2, 2.4, 2.5, 3.1, 4.1	Evaluates complex text to determine legislative, regulatory and workplace documentation
Writing	1.1, 1.3-1.5, 3.2, 3.4, 4.1, 4.2	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	3.2	Articulates clearly using specific and relevant language suitable to audience to convey requirements, and employs listening and questioning techniques to confirm understanding
Numeracy	2.2, 2.3, 2.5	Interprets numerical information to manage performance information and regulate cash flow
Navigate the world of work	1.1-1.3, 2.2, 2.4, 4.1	Develops and revises organisational policies and procedures Appreciates implications of legal and regulatory responsibilities related to own work with specific reference to safety
Get the work done	1.1, 1.3-1.5, 2.1-2.3, 2.5, 2.6, 3.1-3.3, 4.1, 4.3	Plans, organises and implements tasks required to implement strategies and procedures Reflects on how digital systems and tools are used or could be used to achieve work goals Identifies concepts, principles and features of approaches in use in other contexts and considers how these may suit own situation Uses experiences to reflect on how variables impact decision outcomes, and to gain insights into what constitutes ‘good’ judgement and an effective decision in different contexts

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB405 Monitor and manage small business operations	BSBSMB405B Monitor and manage small business operations	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB405 Monitor and manage small business operations

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

develop strategies and procedures to successfully manage business operations, including:

developing an action plan

identifying risk management procedures

developing a quality system

implementing performance measures

utilising technologies to optimise business performance

implement and monitor strategies and procedures developed, including:

analysing and correcting business problems

reviewing and adjusting the business plan

record and research business improvements

make appropriate adjustments to business operations as required.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain methods for implementing operation and revenue control systems

summarise methods for monitoring performance and implementing improvements

outline work health and safety (WHS) responsibilities and procedures for managing hazards

identify relevant principles of risk management, including risk assessment

clarify quality system principles and methods

explain relevant marketing, sales and financial concepts

summarise relevant performance measures

outline systems to manage staff, stock, expenditure, services and customer service

identify technical or specialist skills relevant to business operations.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

office equipment and resources

relevant legislation, regulations, standards and codes

relevant workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB406 Manage small business finances

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to implement and review financial management strategies on a regular basis.

It applies to individuals who operate a small business that stands alone, or is part of a department within a larger organisation. Individuals in this role are skillful communicators and interpret financial reports and other numerical data with ease.

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

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Implement financial plan	1.1 Identify financial information requirements and obtain specialist services, as required, to profitably operate and extend the business in accordance with the business plan 1.2 Produce financial budgets/projections, including cash flow estimates, as required for each forward period, and distribute to relevant people in accordance with legal requirements 1.3 Negotiate, secure and manage business capital to best enable implementation of the business plan and to meet requirements of financial backers 1.4 Develop and maintain strategies to enable adequate financial provision for taxation in accordance with legal requirements 1.5 Develop, monitor and maintain client credit policies, including contingencies for debtors in default, to maximise cash flow 1.6 Select key performance indicators to enable ongoing monitoring of financial performance 1.7 Record and communicate financial procedures to relevant people to facilitate implementation of the business plan
2. Monitor financial performance	2.1 Regularly monitor and report on financial performance targets, and analyse data to establish extent to which the financial plan has been met 2.2 Monitor marketing and operational strategies for their effects on the financial plan 2.3 Calculate and evaluate financial ratios according to own/industry benchmarks 2.4 Assess financial plan to determine whether variations or alternative plans are needed, and change as required

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.4, 2.1, 2.4	Evaluates complex text to determine legislative, regulatory and workplace documentation
Writing	1.2-1.5, 1.7, 2.1	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	1.3, 1.7	Provides clear explanations using language and features suitable to the audience Uses listening and questioning techniques to confirm understanding
Numeracy	1.1-1.5, 2.1, 2.3, 2.4	Interprets numerical information to calculate all relevant financial information
Navigate the world of work	1.2, 1.4	Appreciates implications of legal and regulatory responsibilities related to own work
Interact with others	1.3, 1.7	Selects appropriate form, channel and mode of communication for a specific purpose relevant to own role Uses effective negotiation skills to achieve outcomes
Get the work done	1.1, 1.2, 1.4-1.6, 2.2, 2.4	Plans, organises and implements tasks required to manage finances Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of factors into account Uses formal and informal processes to monitor implementation of ideas and reflect on outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB406 Manage small business finances	BSBSMB406A Manage small business finances	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB406 Manage small business finances

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

operate and extend the business according to the business plan, including:

adhering to legal requirements

meeting requirements of financial backers

defining strategies for contingencies for debtors

defining key performance indicators

communicating with relevant personal

monitor the business against financial plan and make changes as required.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

discuss benchmarking

explain financial decision-making relevant to the business

summarise significant financial indicators

outline purposes of financial reports

clarify preparation and interpretation of budget/actual reports

identify principles for preparing balance sheets and their interpretation

characterise principles for preparing profit and loss statements and their interpretation

discuss stock records / stock control relevant to the business.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

office equipment and resources

relevant workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSMB407 Manage a small team

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to select, induct, train and develop staff members to enhance business operations within the parameters of all relevant legislative requirements.

It applies to individuals who operate a small business that stands alone, or is part of a department within a larger organisation. Individuals in this role have a good knowledge of industrial relations and team management and use effective, responsive and supportive communication in workplace interactions.

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

Unit Sector

Management and Leadership – Small and Micro Business

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop staffing plan	1.1 Determine staffing requirements to allow the business to run effectively, in accordance with requirements outlined in the business plan 1.2 Identify and compare existing skills/competencies of owner/s and staff with business requirements to identify any gaps 1.3 Develop policies and procedures for owner/s and staff, in accordance with the business plan
2. Recruit, induct, train and retain team	2.1 Develop job/position descriptions, competencies required and selection criteria to meet business’ needs 2.2 Judge information obtained from each candidate against specified selection criteria, and select according to business needs and legal requirements 2.3 Induct new staff members in accordance with policies and procedures of the business 2.4 Make team members aware of their responsibilities and performance requirements as soon as practicable, and take opportunities to coach team members who are unfamiliar with procedures of the business 2.5 Develop and implement a staff development program and career paths based on requirements of business and staff competencies 2.6 Advertise staff vacancies appropriately in accordance with staffing plan
3. Comply with industrial relations obligations	3.1 Clarify workplace rights and obligations of employers and employees, in accordance with legal requirements and codes of practice 3.2 Counsel staff, if required, in a positive and constructive manner and record outcomes accurately
4. Maintain staff records	4.1 Develop staff records system to provide timely and accurate information, in accordance with confidentiality, legal and taxation requirements 4.2 Monitor and accurately maintain system for recording and retrieving personnel and payroll information, and seek specialist advice where required
5. Manage staff	5.1 Regularly review contribution and skills of self and other team members to ensure performance is in line with agreed performance measures 5.2 Monitor and adjust staffing requirements to respond to any changes in tasks and functions required by the business 5.3 Support and encourage staff, and acknowledge and reward their contribution 5.4 Regularly provide opportunities for staff to discuss work related issues 5.5 Develop contingency plans to cope with unexpected or extreme situations and take appropriate corrective action as required
6. Review team performance	6.1 Develop positive and constructive relationships with and between team members 6.2 Review and update team objectives in support of business goals on a regular basis in consultation with team members 6.3 Identify strengths and weaknesses of team against current and expected work requirements 6.4 Schedule time, on a regular basis, for team members to review work operations to maintain and improve operational efficiency 6.5 Encourage team members to monitor their own performance, suggest improvements and identify professional development needs, in accordance with personal and business requirements 6.6 Monitor and review staff turnover rate

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.2, 2.3, 2.5, 2.6, 3.1, 4.1, 4.2, 5.1, 6.3, 6.5, 6.6	Evaluates complex text to determine legislative, regulatory and workplace documentation
Writing	1.3, 2.1-2.6, 3.1, 3.2, 4.1, 4.2, 5.5, 6.1-6.3, 6.5	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	1.2, 2.3, 2.4, 3.2, 4.2, 5.3, 5.4, 6.1, 6.2, 6.5	Articulates clearly using specific and relevant language suitable to audience to convey requirements, and employs listening and questioning techniques to confirm understanding Participates in verbal negotiations and coaching using language suitable to audience
Numeracy	6.4	Uses basic mathematical formulas to review staff performances within available work schedules
Navigate the world of work	1.3, 2.2, 2.3, 3.1, 4.1	Applies understanding of legal responsibilities to the planning and implementation of tasks Develops and revises organisational policies and procedures
Interact with others	1.2, 2.4, 3.2, 5.3, 5.4, 6.1, 6.2, 6.5	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction and influencing direction Looks for ways of establishing connections and building genuine understanding with a diverse range of people Actively identifies important communication exchanges, selecting appropriate channels and format to suit purpose and audience
Get the work done	1.1, 1.2, 2.2, 2.3, 2.5, 4.2, 5.1, 5.2, 5.5, 6.3, 6.4, 6.6	Plans, organises and implements tasks required to manage a team Makes a range of critical and non-critical decisions in relatively complex situations, taking a range of constraints into account Uses formal and informal processes to monitor implementation of ideas and reflect on outcomes Anticipates potential problems and has contingency plans ready for implementation Uses digital technologies and systems to enter, store and access information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSMB407 Manage a small team	BSBSMB407A Manage a small team	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSMB407 Manage a small team

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

use the business plan to:

determine staffing requirements

conduct skill-gap staff training

develop policies and procedures

develop job descriptions and selection criteria

determine induction processes

implement staff development program

adhere to legal requirements and codes of practice

develop staff records system

conduct ongoing performance measures

communicate effectively with staff members

develop contingency plans

develop strategies to review team performance

monitor and review staff performance.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

discuss legislative requirements relating to the business operation

explain work health and safety responsibilities and procedures for managing hazards

summarise relevant industry awards/enterprise agreements

outline approaches to staff development and career planning

summarise staff counselling, grievance and disciplinary procedures

identify unfair dismissal legislation and procedures.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the Management and Leadership – Small and Micro Business field of work and include access to:

office equipment and resources

relevant legislation, regulations, standards and codes

relevant workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSUS201 Participate in environmentally sustainable work practices

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to effectively measure current resource use and carry out improvements, including reducing the negative environmental impact of work practices.

It applies to individuals, working under supervision or guidance, who are required to follow workplace procedures and instructions, and work in an environmentally sustainable manner within scope of competency, authority and own level of responsibility.

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

Unit Sector

Industry Capability – Sustainability

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify current resource use	1.1 Identify workplace environmental and resource efficiency issues 1.2 Identify resources used in own work role 1.3 Document and measure current usage of resources using appropriate techniques 1.4 Record and file documentation measuring current usage, using technology (such as software systems) where applicable 1.5 Identify and report workplace environmental hazards to appropriate personnel
2. Comply with environmental regulations	2.1 Follow workplace procedures to ensure compliance 2.2 Report breaches or potential breaches to appropriate personnel
3. Seek opportunities to improve resource efficiency	3.1 Follow organisational plans to improve environmental practices and resource efficiency 3.2 Work as part of a team, where relevant, to identify possible areas for improvements to work practices in own work area 3.3 Make suggestions for improvements to workplace practices in own work area

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.3, 2.1, 3.1	Recognises and interprets textual information to establish job requirements from relevant information
Writing	1.3, 1.4, 1.5, 2.2	Completes documents using required formats
Oral Communication	1.5, 2.2, 3.3	Articulates ideas clearly and uses simple and relevant language to identify and report issues to designated person
Numeracy	1.3	Calculates basic metric measurements to determine resource usage
Navigate the world of work	2.1	Understands and adheres to legal and regulatory responsibilities related to own work
Interact with others	1.5, 2.2, 3.2, 3.3	Selects and uses appropriate conventions and protocols when communicating with co-workers in range of work contexts Collaborates and cooperates with others to achieve joint outcomes
Get the work done	1.1-1.4, 3.1, 3.3	Implements actions as per plan, taking some responsibility for sequencing and timing of tasks Uses main features and functions of digital tools to complete work tasks and access information Analyses current practices to identify opportunities for improvement.

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSUS201 Participate in environmentally sustainable work practices	BSBSUS201A Participate in environmentally sustainable work practices	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSUS201 Participate in environmentally sustainable work practices

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

locate and interpret a range of environment/sustainability legislation and procedural requirements

participate in and support discussions for an improved resource efficiency process

identify, document and measure usage of resources

collaborate with team members on suggestions for improving workplace practices.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify environmental and resource hazards/risks as well as environmental or sustainability legislation, regulations and codes of practice applicable to own role

outline sustainability requirements in the workplace

identify reporting channels and procedures to report breaches and potential issues

identify where to find environmental and resource efficiency systems and procedures.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the sustainability field of work and include access to:

documentation, information and resources related to workplace environmental and resource efficiency issues

office equipment and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBSUS501 Develop workplace policy and procedures for sustainability

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to develop and implement a workplace sustainability policy and to modify the policy to suit changed circumstances.

It applies to individuals with managerial responsibilities who undertake work developing approaches to create, monitor and improve strategies and policies within workplaces and engage with a range of relevant stakeholders and specialists.

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

Unit Sector

Industry Capability – Sustainability

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop workplace sustainability policy	1.1 Define scope of sustainability policy 1.2 Gather information from a range of sources to plan and develop policy 1.3 Identify and consult stakeholders as a key component of the policy development process 1.4 Include appropriate strategies in policy at all stages of work for minimising resource use, reducing toxic material and hazardous chemical use and employing life cycle management approaches 1.5 Make recommendations for policy options based on likely effectiveness, timeframes and cost 1.6 Develop policy that reflects the organisation’s commitment to sustainability as an integral part of business planning and as a business opportunity 1.7 Agree to appropriate methods of implementation, outcomes and performance indicators
2. Communicate workplace sustainability policy	2.1 Promote workplace sustainability policy, including its expected outcome, to key stakeholders 2.2 Inform those involved in implementing the policy about expected outcomes, activities to be undertaken and assigned responsibilities
3. Implement workplace sustainability policy	3.1 Develop and communicate procedures to help implement workplace sustainability policy 3.2 Implement strategies for continuous improvement in resource efficiency 3.3 Establish and assign responsibility for recording systems to track continuous improvements in sustainability approaches
4. Review workplace sustainability policy implementation	4.1 Document outcomes and provide feedback to key personnel and stakeholders 4.2 Investigate successes or otherwise of policy 4.3 Monitor records to identify trends that may require remedial action and use to promote continuous improvement of performance 4.4 Modify policy and or procedures as required to ensure improvements are made

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 4.2, 4.3	Identifies, analyses and evaluates complex textual information to determine legislative and regulatory requirements, trends and outcomes
Writing	1.2-1.7, 2.1, 2.2, 3.1, 3.3, 4.1, 4.3, 4.4	Researches, plans and prepares documentation using format and language appropriate to context, organisational requirements and audience
Oral Communication	1.2, 1.3, 2.1, 2.2, 3.1, 4.1	Presents information and seeks advice using language appropriate to audience Participates in discussions using listening and questioning to elicit the views of others and to clarify or confirm understanding
Numeracy	1.5, 4.3	Interprets and uses mathematical equations to calculate numerical information relating to time durations and costs
Navigate the world of work	1.1-1.6, 3.1, 4.4	Develops, monitors and modifies organisational policies and procedures in accordance with legislative requirements and organisation goals
Interact with others	1.2, 1.3, 2.1, 2.2, 3.1, 3.3, 4.1, 4.3	Selects and uses appropriate conventions and protocols when communicating with internal and external stakeholders to seek or share information Plays a lead role in consulting and negotiating positive outcomes with a range of stakeholders
Get the work done	1.2, 1.4-1.7, 2.3, 2.4, 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.3, 4.4	Plans, organises and implements work activities of self and others that ensure compliance with organisational policies and procedures, and legislative requirements Sequences and schedules complex activities, monitors implementation, and manages relevant communication Uses systematic, analytical processes in relatively complex, situations, setting goals, gathering relevant information, and identifying and evaluating options against agreed criteria Evaluates outcomes of decisions to identify opportunities for improvement

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBSUS501 Develop workplace policy and procedures for sustainability	BSBSUS501A Develop workplace policy and procedures for sustainability	Updated to meet Standards for Training Packages Minor edits to clarify performance criteria	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBSUS501 Develop workplace policy and procedures for sustainability

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

scope and develop organisational policies and procedures that comply with legislative requirements and support the organisation’s sustainability goals covering at a minimum:

minimising resource use

resource efficiency

reducing toxic material and hazardous chemical use

employing life cycle management approaches

continuous improvement

plan and implement sustainability policy and procedures including:

agreed outcomes

performance indicators

activities to be undertaken

assigned responsibilities

record keeping, review and improvement processes

consult and communicate with relevant stakeholders to generate engagement with sustainability policy development, implementation and continuous improvement

review and improve sustainability policies.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the environmental or sustainability legislation, regulations and codes of practice applicable to the organisation identify internal and external sources of information and explain how they can be used to plan and develop the organisation’s sustainability policy

explain policy development processes and practices

outline organisational systems and procedures that relate to sustainability

outline typical barriers to implementing policies and procedures in an organisation and possible strategies to address them.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the sustainability field of work and include access to:

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWHS303 Participate in WHS hazard identification, risk assessment and risk control

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to maintain a healthy and safe workplace through participation in the process of identifying work health and safety (WHS) hazards and assessing and controlling WHS risks, and the promotion and support of worker consultation.

It applies to individuals who assist with the identification of workplace hazards and the assessment and control of WHS risks as part of their WHS responsibilities, which are in addition to their main duties.

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 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.

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

Unit Sector

Regulation, Licensing and Risk – Work Health and Safety

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in workplace hazard identification	1.1 Participate in selecting hazard identification methods suitable for the workplace 1.2 Use selected methods to identify, report and record hazards according to workplace procedures and WHS Acts, regulations and codes of practice 1.3 Provide information and assistance to persons conducting hazard identification
2. Participate in WHS risk assessment	2.1 Participate in selecting suitable risk assessment methods for the workplace 2.2 Use selected methods to assess and record risks according to workplace procedures and WHS Acts, regulations and codes of practice 2.3 Provide information and assistance to persons conducting risk assessments
3. Promote and support worker consultation and participation in hazard identification and risk assessment	3.1 Advise workers of, and consult them about, hazard identification and risk assessment activities, according to workplace WHS consultation and participation policies, procedures and processes 3.2 Encourage workers to participate in these activities according to workplace WHS consultation and participation policies, procedures and processes 3.3 Advise workers of, and consult them about, the results and outcomes of these activities, according to workplace WHS consultation and participation policies, procedures and processes
4. Participate in developing, selecting and implementing WHS risk controls	4.1 Obtain workplace records of the outcomes of hazard identifications and risk assessments, and use them to participate in developing risk control options 4.2 Apply knowledge of WHS Acts, regulations, codes of practice, other information and guidelines, and workplace policies, procedures and processes to identify duty holders 4.3 Participate in selecting risk control options using appropriate criteria 4.4 Identify and report factors impeding successful implementation of selected risk controls 4.5 Participate in developing a risk control implementation and evaluation plan 4.6 Provide information about the implementation and evaluation plan to individuals and parties
5. Support effective worker consultation and participation in the risk control process	5.1 Advise workers of, and consult them about, developing risk control options, and selecting and implementing risk controls, according to workplace WHS consultation and participation policies, procedures and processes 5.2 Encourage workers to participate in these activities according to workplace WHS consultation and participation policies, procedures and processes

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 2.1, 4.1, 4.3, 4.4	Interprets and identifies information from WHS legislation, workplace policy and procedure and records
Writing	1.2, 1.3, 2.2, 2.3, 3.1-3.3, 4.5, 4.6, 5.1, 5.2	Uses formats and language appropriate to audience and context in plans, reports and general advice
Oral communication	1.1-1.3, 2.1-2.3, 4.6	Presents information or assistance using appropriate levels of industry specific vocabulary Uses listening and questioning to clarify and confirm understanding
Navigate the world of work	1.2, 2.2, 3.1, 3.3, 4.2, 5.1, 5.2	Follows legal and regulatory responsibilities and organisational policies and procedures in relation to WHS role Keeps up to date on changes to WHS legislation or regulations and organisational policies and procedures
Interact with others	1.1, 1.3, 2.1, 2.3, 3.2, 3.3, 4.3, 4.5, 4.6, 5.1, 5.2	Understands what to communicate and to whom in a range of contexts Cooperates with others as part of WHS activities and contributes to specific activities requiring joint responsibility and accountability Shares information and resources, offers assistance voluntarily and provides feedback when requested Plays an active role in group discussions, paying attention to perspectives of others and encouraging participation
Get the work done	1.1, 1.2, 2.1, 2.2, 4.3	Plans and implements tasks to achieve required outcomes Uses formal decision-making processes, setting or clarifying goals, gathering information and identifying and evaluating choices against a set of criteria in the WHS risk-management process

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWHS303 Participate in WHS hazard identification, risk assessment and risk control	BSBWHS303A Participate in WHS hazard identification, risk assessment and risk control	Updated to meet Standards for Training Packages Minor edits to clarify intent of performance criteria	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWHS303 Participate in WHS hazard identification, risk assessment and risk control

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

participate in selection and use of required methods to identify, report and record hazards

assess and record risks for identified hazards

promote and support worker consultation and participation in hazard identification and risk assessment

participate in developing, selecting and implementing risk control options and plans.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the relevant Commonwealth and state or territory Acts, regulations, codes of practice standards, guidance material and other relevant publications

summarise work health and safety (WHS) legislative requirements about:

communication, consultation and participation

notification of incidents

recordkeeping

specific hazard identification and risk assessment and control methods

list the basic principles of incident causation and injury processes

explain the concept of hazards, risks and risk factors

describe hazard identification and risk assessment methods

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

summarise organisational WHS policies, procedures, processes and systems

describe the range of WHS hazards that may be present in the workplace, the harm they can cause and how this harm occurs

describe risk control options for different hazards and work situations

identify types of hazard and risk registers

describe the workplace communication processes for sharing information about hazard identification, and risk assessment and control.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals carrying out work health and safety duties in the workplace and include access to:

organisational policies, standard operating procedures and plans

Acts, regulations, codes of practice, licensing requirements and standards

relevant data files

appropriate resources to manage the identification and rectification of breaches in compliance requirements.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR201 Manage personal stress in the workplace

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to understand signs and sources of stress within the broader framework of the job role and work environment.

It applies to individuals who usually work with some guidance and supervision in an environment where they are likely to encounter difficult customers and situations from time to time. It typically applies in a contact centre environment owing to the very measured, structured, high volume and potentially repetitive nature of the work, but can apply in any work environment.

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

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop personal awareness of stress	1.1 Recognise signs and sources of stress 1.2 Acknowledge stress and difficult situations 1.3 Analyse and understand potential areas of stress in the work environment
2. Develop stress management techniques	2.1 Develop an effective understanding of a range of stress management techniques 2.2 Use appropriate techniques to manage stressful situations effectively 2.3 Focus on areas of stress within personal control 2.4 Adopt strategies to effectively reduce, manage and deal with stress
3. Manage time	3.1 Develop and understand job role priorities 3.2 Develop techniques to support achievement of key performance indicators (KPIs) and priorities 3.3 Use appropriate time management tools and techniques 3.4 Regularly evaluate tools and techniques 3.5 Promptly identify and inform relevant personnel of any variations and difficulties affecting work requirements, through regular reviews
4. Recover from a stressful contact	4.1 Review the contact or situation 4.2 Analyse root cause/s of stressful contact or situation 4.3 Depersonalise context of contact or situation 4.4 Discuss outcomes with appropriate staff members 4.5 Prepare for next contact or situation positively 4.6 Follow up or take action where needed
5. Maintain personal stamina and resilience	5.1 Identify sources of fatigue in contact centre role 5.2 Adopt work routine and procedural strategies to minimise stress and fatigue 5.3 Monitor personal performance against performance requirements 5.4 Adapt stamina management strategies to maximise performance 5.5 Seek assistance from team members and management in managing stamina
6. Maintain work/life balance	6.1 Identify work/life priorities 6.2 Adopt strategies to support work/life priorities 6.3 Give high priority to health and wellbeing 6.4 Monitor work/life balance 6.5 Develop ability to effectively leave work behind at the end of the day

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	3.1-3.5	Recognises and interprets textual information to determine job role and requirements
Writing	3.3, 3.4, 3.5	Completes time management documentation using organisational formats
Oral Communication	3.5, 4.4, 5.5	Participates in discussions using clear language and features appropriate to audience Uses listening and questioning techniques to request assistance and confirm understanding
Navigate the world of work	3.1, 3.2, 5.3	Understands role requirements and identifies own responsibilities
Interact with others	3.5, 4.4, 5.5	Establishes rapport and builds relationships with team members and others Maintains awareness of own strengths and weaknesses to support an overall sense of wellbeing
Get the work done	1.3, 2.1, 2.4, 3.1-3.4, 4.1-4.3, 4.5, 4.6, 5.1-5.4, 6.1, 6.2, 6.4, 6.5	Plans and organises tasks to achieve outcome within timeframes Uses analytical skills to decide on effective techniques to manage stress and personal well-being Uses problem-solving skills to address a range of issues, seeking advice of others, where necessary Monitors implementation of solutions and reflects on outcomes

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR201 Manage personal stress in the workplace	BSBWOR201A Manage personal stress in the workplace	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR201 Manage personal stress in the workplace

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

recognise and understand potential stress in the work environment

develop and use techniques and strategies to manage stress and stressful situations

adopt and monitor potential sources of stress and fatigue, seeking assistance as required

monitor own performance against performance requirements and key performance indicators (KPIs)

use techniques to achieve work/life balance.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

describe job role priorities and KPIs

list internal and external sources of assistance, including escalation pathways

outline signs and sources of existing and potential stress or difficult situations

discuss stress management and reduction techniques

describe time management tools and techniques.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work and include access to:

office equipment and resources

time management tools

workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR202 Organise and complete daily work activities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to seek feedback for performance improvement and use current technology appropriate to the task.

It applies to individuals working under direct supervision who develop basic skills and knowledge for working in a broad range of settings.

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

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Organise work schedule	1.1 Discuss and agree on work goals and plans with assistance from appropriate persons 1.2 Develop an understanding of the relationship between individual work goals and plans, and organisational goals and plans 1.3 Plan and prioritise workload within allocated timeframes
2. Complete work tasks	2.1 Complete tasks within designated timelines and in accordance with organisational requirements and instructions 2.2 Use effective questioning to seek assistance from colleagues when difficulties arise in achieving allocated tasks 2.3 Identify factors affecting work requirements and take appropriate action 2.4 Use business technology efficiently and effectively to complete work tasks 2.5 Communicate progress on task to supervisor or colleagues as required
3. Review work performance	3.1 Seek feedback on work performance from supervisors or colleagues 3.2 Monitor and adjust work according to feedback obtained through supervision and comparison with established team and organisational standards 3.3 Identify and plan opportunities for improvement in liaison with colleagues

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 2.1, 3.2	Recognises and interprets textual information to determine and adhere to organisational and task requirements
Writing	1.3, 2.5, 3.3	Completes required documents using organisational formats
Oral Communication	1.1, 2.1, 2.2, 2.5, 3.1	Uses listening and questioning techniques to seek information and confirm understanding Participates in verbal interactions using language and features suitable to audience and context
Numeracy	1.3, 2.1	Interprets numerical information related to timeframes
Navigate the world of work	1.2, 2.1, 3.2	Complies with organisational policies, procedures and standards
Get the work done	1.1, 1.3, 2.1-2.4, 3.2, 3.3	Prioritises work and completes activities within designated timeframes Identifies and solves routine problems Selects and uses appropriate digital tools to complete tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR202 Organise and complete daily work activities	BSBWOR202A Organise and complete daily work activities	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR202 Organise and complete daily work activities

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

plan and organise workload with the assistance of others

complete tasks, using appropriate digital tools, within specified timelines seeking assistance as required

use effective communication skills to seek assistance or feedback from others

seek and use feedback from others to monitor and improve work performance.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the organisational standards, policies and procedures that relate to own work role

explain the relationship between an individual's work goals and plans and the organisation's goals and plans

list some factors that can affect the ability to get work done, and explain the action to take

explain how to plan and manage time.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work and include access to:

office equipment and resources

workplace documentation

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR204 Use business technology

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to select and use computer software and organise electronic information and data.

It applies to individuals who apply a limited range of practical skills with a fundamental knowledge of equipment use and the organisation of data in a defined context, under direct supervision or with limited individual responsibility.

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

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Select and use technology	1.1 Select appropriate technology and software applications to achieve requirements of the task 1.2 Adjust workspace, furniture and equipment to suit user’s ergonomic requirements 1.3 Use technology according to organisational requirements and in a way that promotes a safe work environment
2. Process and organise data	2.1 Identify, open, generate or amend files and records according to task and organisational requirements 2.2 Operate input devices according to organisational requirements 2.3 Store data appropriately and exit applications without damage to or loss of, data 2.4 Use manuals, training booklets and/or online help or helpdesks to overcome basic difficulties with applications
3. Maintain technology	3.1 Identify and replace used technology consumables in accordance with manufacturer’s instructions and organisational requirements 3.2 Carry out and/or arrange routine maintenance to ensure equipment is maintained in accordance with manufacturer’s instructions and organisational requirements 3.3 Identify equipment faults accurately and take action in accordance with manufacturer’s instructions or report fault to designated person

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.3, 2.1, 2.2, 2.4, 3.1-3.3	Recognises and interprets information from familiar sources to determine job role and task requirements
Writing	2.1, 2.3, 3.2, 3.3	Produces and amends files to meet task and organisational requirements Completes required documentation using organisational formats
Oral Communication	3.3	Uses specific and relevant language to refer faults to others
Navigate the world of work	1.2, 1.3, 2.1, 2.2, 3.1-3.3	Recognises and follows legislative requirements and organisational policies and procedures associated with own role
Get the work done	1.1, 1.3, 2.1-2.4, 3.1-3.3	Uses business technologies and systems safely, when gathering, storing, accessing and sharing information Understands purposes, specific functions and key features of common digital systems and business tools Operates digital systems and business tools effectively to complete routine tasks using some basic troubleshooting strategies as required

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR204 Use business technology	BSBWOR204A Use business technology	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR204 Use business technology

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

select and use technology safely and according to organisational requirements

access, retrieve and store required data

demonstrate basic maintenance on a range of equipment using manuals or help-files

identify and address faults according to requirements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the organisation's work health and safety requirements

outline the organisation's requirements for file naming and storage

explain why regular backups of data are done

list 'routine maintenance' tasks

summarise the procedure for addressing equipment faults.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability – workplace effectiveness field of work and include access to:

office equipment and resources

electronic files and data

workplace documentation and equipment manuals

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR301 Organise personal work priorities and development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to organise own work schedules, to monitor and obtain feedback on work performance and to maintain required levels of competence.

This unit applies to individuals who exercise discretion and judgement and apply a broad range of competencies in various work contexts.

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

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Organise and complete own work schedule	1.1 Ensure that work goals, objectives or Key Performance Indicators (KPIs) are understood, negotiated and agreed in accordance with organisational requirements 1.2 Assess and prioritise workload to ensure tasks are completed within identified timeframes 1.3 Identify factors affecting the achievement of work objectives and incorporate contingencies into work plans 1.4 Use business technology efficiently and effectively to manage and monitor scheduling and completion of tasks
2. Monitor own work performance	2.1 Accurately monitor and adjust personal work performance through self assessment to ensure achievement of tasks and compliance with legislation and work processes or KPIs 2.2 Ensure that feedback on performance is actively sought and evaluated from colleagues and clients in the context of individual and group requirements 2.3 Routinely identify and report on variations in the quality of and products and services according to organisational requirements 2.4 Identify signs of stress and effects on personal wellbeing 2.5 Identify sources of stress and access appropriate supports and resolution strategies
3. Co-ordinate personal skill development and learning	3.1 Identify personal learning and professional development needs and skill gaps using self assessment and advice from colleagues and clients in relation to role and organisational requirements 3.2 Identify, prioritise and plan opportunities for undertaking personal skill development activities in liaison with work groups and relevant personnel 3.3 Access, complete and record professional development opportunities to facilitate continuous learning and career development 3.4 Incorporate formal and informal feedback into review of further learning needs

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	3.1-3.4	Employs a range of approaches and investigative techniques to source the knowledge necessary to arrange personal learning experiences
Reading	1.1, 1.2, 2.1	Interprets textual information to determine organisation’s procedures, own work performance and objectives
Writing	1.3, 1.4, 2.3, 3.1, 3.2, 3.3	Prepares written reports and workplace documents that communicate information clearly and effectively
Oral Communication	2.2, 2.3, 3.1, 3.2	Clearly gives and receives feedback using specific and relevant language Uses listening and questioning techniques to confirm understanding
Numeracy	1.1, 1.3	Understands responsibilities and scope of role and complies with organisational policies, procedures and protocols
Interact with others	1.1, 2.2, 2.3, 3.1, 3.2	Selects the appropriate form, channel and mode of communication for a specific purpose relevant to own role Fosters and nurtures a culture of constructive and respectful feedback Proactively collaborates with others to achieve specific goals
Get the work done	1.2, 1.3, 1.4, 2.4, 2.5, 3.2	Plans and organises work commitments to ensure deadlines and objectives are met Uses formal analytical thinking techniques to recognise and respond to routine problems Uses digital systems and tools to enter, store and monitor information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR301 Organise personal work priorities and development	BSBWOR301B Organise personal work priorities and development	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR301 Organise personal work priorities and development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

prepare a work plan according to organisational requirements and work objectives

use business technology to schedule, prioritise and monitor completion of tasks in a work plan

assess and prioritise own work load and deal with contingencies

monitor and assess personal performance against job role requirements by seeking feedback from colleagues and clients

identify personal development needs and access, complete and record skill development and learning.

Note: if a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline key provisions of legislation that relate to own work role

describe goals, objectives or key performance indicators of own work role

explain ways to elicit, analyse and interpret feedback when communicating with other people in the workplace

explain the principles and techniques of goal setting, measuring performance, time management and personal assessment of learning and development needs

explain signs and sources of stress and strategies to deal with stress in the workplace

identify methods to identify and prioritise personal learning needs.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability - workplace effectiveness field of work and include access to:

office equipment and resources

work schedules and performance improvement plans

workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR404 Develop work priorities

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to monitor and obtain feedback on own work performance and access learning opportunities for professional development.

This unit applies to individuals who are required to design their own work schedules and work plans and to establish priorities for their work. They will typically hold some responsibilities for the work of others and have some autonomy in relation to their own role.

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

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan and complete own work schedule	1.1 Prepare workgroup plans which reflect consideration of resources, client needs and workgroup targets 1.2 Analyse and incorporate work objectives and priorities into personal schedules and responsibilities 1.3 Identify factors affecting the achievement of work objectives and establish contingencies and incorporate them into work plans 1.4 Efficiently and effectively use business technology to manage and monitor planning completion and scheduling of tasks
2. Monitor own work performance	2.1 Identify and analyse personal performance through self-assessment and feedback from others on the achievement of work objectives 2.2 Seek and evaluate feedback on performance from colleagues and clients in the context of individual and group requirements 2.3 Routinely identify and report on variations in the quality of service and performance in accordance with organisational requirements
3. Co-ordinate professional development	3.1 Assess personal knowledge and skills against organisational benchmarks to determine development needs and priorities 3.2 Research and identify sources and plan for opportunities for improvement in consultation with colleagues 3.3 Use feedback to identify and develop ways to improve competence within available opportunities 3.4 Identify, access and complete professional development activities to assist career development 3.5 Store and maintain records and documents relating to achievements and assessments in accordance with organisational requirements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	3.1, 3.2, 3.3, 3.4	Develops strategies to reflect on own performance, obtain feedback, and plan and source professional development opportunities
Reading	1.2, 2.1, 2.3, 3.1, 3.5	Recognises and interprets textual information from relevant sources to understand organisation’s policies and practices
Writing	1.1, 1.3, 2.2, 2.3, 3.2, 3.5	Prepares written reports and workplace documentation that communicate complex information clearly and effectively
Oral Communication	2.2, 2.3, 3.2	Provides or seeks information using language suitable to audience and context Employs listening and questioning techniques to confirm understanding
Numeracy	1.1, 1.2, 1.3	Interprets numerical information related to budgets and timeframes
Navigate the world of work	1.2, 2.1, 2.3, 3.1, 3.5	Identifies and understands roles and responsibilities in relation to organisational objectives, policies and procedures
Interact with others	2.2, 2.3, 3.2	Selects and uses appropriate practices when communicating with internal and external stakeholders to seek or share information Establishes and builds rapport and relationships with others to foster a culture of trust and honesty in communications
Get the work done	1.1-1.4, 2.3, 3.1, 3.2, 3.4, 3.5	Plans, organises and implements tasks to meet organisational requirements Systematically gathers and analyses information and evaluates options in order to anticipate potential problems and develop contingency plans Uses the main features and functions of digital technologies and tools to complete work tasks efficiently and effectively

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR404 Develop work priorities	BSBWOR404B Develop work priorities	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR404 Develop work priorities

Modification History

Release	Comments
Release 2	This version first released with BSB Business Services Training Package Version 1.1. Version created to correct mapping table information
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

prepare and communicate own work plan

schedule work objectives and tasks to support the achievement of the workgroup goals

review own work performance against workgroup objectives through self-assessment and seeking and acting on feedback from clients and colleagues

plan and access learning opportunities to extend personal work competencies.

Note: if a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain how business technology applications can be used to schedule tasks and plan work

explain techniques to prepare personal plans and establish priorities

identify methods to identify and prioritise personal learning needs

outline a range of professional development options

explain methods to elicit, analyse and interpret feedback

provide a detailed explanation of methods that can be used to evaluate own performance.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability - workplace effectiveness field of work and include access to:

workplace documentation including policies and procedures, and benchmarks for work group productivity and performance

workplace equipment and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWOR501 Manage personal work priorities and professional development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to create systems and process to organise information and prioritise tasks.

It applies to individuals working in managerial positions who have excellent organisational skills. The work ethic of individuals in this role has a significant impact on the work culture and patterns of behaviour of others as managers at this level are role models in their work environment.

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

Unit Sector

Industry Capability – Workplace Effectiveness

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish personal work goals	1.1 Serve as a positive role model in the workplace through personal work planning 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 when contingencies occur
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 Participate in networks to enhance personal knowledge, skills and work relationships 3.5 Identify and develop new skills to achieve and maintain a competitive edge

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	3.1, 3.2, 3.3, 3.4, 3.5	Investigates and uses a range of strategies to develop personal competence
Reading	1.2, 3.1, 3.2	Analyses and interprets textual information from organisational policies and practices or feedback to inform personal development planning
Writing	3.2	Uses feedback to prepare reports that summarise ways to improve competence
Oral Communication	3.2	Uses active listening and questioning to seek and receive feedback
Navigate the world of work	1.2, 2.1	Understands how own role contributes to broader organisational goals Considers organisational protocols when planning own career development
Interact with others	1.1, 3.2, 3.4	Selects and uses appropriate conventions and protocols when communicating with diverse stakeholders Uses interpersonal skills to establish and build positive working relationships with others
Get the work done	1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1	Plans and prioritises tasks in order to meet deadlines, manage role responsibilities and to manage own personal welfare Identifies and uses appropriate technology to improve work efficiency

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWOR501 Manage personal work priorities and professional development	BSBWOR501B Manage personal work priorities and professional development	Updated to meet Standards for Training Packages Minor edits to clarify Performance Criteria	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWOR501 Manage personal work priorities and professional development

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

use business technology to create and use systems and processes to organise and prioritise tasks and commitments

measure and maintain personal work performance including assessing competency against competency standards and seeking feedback

maintain an appropriate work-life balance to manage personal health and stress

participate in networks

develop a personal development plan which includes career objectives and an action plan

develop new skills.

Note: if a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain principles and techniques involved in the management and organisation of:

performance measurement

personal behaviour, selfawareness and personality traits identification

a personal development plan

personal goal setting

time

discuss management development opportunities and options for self

describe methods for achieving a healthy work-life balance

outline organisation’s policies, plans and procedures

explain types of learning style/s and how they relate to the individual

describe types of work methods and practices that can improve personal performance.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the industry capability - workplace effectiveness field of work and include access to:

workplace equipment and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

BSBWRK510 Manage employee relations

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage employee and industrial relations matters in an organisation. It involves developing and implementing employee and industrial relations policies and plans and managing conflict resolution negotiations.

It applies to those who are authorised to oversee industrial relations and manage conflict and grievances in an organisation. They will have a sound theoretical knowledge base in human resources management and industrial relations as well as current knowledge of industrial relations trends and legislation.

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

Unit Sector

Workforce Development – Workplace Relations

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop employee and industrial relations policies and plans	1.1 Analyse strategic plans and operational plans to determine long term employee relations 1.2 Analyse existing employee relations performance in relation to workforce objectives 1.3 Evaluate options in terms of cost-benefit, risk-analysis and current legislative requirements 1.4 Work with the management team to develop industrial relations policies and plans 1.5 Identify the skills and knowledge needed by management and the workforce to effectively implement these strategies and policies
2. Implement employee relations policies and plans	2.1 Develop an implementation plan and a contingency plan for the employee relations policies and strategies 2.2 Make arrangements for training and development for identified needs to support the employee relations plan 2.3 Undertake associated employee relations activities to reach agreement on changes required by the organisational policies or implementation plan 2.4 Ensure procedures for addressing grievances and conflict are properly documented 2.5 Communicate key issues about procedures for addressing grievances and conflict to stakeholders 2.6 Review employee relations policies and plans to establish whether they are meeting their intended outcomes
3. Manage negotiations to resolve conflict	3.1 Train individuals in conflict-management techniques and procedures 3.2 Identify, and where possible alleviate or eliminate, sources of conflict or grievance according to legal requirements 3.3 Check documentation and other information sources to clarify issues in dispute 3.4 Obtain expert or specialist advice and/or refer to precedents, if required 3.5 Determine desired negotiation outcomes, negotiation strategy and negotiation timeframes 3.6 Advocate the organisation’s position in negotiation to obtain agreement 3.7 Document, and if necessary certify, the agreed outcomes with the relevant jurisdiction 3.8 Implement agreements 3.9 Take remedial action where groups or individuals fail to abide by agreements

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.2, 1.3, 3.3	Interprets, critically analyses and applies appropriate strategies to construct meaning from complex texts
Writing	1.4, 2.1, 2.4, 2.5, 3.7	Displays knowledge of required structure and layout, employing broad vocabulary, grammatical structure and conventions appropriate to purpose and audience
Oral communication	1,4, 2.5, 3.1, 3.6	Conveys information using language and non-verbal features appropriate to the audience Employs listening and questioning techniques to clarify and confirm understanding
Numeracy	1.2, 1.3	Extracts and evaluates the mathematical information embedded in a range of tasks and texts
Navigate the world of work	1.3, 1.4, 2.3, 2.6, 3.2, 3.7	Modifies or develops organisational policies to achieve organisational goals and comply with legislative requirements Keeps up to date on changes to legislation or regulations relevant to own rights and responsibilities and considers implications of these
Interact with others	1.4, 2.3, 3.1, 3.2, 3.4, 3.6, 3.9	Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction, influencing direction and taking a leadership role on occasion Actively builds networks that include key people with expert skills and knowledge Uses a range of strategies to facilitate an acceptable outcome for all parties where conflicts occur
Get the work done	1.3, 1.4, 1.5, 2.1, 2.2, 2.4, 2.5, 3.2, 3.5, 3.7, 3.8	Sequences and schedules complex activities, monitors implementation and manages relevant communication Uses analytical techniques to identify issues and generate possible solutions, seeking input from others as required, before making decisions or implementing solutions Draws on the diverse perspectives of others to gain insights into current practices and opportunities for change

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
BSBWRK510 Manage employee relations	BSBWRK510A Manage employee relations	Updated to meet Standards for Training Packages Minor edits to clarify intent of Performance Criteria	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

Assessment Requirements for BSBWRK510 Manage employee relations

Modification History

Release	Comments
Release 1	This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

analyse organisational documentation to determine long-term employee relations objectives and current employee relations performance

collaborate with others to develop and review industrial relations policies and plans

develop implementation and contingency plans for industrial relations policies

identify the skills and knowledge needed to implement the plan and organise training and development for self and staff

document and communicate strategies and procedures for eliminating and dealing with grievances and disputes

train others in conflict-resolution techniques

manage industrial relations conflicts, including advocating the organisation’s position during negotiations and documenting, implementing and following up agreements.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

explain relevant industrial relations legislation or regulations

summarise enterprise and workplace bargaining processes

summarise key entities in the current Australian industrial relations system, including courts and tribunals, trade unions and employer bodies

identify sources of expert advice.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the workforce development – workplace relations field of work and include access to:

awards and enterprise bargaining agreements

relevant legislation, regulations, standards and codes

relevant workplace documentation and resources

case studies and, where possible, real situations

interaction with others.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

CHCCCS007 Develop and implement service programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCICS412E/CHCCS503B/CHCCS512C. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to engage consumers, analyse service needs of particular groups and develop programs and services to meet those needs.

This unit applies to workers coordinating or managing teams and operations in varied service delivery contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Engage consumers in the analysis of service needs	1.1 Develop a plan for consumer participation and engagement in decisions about service provision 1.2 Investigate the needs of individuals as the basis for service provision in line with consumer participation and engagement plan 1.3 Recognise processes and communications that may be a barrier to consumer participation and develop mechanisms to overcome these 1.4 Interact and consult with people accessing the service to monitor changing needs so they can be addressed 1.5 Consult and collaborate with other services and networks to address multi-faceted needs of individuals and client groups 1.6 Evaluate broader organisation context and its impact on service delivery
2. Develop programs	2.1 Facilitate input to program development from internal and external stakeholders 2.2 Engage people accessing programs in management processes and develop formal arrangements as required 2.3 Incorporate consideration of individual differences, rights, needs and preferences in the planning processes 2.4 Integrate both internal and external services as required 2.5 Determine financial, human and physical resource requirements 2.6 Develop supporting systems and procedures 2.7 Develop and integrate service evaluation methods, including mechanisms for feedback from people accessing service programs 2.8 Document program identifying priorities, timelines and responsibilities
3. Implement and monitor programs	3.1 Communicate roles and responsibilities to relevant stakeholders 3.2 Facilitate provision of training to support implementation 3.3 Monitor service delivery against agreed objectives and budgetary frameworks 3.4 Make user interactions and feedback an integral part of ongoing monitoring 3.5 Identify and address problems in addressing the needs of service users in accordance with organisation procedures 3.6 Maintain relevant program and service delivery documentation
4. Evaluate programs	4.1 Assess capacity of programs to meet objectives 4.2 Seek and evaluate feedback from those using the service and other stakeholders 4.3 Modify programs as needed to meet changing requirements within policy and budgetary frameworks

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS007 Develop and implement service programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCICS412E/CHCCS503B/CHCCS512C. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed, implemented and evaluated at least 1 community sector service program

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

program planning principles and processes, including:

program design

program resourcing

implementation systems and procedures

feedback and complaints procedures

evaluation and continuous improvement

accountability and governance

funding framework, including not-for-profit, government funding

supports needed for effective consumer participation at all levels of program planning

requirements of specific service user groups and individuals, including:

diverse and multi-faceted needs and issues service user participation opportunities and barriers

opportunities for collaboration and service partnerships

risk, regulatory and sustainability considerations

standards, codes and legislation compliance

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including organisation policies and procedures

modelling typical workplace conditions and contingencies, including interactions with users of the service and co-workers from a range of diverse backgrounds

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCCS020 Respond effectively to behaviours of concern

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to respond effectively to behaviours of concern of people. Skills are associated with handling difficult incidents rather than managing ongoing behaviour difficulties.

The unit applies to workers in any context exposed to difficult and challenging behaviour.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Identify behaviour and plan response	1.1 Identify behaviours of concern in line with work role and organisation policies and procedures 1.2 Identify appropriate response to potential instances of behaviours of concern 1.3 Ensure planned responses to behaviours of concern maximise the availability of other appropriate staff and resources 1.4 Give priority to safety of self and others in responding to behaviours of concern
2. Apply response	2.1 Ensure response to instances of behaviours of concern reflect organisation policies and procedures 2.2 Seek assistance as required 2.3 Deal with behaviours of concern promptly, firmly and diplomatically in accordance with organisation policy and procedure 2.4 Use communication effectively to achieve the desired outcomes in responding to behaviours of concern 2.5 Select appropriate strategies to suit particular instances of behaviours of concern
3. Report and review incidents	3.1 Report incidents according to organisation policies and procedures 3.2 Review incidents with appropriate staff and offer suggestions appropriate to area of responsibility 3.3 Access and participate in available debriefing mechanisms and associated support and/or development activities 3.4 Seek advice and assistance from legitimate sources as and when appropriate

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCCS020 Respond effectively to behaviours of concern

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

effectively dealt with at least 5 different behaviours of concern

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

different behaviours of concern:

aggression

confusion or other cognitive impairment

intoxication

intrusive behaviour

manipulation

noisiness

self-destructive behaviour

verbal offensiveness

wandering

strategies for dealing with behaviours of concern

issues needing to be referred to an appropriate professional

legal and ethical consideration relevant to recognising and responding to behaviours of concern, including:

duty of care

human rights

work health and safety

organisation reporting processes

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources including organisation policies and procedures in relation to reporting behaviours of concern

modelling of industry operating conditions and contingencies, including scenarios that reflect different behaviours of concern

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE002 Develop and implement community programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to develop community programs to ensure maximum participation.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and have the responsibility of supervision of others.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop program parameters	1.1 Analyse issues of wide community concern to develop an agency position and to ascertain the priority for new program 1.2 Undertake appropriate work to ascertain support, capacity for a coordinated effort and factors which will effect provision of services 1.3 Undertake research to identify key people, priorities to be addressed, possible strategies and options for action 1.4 Identify measures and evidence of program plan success and possible risks 1.5 Develop appropriate plans via participation of relevant communities and stakeholders
2. Design programs with the community	2.1 Develop a program plan which reflects identified parameters and incorporates an evaluation of a range of program options within organisation policy 2.2 Engage stakeholder participation to determine preferred program options particularly in areas of high priority or with targeted communities 2.3 Seek help from participating agencies for implementation arrangements 2.4 Develop and implement promotion and marketing strategies 2.5 Develop and maintain systems and resources for administrative support of community programs 2.6 Identify and seek resources
3. Implement programs	3.1 Conduct and evaluate pilots and make adjustments to ensure the program achieves its objectives 3.2 Implement and monitor in accordance to the plan
4. Evaluate programs	4.1 Evaluate program design and outcomes according to criteria and specifications identified in the program plan 4.2 Use results of evaluation for revision and ongoing development 4.3 Involve interested and/or relevant people in program evaluation

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE002 Develop and implement community programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed, implemented and evaluated at least 1 community program

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

relevant legislation and public policies

social, community and youth issues

contemporary economics and politics and their impact on community development

traditional community development approaches:

needs-based

gap-based

principles and practices of contemporary community development approaches and techniques for mobilisation in relation to:

asset-based (ABCD)

rights-based

social movements

sociology fundamentals, including:

commonly accepted social theories

social inequality

sociology of class

sociology of gender, including impacts of culture on gender dynamics

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE004 Implement participation and engagement strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCS421B/CHCCD413E Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to work with individuals or groups in specific communities and support their engagement in making decisions that affects their lives.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Define the priorities of specific communities or groups	1.1 Identify and document the details of individual and group priorities of the specific community through appropriate research and stakeholder participation 1.2 Identify, by appropriate research and stakeholder participation, preferred means of communicating with individuals and groups from specific communities
2. Undertake relevant work in the context of specific communities or groups	2.1 Use the values, priorities and structures within specific communities to define the ways of working 2.2 Evaluate relevant community structures and utilise to maximise outcomes for individuals and groups 2.3 Ensure work within communities is consistent with defined job role and agreed protocols 2.4 Utilise interpersonal skills which are consistent with community practices and standards
3. Evaluate work undertaken within specific communities	3.1 Undertake appropriate evaluation of work through participation of relevant community stakeholders 3.2 Monitor work within communities to ensure reflection of relevant values and structures 3.3 Undertake evaluation in a manner that ensures responsiveness to community prioritises

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE004 Implement participation and engagement strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCS421B/CHCCD413E Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

researched individual and group issues of at least 1 specific community

engaged effectively with a range of individuals from at least 1 specific community group, validated by community acceptance over at least 3 different occasions

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

social, political, cultural and historical issues that affect or are relevant to specific communities and groups

models of society

critique of socialisation theory

specific information relating to client community group, including:

group composition

specific community and group structures

practices and values

cultural preferences

social issues relevant to the specific group

health issues relevant to the specific group

relevant networks, people and stakeholders

specific communication protocols and practices

strength, talents and abilities of the community

impact of community values and structures on individuals

culture and diversity

family and power

deviance

identity theories

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE005 Develop and support relevant community resources

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to work with the community to develop relevant and effective resources to engender community support for initiatives aimed at specific groups.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Assess community resource requirements	1.1 Document resource requirements through participation of networks and stakeholder needs 1.2 Research existing available community resources and assess their capacity to meet priorities of the group 1.3 Develop strategies to address gaps in available resources 1.4 Develop strategies for the provision of resources to assist in meeting organisation objectives within funding considerations
2. Develop an information base	2.1 Establish and maintain professional networks with key people and organisations 2.2 Create opportunities to develop supportive connections between key people, including arranging and conducting meetings 2.3 Identify and plan for obstacles to effective contact between people and develop appropriate strategies to overcome these 2.4 Maintain records and make available as required to facilitate community interaction
3. Develop community resources	3.1 Develop resources with participation of key people 3.2 Follow processes and procedures to facilitate endorsement and implementation 3.3 Undertake appropriate work to ensure that maintenance of community resources is carried out according to agreed procedures and budget allocations
4. Facilitate community access to resources	4.1 Publicise availability of resources to target group, key people and organisations to encourage participation in activities 4.2 Make resources available to all users as required in accordance with organisation procedures 4.3 Review resources regularly to ensure usefulness and currency

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE005 Develop and support relevant community resources

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

identified resource priorities for at least 1 specific community group and matched a range of appropriate resources to meet those priorities

used appropriate technology to design and develop resources for at least 1 specific community group

established networks of key people and organisations and participated in at least 1 meeting

documented and stored information in line with organisation policies and procedures

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

social, political, cultural and historical issues that affect or are relevant to specific communities and groups

relevant legal and organisation policies and procedures regarding resources, including copyright and confidentiality

a range of media, resources and techniques used to develop community resources

specific client community groups, including:

group composition

specific community and group structures

practices and values

cultural preferences

social issues relevant to the specific group

health issues relevant to the specific group

relevant networks, people and stakeholders

specific communication protocols and practice

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modeling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE007 Develop and provide community projects

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to work with the community to develop and provide community projects on relevant issues.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop a community project	1.1 Develop project plan through participation of key people and organisations that identifies priorities and desired outcomes to address issues of concern of target groups 1.2 Identify and secure appropriate human, financial and physical resources 1.3 Develop strategies and educational resources and materials appropriate to the context, issue and audience 1.4 Prepare promotional materials in line with organisation policy and disseminate to target audience and others as appropriate
2. Deliver the community project	2.1 Implement strategies and distribute educational resources and materials to ensure maximum effectiveness for delivery of the project 2.2 Implement strategies to encourage full participation in the project and the expression of views and feelings about its process or content 2.3 Make project adjustments as required to meet the needs of specific groups 2.4 Seek feedback on the community project or activity from participants
3. Review the community project	3.1 Assess the community project against the planned goals and objectives in accordance with organisation policies and procedures 3.2 Discuss outcomes of project evaluations with key people and organisations to determine future directions 3.3 Document community project outcomes, and where necessary act on them in accordance with organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE007 Develop and provide community projects

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed, delivered and evaluated at least 1 project plan, including identifying and matching resources with activities to address community needs and priorities

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

relevant legislation and public policies

social, community and youth issues

principles of designing and developing a community program, including:

community priorities assessment and analysis

asset mapping

goals and objectives for project

resource availability

strategies and actions needed to achieve goals

accountability requirements

resources and support within the community

decision-making structures and processes at organisation, community, regional and system level

organisation policies and procedures for dealing with the media

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCDE010 Develop and lead community engagement strategies to enhance participation

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to apply advanced community engagement skills to increase participation in the community development environment.

The high level engagement skills described in this unit apply to a range of workplace contexts involving skill development, application and evaluation of engagement strategies to ensure effective community participation in relevant projects and activities.

This unit applies to workers in both health and community sectors and/or a community development work context. Workers at this level will be part of a professional team and have the responsibility of supervision of others.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Develop an effective community engagement plan	1.1 Document the purpose and scope of the community engagement 1.2 Identify and document relevant stakeholders and individuals who should be involved in the engagement process 1.3 Analyse and determine the level of impact that stakeholders have in any decisions and the level of public participation required 1.4 Specify the engagement tools and methods to be used within specified timeframes and considering any specific barriers to participation 1.5 Identify and document evaluation mechanisms 1.6 Develop a budget proposal 1.7 Present the completed plan to management and the community for revision and endorsement
2. Implement the engagement plan	2.1 Organise the participation activity according to the plan 2.2 Proactively identify and address the specific prioritises of individuals who are disengaged 2.3 Promote participation to the relevant stakeholders using appropriate communication methods 2.4 Undertake the engagement activity using relevant tools and techniques 2.5 Encourage all group members to contribute their ideas constructively and respectfully during group discussions 2.6 Routinely use strategies that enhance effective group interactions and communication 2.7 Respond to questions in a manner consistent with organisation standards 2.8 Document the participation feedback from participants 2.9 Conduct an evaluation of the participation activities
3. Evaluate and review the outcomes and effectiveness of the participation plan	3.1 Review the engagement activities in comparison with the plan objectives 3.2 Document the outcomes and evaluation feedback 3.3 Report this information to relevant stakeholders

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCDE010 Develop and lead community engagement strategies to enhance participation

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria New evidence requirements for assessment including volume and frequency requirements Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed 1 engagement plan

facilitated at least 3 group discussions, including:

used a range of group facilitation strategies to enhance interactions between group members and to gather relevant feedback

provided feedback to the group regarding outcomes

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

communication styles and techniques

group facilitation processes and mechanisms for group support

principles of effective community engagement and participation

traditional and contemporary models of engagement

community engagement techniques including online tools and use of social media

methods of research

sustainability

empowerment; community control and hegemony

capacity building

asset based community development

methods of engagement and participation

evaluation and review

building and maintaining partnerships

social capital

reporting mechanisms

reengagement strategies for individuals who are disengaged

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCOM001 Provide first point of contact

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCS308B/HLTCOM301C. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to greet clients and exchange routine information, to prioritise the individual’s needs, and to respond to immediate needs.

This unit applies to service delivery in all community services and health contexts. Workers at this level work under supervision with limited responsibility.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Greet and observe people	1.1 Listen to and greet people accessing service in a pleasant, respectful and accepting way 1.2 Respond to distressed people in a relaxed and calm manner and seek assistance as required 1.3 Respond appropriately to diverse people and behaviour in line with organisation requirements 1.4 Discuss any concerns or problems with supervisor
2. Follow organisational procedures to collect routine client information	2.1 Collect and document identifying information in accordance with organisation and confidentiality requirements 2.2 Discuss reasons for contact with the service 2.3 Explain and uphold rights and responsibilities of the client and confirm understanding
3. Identify priority of need	3.1 Identify urgency and nature of need and refer in accordance with organisation guidelines 3.2 Identify and respond to issues of personal safety for self, clients and others in accordance with organisation procedures and scope of own role 3.3 Recognise situations beyond the scope of role and seek assistance
4. Provide service information	4.1 Provide client with current, relevant and culturally appropriate service information 4.2 Assist clients to contact other agencies or services as appropriate to obtain further information 4.3 Ask the client if information needs have been met and provide further assistance if required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCOM001 Provide first point of contact

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCS308B/HLTCOM301C. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

provided information to 3 people presenting with multi-faceted needs

collected and documented identifying information for 3 people accessing the service

used communication and problem solving skills to respond appropriately to the behaviours of each of the following individuals at least once:

a person demonstrating aggressive behaviour

a person who is distressed

a person with a cognitive impairment

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

factors to consider when providing information and service:

cultural background

language spoken

literacy levels

disability

strategies and techniques for dealing with problems and challenging behaviours and situations, including:

aggressive or distressed behaviour

people with a cognitive impairment

assertive communication and conflict avoidance techniques

specific organisation or sector information:

client needs addressed by organisation and the impact of multi-faceted needs on service delivery

role of the organisation

information recording and storage systems

service features

types of information provided

links with other service providers

service transition and exit procedures

legal and ethical considerations:

collection and storage of personal information

privacy, confidentiality and disclosure

duty of care

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources

modelling of industry operating conditions and contingencies, including:

interactions with people and co-workers from a range of diverse backgrounds

interactions with people displaying aggression, distress and cognitive impairment

typical workplace reporting processes

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCCOM002 Use communication to build relationships

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCOM302D/ CHCCOM403A/HLTAMBFC301D. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge to apply specific communication techniques to establish, build and maintain relationships with clients, colleagues and other stakeholders based on respect and trust.

This unit applies to work across a range of workplace contexts where workers at all levels may communicate with individuals and/or groups both in person and in writing.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Communicate with clients and co-workers	1.1 Identify and use appropriate communication techniques to communicate with clients and colleagues 1.2 Communicate in a manner that demonstrates respect, accepts individual differences and upholds rights 1.3 Represent the organisation appropriately and in accordance with communication policies and protocols 1.4 Provide information to clients and service providers in accordance with communication policies and protocols
2. Address communication needs	2.1 Recognise and support communication needs of clients, colleagues and external networks 2.2 Facilitate access to interpreter and translation services as required 2.3 Identify and address problems and communication barriers 2.4 Defuse conflict or potentially difficult situations with clients and colleagues and refer in accordance with organisational requirements 2.5 Seek and respond to feedback on the effectiveness of communication with clients, colleagues and external networks
3. Facilitate meetings	3.1 Develop an agenda and list of invited participants in consultation with appropriate people 3.2 Communicate details of the meeting to the participants and other stakeholders in accordance with organisation communication protocols 3.3 Contribute to and follow objectives and agendas for meeting 3.4 Provide opportunities to fully explore all relevant issues and provide relevant information 3.5 Use strategies that encourage all members to participate equally, including seeking and acknowledging contributions from all members 3.6 Implement strategies to ensure the specific communication needs of individuals within the meeting are identified and addressed 3.7 Facilitate the resolution of conflict between participants 3.8 Minute or record meeting in accordance with organisation requirements 3.9 Evaluate meeting processes and identify lessons learned or opportunities for improvement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCCOM002 Use communication to build relationships

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCCOM302D/ CHCCOM403A/HLTAMBFC301D. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

obtained feedback from 3 clients or colleagues on effectiveness of communication and responded appropriately

prepared 3 types of written correspondence in accordance with organisation communication protocols

facilitated resolution of 1 difficult situation with a client, colleague or service provider

facilitated 1 meeting around a workplace issue

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

organisation communication policies and protocols

different communication styles and techniques, and how they impact on interpersonal communication, including:

strategies for effective interpersonal communication

person centred and rights based approaches

cross-cultural communication protocols

non-verbal communication cues

group processes and dynamics

motivational interviewing versus coercive approach

collaboration versus confrontation

communication strategies to:

build and maintain relationships and trust

facilitate workplace meetings

negotiate for optimal outcomes

deliver business presentations

address barriers

solve problems and resolve conflict

types of interpretation and translation services specific to the client group, and how to access them

factors that commonly contribute to the development of communication barriers including high emotions, mistrust or misunderstandings

professional relationship boundaries

digital media and use in community services and health sector, including:

web

email

social media

podcast and videos

tablets and applications

newsletters and broadcasts

intranet

written correspondence protocols and style guides, including letters, emails, minutes, case notes, reports

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including use of real workplace policies and procedures

modelling typical workplace conditions, including:

interactions with clients and co-workers from a range of diverse backgrounds

facilitation of groups of at least 3 people

typical workplace reporting processes

interpreter and translation services where required

use of digital media

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIS005 Develop and provide person-centred service responses

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to develop, implement and monitor service responses with a person with disability. Work is undertaken within a legislative and ethical framework to ensure the provision of high quality, person-centred service delivery which supports the person’s aspirations, needs, rights and interests.

This unit applies to workers in varied disability service contexts. Work performed requires a range of well developed, person-centred skills where some discretion and judgement is required and workers will take responsibility for their own outputs.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Work with the person to develop and implement person-centred responses	1.1 Collaborate with the person with disability and/or their family and/or carer and/or relevant others in actively developing responses that meets the individual’s aspirations, needs, rights and preferences 1.2 Put in place mechanisms to ensure the person’s support information is accurately recorded, maintained and applied to future support activities and responses 1.3 Develop the required responses that cater to individual differences, rights, needs and preferences 1.4 Communicate the needs of the person to family and/or carer and/or relevant others as appropriate 1.5 Make available appropriate resources 1.6 Seek provision of services from other workers or agencies as required 1.7 Maintain all relevant documentation relating to the person and the service delivery and communicate in accordance with organisation procedures
2. Review and monitor person-centred responses	2.1 Review and measure effectiveness of responses in meeting the person’s needs and preferences, in consultation with the person, family and/or carer and/or relevant other 2.2 Identify and take action to improve areas of the responses that have not met the person’s needs and preferences 2.3 Ensure changes to service delivery are within policy and budgetary frameworks 2.4 Modify specified aspects of service delivery as required, to meet changing service requirements and the needs and preferences of the person with disability 2.5 Identify potential training opportunities for the person to meet their changing needs 2.6 Ensure changes to service are within procedural and legislative requirements and maintain high standards of delivery
3. Provide service delivery within a quality framework	3.1 Follow procedures for service delivery for the individual in line with organisation’s quality system 3.2 Identify any barriers that may impact on delivery of high quality service and refer to supervisor 3.3 Regularly review procedures for service delivery to reflect industry best practice and relevant legislative changes 3.4 Regularly review procedures for service delivery to reflect the changing aspirations, needs and preferences of the person with disability

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIS005 Develop and provide person-centred service responses

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

followed procedures for person-centred service delivery in line with the organisation’s quality system, including:

developed and implemented at least 3 different person-centred service responses to meet the aspirations, needs, rights and preferences for people with disability, 2 in a simulated environment and 1 in the workplace

reviewed and monitored at least 3 individual service responses and made changes that are necessary to improve quality service delivery; met changing needs of the person; addressed barriers and responded to legislative changes, 2 in a simulated environment and 1 in the workplace

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of direct support work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

relevant networks and services in the broader community

current best practice approaches for service delivery

legal and ethical considerations for working with people with disability:

discrimination

dignity of risk

duty of care

human rights, including the United nations convention on the rights of persons with disabilities (UNCRPD)

mandatory reporting

privacy, confidentiality and disclosure

work health and safety

principles of:

empowerment

rights-based approach

person-centred practice

strengths-based approach

access and equity

Assessment Conditions

All aspects of the performance evidence must have been demonstrated using simulation prior to demonstration in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

individualised plans and equipment or resources outlined in the plan

organisation policies and procedures relating to the development, implementation, monitoring and review of person-centred programs

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/ AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIV001 Work with diverse people

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTHIR403C/CHCCS405C. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

This unit describes the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people.

This unit applies to all workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Reflect on own perspectives	1.1 Identify and reflect on own social and cultural perspectives and biases 1.2 Work with awareness of own limitations in self and social awareness 1.3 Use reflection to support own ability to work inclusively and with understanding of others 1.4 Identify and act on ways to improve own self and social awareness
2. Appreciate diversity and inclusiveness, and their benefits	2.1 Value and respect diversity and inclusiveness across all areas of work 2.2 Contribute to the development of work place and professional relationships based on appreciation of diversity and inclusiveness 2.3 Use work practices that make environments safe for all
3. Communicate with people from diverse backgrounds and situations	3.1 Show respect for diversity in communication with all people 3.2 Use verbal and non-verbal communication constructively to establish, develop and maintain effective relationships, mutual trust and confidence 3.3 Where a language barrier exists, use effective strategies to communicate in the most efficient way possible 3.4 Seek assistance from interpreters or other persons according to communication needs
4. Promote understanding across diverse groups	4.1 Identify issues that may cause communication misunderstandings or other difficulties 4.2 Where difficulties or misunderstandings occur, consider the impact of social and cultural diversity 4.3 Make an effort to sensitively resolve differences, taking account of diversity considerations 4.4 Address any difficulties with appropriate people and seek assistance when required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIV001 Work with diverse people

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged HLTHIR403C/CHCCS405C. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

undertaken a structured process to reflect on own perspectives on diversity

recognised and respected the needs of people from diverse social and cultural backgrounds in at least 3 different situations:

selected and used appropriate verbal and non verbal communication

recognised situations where misunderstandings may arise from diversity and formed appropriate responses

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

concepts of cultural awareness, cultural safety and cultural competence and how these impact different work roles

concepts and definitions of diversity

own culture and the community attitudes, language, policies and structures of that culture and how they impact on different people and groups

features of diversity in Australia and how this impacts different areas of work and life:

political

social

economic

cultural

legal and ethical considerations (international, national, state/territory, local) for working with diversity, how these impact individual workers, and the consequences of breaches:

discrimination:

age

disability

racial

sex

human rights:

Universal declaration of human rights

relationship between human needs and human rights

frameworks, approaches and instruments used in the workplace

rights and responsibilities of workers, employers and clients, including appropriate action when rights are being infringed or responsibilities not being carried out

key areas of diversity and their characteristics, including:

culture, race, ethnicity

disability

religious or spiritual beliefs

gender, including transgender

intersex

generational

sexual orientation/sexual identity - lesbian, gay, bisexual, heterosexual

key aspects, and the diversity, of Australia’s Aboriginal and/or Torres Strait Islander cultures, including:

social, political and economic issues affecting Aboriginal and/or Torres Strait Islander people

own culture, western systems and structures and how these impact on Aboriginal and/or Torres Strait Islander people and their engagement with services

potential needs of marginalised groups, including:

protective factors

physical, mental and emotional health issues/care needs

consideration of impacts of discrimination, trauma, exclusion and negative attitudes

resources that support individuals and organisations to embrace and respond to diversity

language and cultural interpreters

imagery

influences and changing practices in Australia and their impact on the diverse communities that make up Australian society

impact of diversity practices and experiences on personal behaviour, interpersonal relationships, perception and social expectations of others

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCDIV003 Manage and promote diversity

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

This unit describes the skills and knowledge required to evaluate and promote diversity in the workplace, and to contribute to the planning of diversity policies and procedures. This may apply to internal work practices or external service delivery.

This unit applies to individuals working in any type of leadership role across all industry sectors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Research diversity in the workplace	1.1 Collect and evaluate quantitative and qualitative workplace diversity data 1.2 Identify and analyse potential benefits of diversity in relation to the workplace objectives 1.3 Analyse how current diversity practice matches workplace objectives
2. Foster diversity	2.1 Provide a role model for others through individual behaviour that demonstrates respect for diversity 2.2 Assist and coach colleagues in ways of accepting diversity in relation to both colleagues and clients 2.3 Develop work practices and undertake planning in a manner that shows respect for workplace diversity 2.4 Identify and adapt professional development opportunities to address the needs of a diverse workforce 2.5 Generate a supportive workplace by valuing and promoting the benefits of a diverse workforce to those working in the workplace according to relevant policy 2.6 Identify and use diversity factors associated with clients and colleagues to address diversity objectives of the workplace 2.7 Value and encourage collaboration and the experience of working with diverse clients and colleagues
3. Adapt communication strategies	3.1 Use communication strategies to meet the diverse needs of individuals within the workplace 3.2 Implement tailored communication strategies for targeted individual and group needs 3.3 Identify and/or develop and use resources that facilitate effective communication in the workplace 3.4 Reflect on use of communication strategies with regard to workplace diversity and identify potential improvements
4. Contribute to workplace diversity policies and procedures	4.1 Develop and document diversity strategies in consultation with stakeholders including people from key target groups 4.2 Advocate for diversity strategies to be implemented in accordance with workplace policies and procedures 4.3 Develop measures for evaluating the outcomes of workplace strategies, policies and procedures for diversity 4.4 Report on workplace diversity strategies within appropriate context

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCDIV003 Manage and promote diversity

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

researched diversity in at least 1 workplace in terms of current performance and meeting of diversity objectives

used strategies to foster and promote diversity in work practice:

coaching and mentoring

communication

work planning

contributed to the development of workplace diversity policies and procedures for at least 1 workplace

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

concepts of cultural awareness, cultural safety and cultural competence and how these impact leadership and management practice

concepts and definitions of diversity

key areas of diversity and their characteristics, including:

culture, race, ethnicity

disability

religious or spiritual beliefs

gender, including transgender

intersex

generational

sexual orientation/sexual identity - lesbian, gay, bisexual, heterosexual

the role of leaders and managers in encouraging diversity in work practices and service delivery

impact of diversity practices and experiences on personal behaviour, interpersonal relationships, perception and social expectations of self and others

legal and ethical considerations (international, national, state/territory, local) for diversity practices at a management level:

discrimination (direct and indirect):

age

disability

racial

sex

equal employment opportunity (EEO)

human rights

rights and responsibilities of workers, employers and clients

benefits of workplace diversity

types of direct and indirect discrimination

ways to ensure effective and equitable activities to diverse clients

barriers to inclusivity

cross-cultural communication strategies and how these can be integrated into workplace practices

principles and practices of inclusivity and the types of planning and work practice that support diversity

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

The following condition must be met for this unit:

presence of situations that allow interaction with other people in a leadership role

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCEDU001 Provide community focused health promotion and prevention strategies

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Application

This unit describes the skills and knowledge required to deliver a range of promotion and prevention strategies to the community.

This unit applies to workers in both health and community sectors. Workers at this level will be part of a professional team and under the guidance of a supervisor.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Review health promotion plan	1.1 Clarify all aspects of the health promotion plan are still relevant 1.2 Locate relevant available promotion and prevention resources 1.3 Verify health promotion plans method of promotion delivery 1.4 Review budget necessary to develop, adapt and implement promotion and prevention strategies
2. Prepare for promotion and prevention activities	2.1 Engage with relevant stakeholders to obtain support for desired outcomes and promotion and prevention plan 2.2 Where necessary adapt existing promotion and prevention resources 2.3 Develop new promotion and prevention resources, according to the plan 2.4 Engage relevant stakeholders to review newly developed resources
3. Conduct promotion and prevention activities	3.1 Conduct prevention activities according to the promotion and prevention plan 3.2 Gather feedback on the immediate impact of the activity 3.3 Monitor the implementation of the plan and revise activities based on any feedback
4. Evaluate Health promotion activities	4.1 Undertake evaluation activities as set out in the plan 4.2 Collect client feedback and data on behaviour change for evaluation 4.3 Analyse data in preparation for reporting purposes
5. Report and document information	5.1 Document information about activities according to the organisation’s protocols 5.2 Adhere to privacy and confidentiality requirements when reporting feedback 5.3 Use appropriate terminology to document consumer response, outcomes and identified problems related to prevention strategies

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

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

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal changes to the elements and performance criteria New evidence requirements for assessment including volume and frequency requirements

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed and implemented promotion and prevention strategies to at least 2 community groups with different needs

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

mental health and its perception in the community

The Ottowa charter for health promotion

alcohol and other drugs (AOD) and its perception in the community

the importance of promotion and prevention in the health and recovery continuum

methods and models for social inclusion

a range of promotional strategies and their suitability for different purposes

methods for obtaining feedback on promotional activities

evidence based practice

a range of relevant promotional resources

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modeling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLAH002 Contribute to leisure and health programming

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to contribute to the creation, planning, coordination, delivery and evaluation of appropriate leisure and health activities for individuals and groups.

This unit applies to workers in a range of community services and health contexts who provide leisure and health services.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify activities to match leisure and health needs of the client or group	1.1 Work with health practitioners and key stakeholders to develop activity plans 1.2 Collect and review relevant information to establish the needs of leisure and health clients, based on the leisure and recreation assessment 1.3 Identify and review a range of possible activities to meet needs 1.4 Select activity focus and type based on client needs, organisation’s criteria and resource availability 1.5 Undertake an activity analysis to match client needs to the characteristics of the activity 1.6 Undertake an assessment of outing requirements, where appropriate 1.7 Undertake risk assessment for activities, programs and outings
2. Assist with the preparation of activity plan	2.1 Undertake appropriate planning of activities within team context to ensure client needs are met 2.2 Incorporate consultation with clients and stakeholders into planning of activities 2.3 Determine operational arrangements for conducting the activity and assess for feasibility 2.4 Develop and document goals and outcomes for each activity 2.5 Include appropriate implementation and evaluation strategies in the activity plan 2.6 Develop plans to include activity modifications required to meet client needs 2.7 Document resource adaptations, where appropriate, according to organisation procedures and protocols 2.8 Ensure planned activities reflect accepted best practice in working with leisure and health clients 2.9 Document the activity plan according to organisation procedures and protocols
3. Identify and obtain required resources	3.1 Devise and implement strategies to obtain and utilise necessary human, financial and physical resources 3.2 Make submissions to potential sources, in accordance with relevant guidelines, where required resources are not readily available 3.3 Evaluate, select and arrange suitable locations for program implementation 3.4 Identify a range of leisure and recreation options and experiences suitable to client needs 3.5 Identify components of an activity relevant to the abilities of the client 3.6 Modify and adapt activities to meet client needs, where necessary 3.7 Conduct resource audit
4. Promote activity or program	4.1 Identify potential program users and design and distribute appropriate information to achieve maximum response 4.2 Evaluate effectiveness of promotional activities and make changes as indicated by response 4.3 Develop motivational strategies to maximise client participation 4.4 Evaluate effectiveness of motivational strategies and make amendments as indicated by the response
5. Deliver activity or program	5.1 Implement activities in accordance with program plan, organisation guidelines and legislative requirements 5.2 Provide participants with access to a range of activities suited to their needs and interests 5.3 Develop flexible implementation plans to suit a variety of contexts and to cope with contingencies 5.4 Adapt program to changing needs of participants as required 5.5 Promptly address problems in delivery of activities 5.6 Use effective facilitation techniques in the delivery of activities 5.7 Develop strategies to deal with challenging behaviour 5.8 Implement strategies to deal with challenging behaviour 5.9 Monitor levels of client participation 5.10 Amend activity to facilitate an appropriate level of client participation
6. Evaluate activity	6.1 Define criteria to judge program effectiveness in consultation with clients and stakeholders 6.2 Routinely use appropriate evaluation, revision and development strategies during and after the activities 6.3 Collect, organise and report evaluation information in a format that is accessible and meaningful to clients and stakeholders 6.4 Prepare and present reports as required
7. Document the activity or program	7.1 Determine documentation requirements that reflect accepted best practice in working within the leisure and health profession 7.2 Conduct documentation processes according to organisation guidelines and legislative requirements 7.3 Evaluate the effectiveness of documentation

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLAH002 Contribute to leisure and health programming

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

contributed to the planning, delivery and evaluation of 3 leisure and health activities for a client or group of clients

documented 4 activity modifications/adaptations that have been investigated

visited a suitable outing venue for a chosen client or group of clients

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

at least 15 activity ideas that could be included in a holistic leisure and health program

current documentation requirements and expectations within the profession

aspects of holistic health:

emotional

social

physical

mental

spiritual

levels of human needs:

universal

developmental

special

legal and safety requirements as they relate to activities and programs

risk and outing assessment processes

relevant funding sources

provision of support to a diverse range of people and organisations

cross cultural communication, negotiation and facilitation

work health and safety (WHS) principles and practices

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

individualised plans and equipment or resources outlined in the plan

information/documentation relevant to leisure and health activities

scenarios that focus on working within an interdisciplinary team with leisure and health responsibilities

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/ AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLAH004 Participate in planning leisure and health programs for clients with complex needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to understand and work with individuals and groups with complex needs when participating in planning for leisure and health service provision.

This unit applies to workers in a range of community services contexts who provide leisure and health services.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Participate in profiling specific client needs	1.1 Determine specific client issues, characteristics and symptoms 1.2 Identify the impact of any issues, characteristics and symptoms on participation in leisure 1.3 Determine a range of strategies and modifications that will enable the client to maximise their participation in leisure and recreation programs
2. Promote inclusion and empowerment	2.1 Follow principles of integration in recreational and leisure activities 2.2 Identify the advantages of integration in recreational and leisure activities 2.3 Identify the disadvantages of segregation in recreational and leisure activities 2.4 Identify mechanisms to empower clients with complex needs through recreational and leisure activities
3. Contribute to the plan for addressing the impact of client issues, characteristics and symptoms	3.1 Determine the recreational and leisure needs of clients with complex needs 3.2 Identify the benefits of participation in recreational and leisure activities in relation to meeting identified needs 3.3 Identify barriers to participation in recreational and leisure activities 3.4 Develop strategies for overcoming identified barriers 3.5 Involve stakeholders and significant others in planning to manage barriers to recreational and leisure activities according to client’s needs
4. Participate in the development of effective strategies for working with clients with complex needs	4.1 Examine the range of issues facing people with complex needs and the impact these issues have on their lives in relation to leisure and recreation participation 4.2 Demonstrate the use of appropriate language when working with clients with complex needs 4.3 Design strategies that are relevant to cultural and social contexts of the individual and their community 4.4 Adapt activities, programs, the environment and equipment to optimise client involvement in leisure and health programs 4.5 Document strategies for work with clients with complex needs within an individual program plan and activity plan

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLAH004 Participate in planning leisure and health programs for clients with complex needs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

participated in planning leisure and health programs to meet the requirements of 3 clients with complex needs (of which 1 must be a person with disability)

performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

a range of complex needs, including causes and symptoms associated with the condition, including:

physical

emotional

cognitive

sensory

communication

psychiatric

disadvantaged groups

theories of:

development and building in the strengths of complex needs clients

inclusion and non-discriminatory practices

segregation

integration

importance and value of empowerment

different approaches to program planning and development

respect for different expectations of client, significant others and support staff

facilitation methods for a variety of leisure and health activities

relevant quality improvement and accreditation system principles

leisure and health programs that promote well being, social justice and equity of clients with complex needs

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including individualised plans and equipment or resources outlined in the plan

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/ AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCLAH006 Coordinate planning, implementation and monitoring of leisure and health programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCRH504B, CHCRH503B. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added.

Application

This unit describes the skills and knowledge required to undertake advanced planning, coordination implementation and evaluation of programs for the provision of activities for individuals and groups.

This unit applies to workers in a range of community services and health contexts who provide leisure and health services. Work is undertaken with minimal supervision within broad but generally well-defined guidelines.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan comprehensive assessment of a client	1.1 Select appropriate leisure and health assessment tools 1.2 Develop agency specific assessment tool when appropriate assessment tool is not already available 1.3 Coordinate the application of the assessment tool 1.4 Evaluate the effectiveness of the assessment tool and process 1.5 Critically analyse and interpret assessment results 1.6 Maintain confidentiality while assessing and documenting assessment findings and results
2. Facilitate the design of programs	2.1 Design programs using a consultative approach based on the client’s needs assessment 2.2 Ensure program designs are relevant to cultural and social contexts of individuals and their community and reflect multi-cultural perspective 2.3 Develop and document individualised leisure and health program plans from the results of the assessment 2.4 Coordinate planning and design of leisure and health programs for individuals and groups 2.5 Schedule programs using clinical judgement to establish frequency, intensity and duration of leisure and health programs 2.6 Develop motivational strategies to maximise client involvement in leisure and health programs 2.7 Develop tools and processes to monitor levels of participation in leisure and health programs 2.8 Undertake activity analysis and document activity plans
3. Coordinate the implementation of programs	3.1 Ensure required resources are planned, identified and organised according to relevant needs, interests and timeframe available 3.2 Develop setting and environment for leisure and health activities within constraints of resources, location and client’s needs and availability 3.3 Plan and develop timetables that provide structure and flexibility and serve as a communication tool 3.4 Implement programs, allowing for clear staff communication, adapting to conditions and needs on day, in line with service requirements 3.5 Organise off-site excursions as extension of program where appropriate 3.6 Maintain ongoing communication with those involved in the program 3.7 Identify and utilise facilities, materials and equipment
4. Monitor and evaluate leisure and health programs	4.1 Assess progress of each individual 4.2 Establish opportunities for regular review of program by all participants and workers 4.3 Clearly identify criteria for documentation and evaluation of leisure and health programs and use for review 4.4 Determine the appropriate range of evaluation tools and processes 4.5 Develop agency specific evaluation tools 4.6 Analyse and interpret evaluation results 4.7 Regularly document and evaluate program outcomes according to individual, role and service requirements 4.8 Use evaluation results and information to facilitate further design of programs and implement changes

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCLAH006 Coordinate planning, implementation and monitoring of leisure and health programs

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCRH504B, CHCRH503B. Minimal change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Minimum work hours added.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

critiqued at least 1 leisure and health client assessment form identifying its strengths, weaknesses and areas for improvement

managed leisure and health programs for 3 individuals and 3 groups

performed the activities outlined in the performance criteria of this unit during a period of at least 240 hours of work

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

assessment processes and techniques used for leisure and health programs

professional documentation requirements in relation to health programs

the role of leisure and health programs

models of professional practice including:

social model

leisure flow

leisure ability

integrated community recreation model

community

person-centred practice

different approaches to program planning and development

criteria for selecting a specific programming approach

assessment of key variables to guide decision-making about programming approach

facilitation methods for a variety of learning experiences, including art, music, sport

up-to-date information for program development and a range of sources to access this information

relevant quality improvement and accreditation system principles

inclusion and non-discriminatory practices and associated legislation as it applies to leisure and health programs

work health and safety (WHS) principles and practices

Assessment Conditions

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

individualised plans and equipment or resources outlined in the plan

leisure and health assessment and evaluation tools

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT001 Develop, implement and review quality framework

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCORG423/CHCORG619/CHCCS604. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to develop, implement and monitor a framework for ongoing quality service delivery that supports the rights and interests of clients.

The unit applies to a range of leadership roles in health and community services workplaces.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Develop a framework for quality service delivery	1.1 Establish quality service standards through consultation with stakeholders and benchmarking against industry standards or existing quality frameworks 1.2 Develop strategies to ensure procedures deliver high quality services that support good practice standards and the rights and interests of clients 1.3 Identify organisation barriers or issues that impact on delivery of high quality service and develop strategies to address them 1.4 Identify opportunities for continuous improvement and incorporate them into operational plans 1.5 Define and implement continuous improvement processes to monitor and ensure quality client service delivery 1.6 Plan and ensure the involvement of all parties in quality improvement processes
2. Monitor and review service delivery against quality framework	2.1 Use a range of appropriate processes to monitor and review quality of service outcomes for clients and the community 2.2 Monitor and review strategies for addressing barriers and issues relating to quality 2.3 Regularly update service delivery procedures to reflect good practice and to respond to changing legislative requirements and client needs 2.4 Identify need and opportunities for staff to develop the necessary competencies to meet changing service delivery requirements 2.5 Establish and use feedback mechanisms to involve all users of the service and other relevant parties in the review process 2.6 Investigate and document the effects of services on all clients 2.7 Identify differences between stakeholder expectations and service delivery objectives 2.8 Establish mechanisms to provide clients and stakeholders with information about review results
3. Plan and implement revised strategies to improve outcomes	3.1 Use review findings to identify threats to quality 3.2 Respond to and investigate complaints and use as feedback to improve outcomes 3.3 Design and implement a plan with immediate and long term goals to develop and improve the quality of service in consultation with stakeholders 3.4 Provide information to relevant parties about the plan and the processes to be used
4. Ensure the continuous improvement of service standards	4.1 Ensure that revised service standards incorporate stakeholder expectations and available resources 4.2 Regularly communicate service standards and good practice to all stakeholders 4.3 Establish procedures to check that appropriate practice is carried out 4.4 Regularly promote, model and demonstrate good practice to all workers 4.5 Regularly discuss issues with workers and incorporate necessary changes into strategies for continuous improvement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT001 Develop, implement and review quality framework

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCORG423/CHCORG619/CHCCS604. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed and implemented a quality framework for the delivery of at least 1 service or program

conducted at least 1 review of service delivery that identified barriers to quality and provided recommendations for improvement

established a continuous improvement plan for at least 1 service or program

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations and how these are applied in organisations, including:

discrimination

work health and safety

privacy, confidentiality and disclosure

access and equity

rights and responsibilities of clients

complaints

service and industry guidelines and standards

principles of holistic and person-centred support, and where to access good practice information relevant to the industry sector

benchmarking

best practice and good practice

quality assurance processes relevant to service type

existing state and national quality frameworks relevant to service

importance of principles and practices to enhance sustainability in the workplace, including environmental, economic, workforce and social sustainability

vision statements, philosophical statements of organisation

needs of clients

impact of own attitudes to client groups on service delivery and strategies to improve own professional practice

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT002 Manage partnership agreements with service providers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence

Application

This unit describes the skills and knowledge required to establish and monitor formal agreements and partnerships with specialist support providers to meet client needs.

This unit applies to a range of leadership roles in health and community services workplaces.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Investigate partnership opportunities	1.1 Determine partnership requirements according to organisation needs analysis and strategic directions 1.2 Gather, research and analyse information on potential partners 1.3 Build relationships and rapport with potential partners
2. Negotiate partnership agreement terms and conditions	2.1 Maintain partnership focus and protect client’s interests throughout discussions and negotiations 2.2 Clearly define roles and responsibilities of each party, including level and type of service provision 2.3 Identify and address confidentiality and privacy issues 2.4 Determine communication, dispute resolution, meeting, decision making and reporting processes 2.5 Formalise and sign partnership agreement
3. Implement partnership agreement	3.1 Schedule and contribute to regular meetings with partners in accordance with role 3.2 Consult clients at all stages of implementation and ensure rights are upheld 3.3 Implement dispute resolution processes if required 3.4 Ensure all reporting requirements are met in accordance with organisation procedures and partnership agreement
4. Evaluate partnership agreements	4.1 Develop criteria for evaluation of partnership 4.2 Collect and include stakeholder feedback in the evaluation process 4.3 Measure performance against agreed criteria 4.4 Amend partnership agreements and re-negotiate with partner organisation where appropriate

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT002 Manage partnership agreements with service providers

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

established and maintained at least 1 partnership agreement for service provision

conducted at least 1 partnership agreement evaluation

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

types and levels of partnerships and collaborations

partnership cycles and processes

partnership roles

funding and accountability guidelines

referral networks

legal and ethical considerations relevant to partnerships and how they are applied in organisation, including:

privacy, confidentiality and disclosure

duty of care

human rights

rights and responsibilities of workers, employers, clients and service providers

community needs and key issues for clients and/or community

relationship between service providers

negotiation and influencing strategies

conflict management principles and practices

relationship building techniques

information sharing benefits and risks

intellectual property

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including partnership agreements with service providers

modelling of industry operating conditions, including scenarios that involve forming partnerships and dealing with contingencies

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT003 Lead the work team

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to undertake supervisory and coordinating activities in work groups in health and community service organisations.

Workers at this level are team leaders or managers responsible for coordinating and monitoring the activities and performance of work teams and other service providers.

This unit applies to a range of leadership roles in health and community services workplaces.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Contribute to and promote effective work practices	1.1 Develop and implement plans to meet the day to day activities of the work group 1.2 Develop and implement strategies in consultation with appropriate people to maximise work performance and outcomes 1.3 Identify planning problems, barriers and constraints and develop and implement strategies to address them
2. Develop and implement staffing processes	2.1 Maintain confidentiality in relation to staff processes in accordance with organisation policies and procedures 2.2 Identify staffing and resourcing needs and develop plans to address them 2.3 Participate in recruitment processes 2.4 Implement effective induction and ongoing support for new and existing staff 2.5 Provide instruction and additional support as required to promote quality worker and client outcomes 2.6 Encourage and facilitate staff access to training and development to enable the achievement of workplace outcomes and personal goals 2.7 Collaborate with other service providers as needed to meet service and referral needs
3. Maintain professional approach to leading work team	3.1 Reflect on own practice and pro-actively update knowledge and skills 3.2 Align own leadership practice with the values, ethical guidelines, policies and procedures of the organisation 3.3 Take reasonable steps to ensure that personal or social contact does not adversely affect ability to lead the team
4. Promote effective workplace relations	4.1 Implement collaborative processes and practices that promote cooperative work practices and maintain positive relationships with staff and management 4.2 Model and promote effective communication in the workplace, including open discussion and active listening 4.3 Identify potential and actual conflict situations and develop and implement appropriate strategies to prevent or address them 4.4 Throughout conflict resolution processes, ensure access to appropriate support, mediation and debriefing for parties within organisation guidelines 4.5 Resolve problems or issues which may disrupt work unit activities
5. Evaluate plans	5.1 Meet regularly with those involved to discuss and evaluate the effectiveness of plans and practices in meeting the goals and needs of the organisation 5.2 Identify areas for improvement 5.3 Revise plans and practices to ensure continued improvement 5.4 Document and report work outcomes in accordance with organisational procedures
6. Review individual performance	6.1 Implement and document performance management processes in accordance with role and organisation procedures 6.2 Work collaboratively with the individual to agree on performance improvement and development plans and document in accordance with organisation policies 6.3 Monitor and evaluate performance and provide feedback on a ongoing and regular basis 6.4 Identify poor performance and take necessary actions in accordance with role and organisation procedures 6.5 Monitor and coach individuals to improve performance 6.6 Identify and provide additional support or referral when required, in accordance with role and organisation procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT003 Lead the work team

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

developed at least 1 plan for a team or group of individuals, including:

effective procedures to maximise staff work performance

strategies for collaboration and cooperative work practices

strategies for work performance and outcomes

identification of barriers and constraints and development of strategies to address them

facilitated at least 2 group meetings or discussions to:

delegate work team activities

develop and evaluate work goals

identified at least 1 issue causing disruption to work team activities and:

facilitated at least 1 meeting or discussion with those involved

developed and implemented strategies to resolve issue

reviewed the performance of and coached at least 1 individual

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

organisation mission, philosophy

organisation structure and communication protocols

group facilitation processes, including technique for facilitating group discussions and meetings

leadership styles and their application in supporting the organisation’s mission, objectives and values

coaching principles and techniques

difference between coaching and mentoring

performance management sources of information on best practice work techniques relevant to the industry sector

rostering and timetabling

sources of conflict and stress and techniques to address and manage them

referral networks

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT004 Secure and manage funding

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit.

Application

This unit describes the skills and knowledge required to secure and manage funding for an organisation, program or project.

Workers may be responsible for determining the amount of funding required, identifying funding sources, developing funding proposals and managing ongoing compliance with funding agreements. This role would typically be undertaken by a senior worker or manager.

This unit applies to a range of health and community service contexts and relates to both government and non-government funding and tenders.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Identify funding requirements and context	1.1 Identify scope and purpose of funding 1.2 Calculate funding requirements, including budget, current funding arrangements and future projections 1.3 Identify potential avenues and sources of funding 1.4 Research and gather information on all potential funding avenues and sources 1.5 Determine if funding requirements are feasible and sustainable
2. Develop a funding submission	2.1 Determine funding source requirements 2.2 Prepare funding submission in accordance with funding source requirements 2.3 Determine optimum method of presenting proposal to identified funding sources 2.4 Seek legal, taxation and regulatory advice when required and ensure submission is checked by appropriate persons to ensure it meets compliance requirements 2.5 Establish how deliverables and outcomes will be evaluated and measured
3. Present proposal and negotiate with funding sources	3.1 Present proposal to funding sources using appropriate presentation methods and techniques 3.2 Negotiate with funding source representatives to clarify terms and conditions of funding agreement 3.3 Evaluate submission to identify strengths and weaknesses to inform subsequent submissions
4.Manage funding agreement	4.1 Finalise funding agreement documentation and circulate to all parties 4.2 Establish procedures to monitor ongoing compliance and reporting requirements in accordance with funding agreement 4.3 Maintain ongoing relations with funding source to ensure mutual satisfaction with funding arrangement
5.Evaluate funding agreement	5.1 Evaluate project outcomes against predetermined measures 5.2 Identify lessons learned and opportunities for continuous improvement 5.3 Identify opportunities for future funding arrangements as appropriate

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT004 Secure and manage funding

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

identified at least 3 potential sources of funding

determined the feasibility and sustainability of 3 sources of funding

developed 1 funding proposals in accordance with funding source requirements

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

funding environment

organisation funding strategy

government tender processes

private and corporate grants and funding

compliance issues

appropriate sources and avenues for funding

types of funding, including:

ongoing

one-off

in kind contributions

co-payments

channels where funding and grant opportunities are publicised

funding issues and challenges

relationship between funding and strategic direction or organisation

feasibility and sustainability principles

budgets and budget pitfalls

negotiation techniques

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including access to funding information, documentation, technology

modelling of industry operation conditions

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCMGT005 Facilitate workplace debriefing and support processes

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCDFV510/ CHCCS505. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to monitor and support workers. This includes implementing support processes to manage stress and emotional wellbeing of self or colleagues working in varied health and community service contexts. It also involves facilitating structured debriefing sessions to colleagues following incidents with the potential to impact on health and wellbeing.

This unit applies to leadership or management roles where the individual provides peer to peer support to colleagues and refers to specialised support services in line with organisation guidelines as required.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria specify the performance needed to demonstrate achievement of the element
1. Monitor welfare of colleagues	1.1 Monitor stress and emotional wellbeing of colleagues, and where issues arise, take appropriate action in accordance with organisation standards and procedures 1.2 Use practices that acknowledge and accept differences and accurately identify diverse needs of colleagues 1.3 Identify required professional and personal performance standards and use to monitor stress and emotional wellbeing 1.4 Regularly use self assessment and reflective behaviour strategies to monitor performance 1.5 Regularly seek formal and informal performance feedback and act upon it as appropriate 1.6 Plan appropriately to identify current and potential areas of need within organisation and develop proposals to support these areas
2. Conduct structured debriefings following an incident	2.1 Plan, prepare and conduct debriefing in line with organisation standards and procedures 2.2 Schedule debriefing as soon as possible following the incident 2.3 Conduct debriefing in a safe environment and in a manner that facilitates open discussion 2.4 Use appropriate debriefing techniques to encourage further exploration of emotions and experiences to assist in reflection on issues 2.5 Use appropriate questioning to encourage colleagues to explore and acknowledge their concerns 2.6 Identify indicators of risk to self or others and respond according to the degree and nature of the risk 2.7 Document and report outcomes of debriefings in accordance with organisation standards and procedures 2.8 Identify and promptly respond to colleagues needing additional support and refer in accordance with organisation guidelines

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCMGT005 Facilitate workplace debriefing and support processes

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCDFV510/ CHCCS505. Significant changes to performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:

provided ongoing support to least 2 different workers to address and monitor stress and emotional wellbeing

facilitated at least 1 structured debriefing following an incident involving stress and identified colleagues requiring additional support and referred in accordance with organisation guidelines

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

organisation policies, procedures and resources relating to debriefing and crisis procedures

dispute resolution policies and procedures

legal and ethical considerations

debriefing techniques:

best practice interventions

crisis intervention

structured debriefing

internal and external referral sources

indicators of significant issues being experienced by the worker and ways to respond

impact of:

excessive stress

burn out

grief and loss

violent or threatening behaviour

stress management

internal and external support options and employee assistance programs

specific limitations of work role, responsibility and professional abilities

professional boundaries

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including workplace policies and procedures

modelling of industry operating conditions, including group facilitation

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPOL002 Develop and implement policy

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to research, develop and implement new policy initiatives.

This unit applies to workers who are directly responsible for driving new policy directives across a business unit, team or service.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Research new policy initiatives	1.1 Evaluate existing policies to determine their currency and relevance 1.2 Evaluate current policy trends and their impact on policy development 1.3 Complete research and consultation in accordance with organisation policies and procedures 1.4 Facilitate open constructive discussion about policy issues and their possible resolution
2. Draft policies	2.1 Select and use policy formats and structures suited to policy users 2.2 Draft policies that reflect the culture, values and objectives of the organisation 2.3 Clearly and logically articulate policy requirements and other information that supports policy statements 2.4 Develop plans for policy resourcing, implementation and review
3. Test draft policies	3.1 Develop and implement consultation mechanisms for draft policies 3.2 Identify policy implementation issues with key stakeholders 3.4 Modify draft policies according to outcomes of consultation 3.5 Give sufficient notice to those affected by policy changes
4. Develop policy proposals	4.1 Prepare policy materials that support implementation and facilitate stakeholder understanding and acceptance of changes 4.2 Present policy proposals to decision-makers according to organisation requirements 4.3 Seek and gain formal approval according to organisation requirements
5. Implement and review policies	5.1 Develop policy implementation plan that maximises impact of new and revised policies 5.2 Develop and use strategies that facilitate wide promotion and dissemination of policy information 5.3 Implement evaluation plan to ensure ongoing review of policies 5.4 Review policies in accordance with organisation policies and procedures 5.5 Obtain and respond to stakeholder feedback during marketing, promotion and implementation of policies and use learning to inform further review of policies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPOL002 Develop and implement policy

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

researched, drafted, developed and implemented at least 1 policy initiative for at least 1 business unit or organisation

engaged in consultation with at least 3 different stakeholders, including:

individuals

groups or organisations

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical context (international, national, state/territory, local) for policy development in the sector of work:

codes of practice

duty of care

human rights

privacy, confidentiality and disclosure

policy frameworks

rights and responsibilities of workers, employers and clients

work health and safety

current industry developments and context for policy development, including funding body requirements

policy trends at global, national, state/territory and local levels

organisation strategic focus and philosophy within which policies are developed

key stakeholders at local, state/territory and national level

principles and practices of policy development and implementation:

research - methodologies and tools

consultation

methodologies and appropriateness for different audiences

types and features of documentation/information used to support consultation

stakeholder engagement and management

approval processes

structures and formats for policy documents

implementation considerations and processes

evaluation and review

report writing techniques

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

organisation policies and procedures

organisation data

modelling of industry operating conditions, including:

consultations with organisation stakeholders

interactions with management and decision-makers

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRP001 Develop and maintain networks and collaborative partnerships

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCNET301D/ CHCNET402B/ CHCNET404B/ CHCNET501C/ CHCNET503D. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to identify networking and collaboration needs and develop formal and informal partnerships to enhance service delivery and improve professional practice.

This unit applies to work in all industry sectors, and to individuals who take pro-active responsibility for improving collaboration between workers and organisations.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Identify networking and collaboration needs and opportunities	1.1 Evaluate the ways in which individual and organisation performance may be improved through collaboration 1.2 Identify and prioritise organisation and individual needs 1.3 Identify gaps in networks and collaborative practice and identify required action to fill the gap
2. Develop collaboration strategies	2.1 Gather and review information about relevant services, organisations and key people 2.2 Pro-actively initiate relationships with other inter and intra sectoral professionals and organisations 2.3 Share information and resources, where possible, with other organisations to overcome duplication in service delivery 2.4 Maintain currency and accessibility of information 2.5 Define and document the type and level of collaboration, and negotiate with the relevant people
3. Work collaboratively	3.1 Identify opportunities that meet client, personal and organisation goals 3.2 Plan and implement integrated projects and service delivery 3.3 Liaise with staff from relevant organisations on a formal and informal basis
4. Represent the organisation	4.1 Promote a positive image of the organisation at available opportunities 4.2 Communicate issues, policies and practices of the organisation in appropriate formats 4.3 Implement confidentiality measures that protect client, organisation and network
5. Maintain and enhance networks and collaborative partnerships	5.1 Maintain networks and other work relationships to provide identifiable benefits for clients and the organisation 5.2 Improve and maintain networks and collaborative partnerships 5.3 Monitor benefits to worker, organisation and client group in ongoing participation 5.4 Evaluate strengths and weaknesses of collaborations and make recommendations for action

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRP001 Develop and maintain networks and collaborative partnerships

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCNET301D/ CHCNET402B/ CHCNET404B/ CHCNET501C/ CHCNET503D. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

developed strategies for networking and collaboration for at least 1 organisation

worked collaboratively with external individuals or groups in at least 3 different service delivery situations

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for collaborative practice, including:

copyright and intellectual property

privacy, confidentiality and disclosure

principles of networking and collaboration

different types of networks and collaboration:

organisational

individual

virtual

formal/informal

benefits of networking and collaboration:

for clients

for the organisation

for the worker

values, limitations and dynamics of networks and collaborative partnerships

industry structure and interrelationships between different organisations, both public and private

established networks in relevant area of work:

structure

key stakeholders

vision and purpose

opportunities for participation

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including information relating to peak bodies, network groups and web based network services

modelling of industry operating conditions, including presence of situations that allow interactions with individuals and organisations

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCPRP003 Reflect on and improve own professional practice

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Application

This unit describes the skills and knowledge required to evaluate and enhance own practice through a process of reflection and ongoing professional development.

This unit applies to workers in all industry sectors who take pro-active responsibility for their own professional development.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element
1. Reflect on own practice	1.1 Undertake self-evaluation in conjunction with supervisors and/or peers 1.2 Reflect on and recognise the effect of values, beliefs and behaviour in practice 1.3 Share two-way, open and evaluative feedback with co-workers or peers 1.4 Actively seek and reflect on feedback from clients, organisations or other relevant sources
2. Enhance own practice	2.1 Determine improvements needed based on own evaluation and feedback from others 2.2 Identify potential support networks both internal and external to the organisation 2.3 Seek specialist advice or further training where need is identified 2.4 Recognise requirements for self-care and identify requirements for additional support 2.5 Devise, document and implement a self development plan that sets realistic goals and targets
3. Facilitate ongoing professional development	3.1 Access and review information on current and emerging industry developments and use these to improve practice 3.2 Assess and confirm own practice against ethical and legal requirements and opportunities 3.3 Identify and engage with opportunities to extend and expand own expertise 3.4 Regularly participate in review processes as a commitment to upgrading skills and knowledge

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCPRP003 Reflect on and improve own professional practice

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

undertaken a structured process to reflect on and improve own practice and created 1 personal development plan that includes:

goals

timeframes

ways of measuring progress

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for reviewing and improving own practice, including:

codes of practice

duty of care

rights and responsibilities of workers and employers

work role boundaries – responsibilities and limitations

models and processes of professional reflection

professional development opportunities, including:

industry networking

professional associations

training requirements and options

informal and formal ways of learning and developing

principles and techniques for:

creating a personal development plan

personal goal setting

setting realistic timeframes

measuring progress and performance

types of work methods and practices which can improve performance

learning styles and how they relate to different individuals

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCVOL004 Manage volunteer workforce development

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit

Application

This unit describes the skills and knowledge required to develop and support volunteer programs and volunteer workforce in an organisation or agency. Workers at this level will be responsible for coordinating and overseeing volunteer programs across a range of contexts.

This unit applies to a range of sectors.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Review and develop volunteer program policies and systems	1.1 Research volunteering trends impacting volunteer involvement 1.2 Develop strategies for the inclusion of volunteering into key organisation policies and strategies 1.3 Develop strategies for the implementation and review of volunteer programs systems and processes in line with current national volunteering standards and/or organisation requirements
2. Develop a volunteer workforce plan	2.1 Review volunteer positions and measure their contribution to the organisation and service provision 2.2 Identify and develop potential growth areas of volunteer involvement opportunities 2.3 Develop a demographic profile of the volunteer workforce 2.4 Analyse and respond to volunteer motivation and satisfaction 2.5 Implement a volunteer training needs analysis to identify training opportunities
3. Develop strategies to enhance the volunteer workforce	3.1 Apply findings regarding volunteer motivation and satisfaction to volunteer retention strategies 3.2 Implement appropriate strategies to recognise and/or reward volunteers 3.3 Identify volunteer recruitment opportunities 3.4 Develop training opportunities for volunteers 3.5 Develop and implement additional volunteer retention strategies
4. Implement opportunities for volunteer management team development	4.1 Identify and implement professional development opportunities for volunteer managers (paid and/or unpaid) within the organisation 4.2 Review the success of volunteer management development strategies and identify opportunities for continuous improvement

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCVOL004 Manage volunteer workforce development

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. New Unit

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

developed 1 volunteer workforce development plan

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

Universal declaration on volunteering and current national volunteering codes and standards

organisation standards, codes, policies, procedures and processes

relevant state and national legislation, and public policies relating to the engagement of unpaid workers

differentiation between paid and unpaid workers roles

impact of cultural or community attitudes on appropriate roles, relationships and approaches of the volunteer worker

implications of differences in attitudes and values towards volunteers from management and staff

trends and characteristics impacting volunteer involvement

volunteer motivations and how these will change through involvement with a volunteer role or organisation, e.g. ‘honeymoon’ period, 6-12 months, 12 months plus

recognition strategies for volunteers, including events, certificates, training, reimbursements, badges, rewards and increased responsibilities

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH001 Engage respectfully with young people

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to communicate effectively with young people (aged 12 to 25 years) in work roles with a specific focus on young people.

This unit applies to work undertaken in work roles where the young person is the primary client.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Communicate effectively with young people	1.1 Listen to the young person to gain understanding of their experiences 1.2 Foster communication exchanges that support the development of trust and rapport 1.3 Process information about the young person’s situation from their perspective 1.4 Use a range of appropriate communication strategies to engage with young people 1.5 Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices 1.6 Maintain young person’s confidentiality in the context that the young person is the primary stakeholder
2. Reflect understanding of youth cultures and subcultures and young person’s own development	2.1 Consider youth culture and subcultures of the young person in all actions and decisions 2.2 Consider the young person’s individual development in all actions and decisions 2.3 Evaluate issues in relation to young person’s culture and modify approaches appropriately 2.4 Select activities and resources to promote awareness, respect the young person and value diversity 2.5 Establish guidelines that are relevant to the culture and background of the young person 2.6 Assess the impact of own cultural values, cultural lens and ethnocentrism in youth work
3. Work with the young person as the focus	3.1 Apply youth-centred practices when working with young people 3.2 Respect the rights, needs and responsibilities of the young person 3.3 Explain worker rights and responsibilities to the young person as necessary 3.4 Establish a professional relationship and boundary expectations with the client 3.5 Identify and manage power inequities in the professional relationship 3.6 Apply principles of ethical decision-making in working with young people
4. Reflect on own practice and values	4.1 Identify opportunities to reflect on own interactions and practices with young people 4.2 Recognise areas where own biases, background and opinions may have impacted on work with the young person 4.3 Seek opportunities to address any concerns or areas for development

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Oral communication – in order to engage and establish collaborative, professional relationships with young people. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Range of Conditions

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Range is restricted to essential operating conditions and any other variables essential to the work environment.
Context for youth work must include one or more of the following:	centre-based work drop-in centres, recreational facilities housing and residential services outreach and home visits, street, parks schools online youth work, web-based, emails, discussion rooms telephone contact

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH001 Engage respectfully with young people

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: applied youth-centred practices when working with young people, including: using interpersonal skills to engage with at least three young people applying engagement skills with young people with diverse range of presenting issues and experiences applying principles of ethical decision-making to ethical dilemmas when the young person is the primary client establishing and maintaining a professional relationship with at least one group of young people.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: aspects of human behaviour and development related to young people, their personal and social development and relationships current issues facing young people and existing services to address their needs and rights different world views and the interrelationship of society, culture and the young person diversity in all forms – across cultural, sexuality, ability, socioeconomic and geographic spheres, and the experiences of migrants, refugees and asylum seekers own cultural values, cultural lens and ethnocentrism own work role within the context of the youth sector access and equity principles principles of ethical decision-making statutory frameworks in which the work role functions the impact of judgement-making skills in working with young people youth-centred practices with focus on the young person as the primary stakeholder youth cultures, social, political and economic and professional frameworks.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH009 Support youth programs

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to devise, set up, coordinate, deliver and evaluate activities and programs for individuals and groups.

This unit applies to community services work in a range of contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Identify the program required	1.1 Collect evidence to determine the need for a particular program 1.2 Identify and review a range of possible programs to meet the defined needs 1.3 Select a program type based on client needs, organisational criteria and availability of resources
2. Prepare program plan	2.1 Undertake appropriate strategic planning activities to ensure client needs are met 2.2 Plan activities in consultation with key clients and stakeholders 2.3 Determine operational arrangements for conducting the program and assess their feasibility 2.4 Ensure planning activities reflect accepted good practice in working with young people 2.5 Develop flexible implementation plans to suit a variety of contexts and to cope with contingencies 2.6 Identify appropriate implementation and evaluation strategies in the program plan in consultation with stakeholders
3. Deliver program	3.1 Implement program in accordance with program plan, organisation guidelines and legal/statutory requirements 3.2 Provide participants with access to a range of activities suited to their needs and interests 3.3 Implement contingency plans and adapt program to changing needs of participants as required 3.4 Ensure problems in program delivery are addressed promptly
4. Monitor and evaluate program	4.1 Use appropriate evaluation strategies during and after program and for revision and development 4.2 Collect, organise and report evaluation information in a format which is accessible and meaningful to clients and stakeholders 4.3 Prepare and present reports as required by organisational, funding and other requirements

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Reading – in order to collect and analyse evidence to inform program requirements. Writing – in order to prepare reports in line with workplace policies and procedures. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Range of Conditions

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Range is restricted to essential operating conditions and any other variables essential to the work environment.
Context for youth work must include one or more of the following:	centre-based work drop-in centres, recreational facilities housing and residential services outreach and home visits, street, parks schools online youth work, web-based, emails, discussion rooms telephone contact

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Assessment Requirements for CHCYTH009 Support youth programs

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: collected, analysed and reviewed relevant evidence and a range of programs to determine the need for a specific program prepared at least one program plan, including: outlining activities and actions determining operational arrangements for calculating costs, space and resources assessing feasibility developing implementation and evaluation strategies supported the implementation of at least one program in a variety of contexts, adapting program to the changing needs of participants and evaluating outcomes, including: using evaluation techniques and reporting outcomes to clients and stakeholders in an accessible format.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: target groups relevant to the worker and the program a range of relevant youth activities and programs legal and safety requirements as they relate to activities and programs techniques of evaluation relevant funding sources organisational standards, policies and procedures techniques for writing complete and accurate reports.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH012 Manage service response to young people in crisis

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to develop an agency approach to young people in crisis.

This unit applies to community services work in a range of contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Implement a framework for preventing crisis situations	1.1 Develop a framework to address prevention and response to critical situations, and which reflects consideration of beliefs, rights and needs of client and responsibilities of organisation within a legislative and statutory context 1.2 Establish appropriate resources and mechanisms to assist workers to deal with crisis situations 1.3 Define details of organisation’s responsiveness to crisis situations and articulate to relevant personnel 1.4 Store and maintain all information related to crisis situations to maximise accessibility, accuracy, currency and legibility 1.5 Implement procedures to ensure clients have ready access to information that may help to resolve crisis situations
2. Support staff in responding to a crisis	2.1 Establish appropriate protocols for managing potential and actual crisis situations 2.2 Draft and regularly update procedures for the management of crises and communicate to staff and other relevant personnel 2.3 Ensure any crisis management procedures developed are consistent with legal and organisational obligations and constraints 2.4 Allocate resources for prompt and effective response to crisis situations 2.5 Provide appropriate crisis response training and update briefings to workers on a regular basis 2.6 Formulate appropriate advice for upgrade of organisation procedures including those related to workplace health and safety (WHS) and other industrial and legislative requirements
3. Follow-up crisis situations	3.1 Complete all required reporting and ensure it is comprehensive, accurate and consistent with organisation’s policies and procedures 3.2 Define debriefing procedures and implement routinely 3.3 Provide opportunity for participation in review and evaluation of organisation responsiveness 3.4 Identify needs of all specific parties which arise from a crisis situation and develop strategies to ensure they are addressed

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Writing – in order to develop policies, procedures and reports in line with workplace guidelines. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

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

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: implemented a framework to prevent and respond to crisis situations by: defining circumstances contributing to a crisis situation analysing the legal and statutory requirements identifying and obtaining resources to respond to crisis situations providing information to clients and staff about the organisation’s policies and procedures for dealing with crisis situation supporting staff in responding to crises by providing training and briefings followed-up on crisis situations by: maintaining documentation as required, including effective use of relevant information technology in line with WHS guidelines effectively communicating with staff, including implementing mediation and negotiation, and conflict resolution/management providing feedback to staff members.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of: legal and organisational policies relating to safety within the work environment relevant specialist support services and resources possible factors which contribute to young people entering crisis situations methods of crisis intervention including mediation and negotiation characteristics of aggressive and abusive behaviour methods of promoting less aggressive/abusive behaviour other support agencies and the relevant specialist resources they offer possible factors which contribute to young people entering crisis situations potential repercussions of inappropriate intervention of worker behaviour.

Assessment Conditions

Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

CHCYTH301E Work effectively with young people

Modification History

Not Applicable

Unit Descriptor

Descriptor	This unit describes the knowledge and skills required to work with and for young people within an ethical, social, political and economic context

Application of the Unit

Application	This unit may apply to community services work in a range of contexts

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. Develop a professional rapport with young people	1.1 Conduct interactions with young people in a fair, just, humane and positive manner 1.2 Use communication strategies with individuals for effective interaction and problem solving 1.3 In all work demonstrate a consistent commitment to young people
2. Address issues associated with the culture of young people	2.1 In all actions and decisions, take into account the culture of the young person 2.2 Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices 2.3 Evaluate issues in relation to young person's culture, family background and interest and modify approach appropriately 2.4 Select activities and resources to promote cross cultural awareness 2.5 Establish guidelines that are relevant to the culture and background of the young person
3. Recognise that youth culture is distinct	3.1 In all interventions, take account of youth culture the young person identifies with 3.2 Select activities and interventions to fit both individual and/or group needs of particular young people 3.3 Assist young people to negotiate positive outcomes within a political framework 3.4 In all interventions, take account of their economic impact on young people 3.5 In all work demonstrate a commitment to addressing any economic disadvantages young people experience

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: Aspects of human behaviour and development related to young people, their personal and social development and relationships Current issues facing young people and existing services to address their needs and rights Interrelationship of society, culture, the family and the young person Organisation role within the context of the youth sector Own work role within the context of the youth sector Political and economic context as listed in the Range Statement Principles and practices of community support Principles of access and equity Relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability Statutory framework in which the work takes place Youth cultures social, political and economic frameworks
Essential skills: It is critical that the candidate demonstrate the ability to: Prepare reports such that the information and the way it is organised is appropriate to its purpose and audience 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: Demonstrate application of skills in: advocacy communication empathy interpersonal communication with young people and other stakeholders working as part of a team or as a sole worker 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 is best assessed in the workplace or in a simulated workplace under the normal range of conditions Consistency in performance should consider the organisation and individual context within which work takes place
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 Resource requirements for assessment of this unit include access to: a workplace or an accurately simulated environment where assessment may take place
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.
Historical, social, political economic context includes:	Changing social context of work: e.g. changing government and societal views of young people and approaches to working with them Economic context e.g. the current economic situation as it relates to and affects young people and the subsequent impact on client needs Historical context of work e.g. changing attitudes to young people; changing approaches to working with young people Political context e.g. government policies and initiatives affecting youth work Statutory framework within which work takes place in the sector
Stakeholders and representatives may include:	Families and care givers Friends, peers and target groups Government representatives and service providers Local community and community and religious organisations Organisation management, colleagues, supervisor, team members Peak bodies and networks in youth work Specialists/experts Young people Youth organisations
Different models of work in the sector may include:	A client-centred approach Case management Community development and education Working with families
A commitment to access and equity may be demonstrated by:	A non-discriminatory approach to all people using the service, their family and friends, the general public and co-workers Ensuring the work undertaken takes account of, and caters for differences including: cultural, physical, developmental, religious, economic and social

Unit Sector(s)

Not Applicable

CUFIND401A Provide services on a freelance basis

Modification History

Not applicable.

Unit Descriptor

Unit descriptor	This unit describes the performance outcomes, skills and knowledge required to operate as a freelancer within the creative arts industry. Success as a freelancer requires a high level of self-motivation and discipline, an ability to develop industry networks and an entrepreneurial attitude when pursuing work opportunities. Freelancers are usually responsible for negotiating their own contracts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the Unit

Application of the unit	Any person who offers their services on a freelance basis applies the skills and knowledge described in this unit. Generally speaking, people move into freelance work after consolidating their skills as employees.

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
Promote yourself to potential employers	1. Establish, follow up and regularly maintain business contacts within industry 2. Participate in relevant networks to support your freelance activity 3. Identify and follow appropriate strategies to enhance your professional reputation 4. Maximise your reputation by circulating current and succinct information about your experience 5. Join and maintain regular contact with relevant employment networks 6. Advertise your services in relevant media outlets as required 7. Produce and distribute promotional material as required
Negotiate work arrangements	8. Establish clear performance outcomes for jobs and agree on fees, schedules and expenses 9. Ensure that contracts contain payment terms and conditions that provide a viable cash flow 10. Ensure that contracts contain a clear statement of the obligations of all parties and a process for varying terms and conditions 11. Ensure that the terms of contracts match agreements and securely store written copies of final signed contracts for reference during the course of jobs 12. Negotiate variations to contracts as required 13. Seek specialist advice in the development of contracts where appropriate 14. Be willing to adapt to the demands of others, but without compromising your personal work ethic and reputation 15. Be prepared to reject work offers that do not provide sufficient financial remuneration or job satisfaction
Manage financial and business aspects of freelance work	16. Seek advice on and determine the most appropriate way of operating as a freelancer 17. Set up and use effective systems for managing budgets, finance and paperwork 18. Establish and maintain effective support services 19. Establish a realistic fee structure that takes into account all factors associated with your freelance activity 20. Plan ahead to organise and maintain a viable work and cash flow 21. Send invoices in line with payment terms and conditions and follow up any non-payment of invoices promptly and in a businesslike manner 22. Keep simple but accurate and up-to-date accounts and records 23. Submit annual tax returns, using the services of an accountant as required 24. Comply with regulatory, taxation and insurance requirements relevant to freelance activities
Undertake strategic planning	25. Identify and implement strategies that help identify work opportunities at an early stage 26. Seek constructive feedback from relevant people about your performance and evaluate feedback to identify personal development needs 27. Identify opportunities for ongoing professional development and take appropriate action to ensure that your skills and knowledge keep pace with industry developments 28. Identify and act on opportunities to expand your client base, either alone or in partnership with other freelancers 29. Regularly revisit, review and set realistic objectives 30. Continually monitor and analyse work options against quality of life, and artistic and commercial outcomes 31. Identify risk factors and take action to minimise risk when planning work activities

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
communication literacy skills sufficient to: establish and maintain industry networks write resume's and other promotional material for potential employers clarify work requirements negotiate with clients or employers to achieve mutually acceptable outcomes present confidently in a job interview situation seek and act on feedback from others problem-solving skills sufficient to factor in a range of costs when establishing fee structures planning and organising skills sufficient to: plan work to maximise cash flow prepare and circulate self-promotional material to potential clients or employers establish and maintain personal financial and work record-keeping systems plan for contingencies develop personal budgets and monitor income and expenditure against budgets initiative and enterprise in the context of: being proactive in identifying and following through on work opportunities developing a strategic approach to maximising return from freelance activity balancing work and personal commitments self-management skills sufficient to: prioritise work tasks complete work according to contract terms and conditions make decisions within level of own responsibility seek expert assistance when problems arise learning skills sufficient to: keep breast of industry developments relevant to own area of work participate in professional development activities technical skills sufficient to: use the internet as a source of information use standard word processing, spreadsheet and database applications
Required knowledge
well-developed understanding of the relevant industry sector, including: profile of major employers industry networks issues and challenges that arise in seeking freelance work industry codes of practice licensing requirements sources of information about regulatory, taxation, insurance and OHS requirements in relation to offering services as a freelancer typical formats for presenting resumés

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: preparation of resume's and other material to promote oneself to potential clients or employers ability to: negotiate work contracts develop and maintain industry contacts participate in industry networks develop and maintain an effective financial record-keeping system develop work plans that take account of the need for adequate cash flow.
Context of and specific resources for assessment	Assessment must ensure: access to a range of relevant and current industry information and networks access to office equipment and resources access to examples of work contracts 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 observation of the candidate negotiating a work contract or being interviewed for a job written or oral questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies to assess ability to undertake strategic planning when developing freelance work opportunities.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFIND402A Develop screen and media specialist expertise BSBREL401A Establish networks.

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.
Networks may include	chambers of commerce community organisations industry professional associations lobby groups unions.
Strategies may include:	developing a personal website to showcase your achievements and to promote your services entering competitions offering your services to educational institutions as a guest tutor or lecturer seeking industry awards.
Information may include:	achievements availability awards client list contact details past work portfolio of work rates referees show reels skills testimonials URL of personal website.
Employment networks may include:	agents Centrelink industry professional associations online employment agencies unions.
Support services may include:	accountants couriers design services equipment repair and maintenance services film laboratories financial planners government agencies printers tax consultants.
Factors may include:	advertising and promotional costs equipment costs such as: purchase of new equipment maintenance hire and leasing arrangements insurance materials overheads, e.g.: telephone rent superannuation workers' compensation rates recommended by industry bodies travel time and car expenses any other work-related expenses.
Records may include:	computer-based: spreadsheets accounting software applications, e.g. MYOB and Quicken databases project management software applications filing system for receipts and invoices manual: financial ledgers and journals petty cash records invoices receipts.
Regulatory, taxation and insurance requirements may include:	insurance: third-party insurance on motor vehicles workers' compensation comprehensive insurance for vehicles, property or equipment public liability insurance professional indemnity insurance other insurance cover as required by state or federal legislation, or contractual obligations regulation: OHS legislation business registrations and licences planning and other permissions environmental legislation duty of care equal employment opportunity and anti-discrimination legislation anti-competition regulations taxation: tax file number ABN GST registration BAS and GST returns PAYG and withholding arrangements other taxation obligations.
Relevant people may include:	clients colleagues employers mentors officers at employment agencies.
Objectives may relate to:	business and financial targets job satisfaction performance and progress quality of life training needs use of time and other resources in achieving objectives.

Unit Sector(s)

Unit sector

Competency field

Competency field	Industry capability - industry context

Co-requisite units

Co-requisite units

FNSACC502 Prepare tax documentation for individuals

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to prepare non-complex income tax returns for individuals in accordance with statutory requirements, and encompasses gathering and verifying data, calculating taxable income and reviewing compliance requirements.

It applies to individuals who use systematic approaches and follow specific guidelines to ensure compliance requirements are met.

Work functions in the occupational areas where this unit may be used are subject to regulatory requirements. This unit is designed to meet educational requirements of the Tax Practitioner Board (TPB). Refer to the FNS Implementation Guide Companion Volume or the relevant regulator for specific guidance on requirements.

Unit Sector

Accounting

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Gather client data and verify client, organisational and legislative requirements	1.1 Determine client's tax documentation preparation requirements 1.2 Conduct research to identify updates or additions to compliance requirements relevant to client circumstances, and establish recording and reporting requirements 1.3 Gather current data from appropriate sources, and identify assessable income and allowable deductions 1.4 Complete and record amounts in accordance with organisational and legislative requirements 1.5 Identify discrepancies or any unusual features and conduct research to resolve, or refer to appropriate authority 1.6 Identify accrued or prepaid income and expenditure, and record adjustments to value of assets and liabilities
2. Identify, record and present client's tax documentation	2.1 Calculate client's tax obligations, in accordance with legislative requirements and information gathering practices 2.2 Prepare relevant documentation within established timelines 2.3 Seek advice and guidance from specialist to evaluate and moderate decision processes 2.4 Discuss and confirm documentation with client to obtain client signature, authorisation and endorsement, ensuring legislative requirements are met
3. Lodge tax documentation	3.1 Submit relevant documentation to Australian Taxation Office (ATO) within established timelines 3.2 Advise client of current tax obligations and that advice from taxation authorities is to be followed 3.3 Respond to tax office enquiries and meet taxation audit requirements, when applicable, in timely manner

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1-1.3, 1.5, 1.6, 2.2	Researches and analyses financial information and data from a range of sources to identify key aspects relevant to requirements
Writing	1.4, 1.6, 2.2, 2.3, 3.2, 3.3	Accurately records information and completes forms using correct spelling, grammar, terminology and conventions Uses clear language and concepts appropriate for the audience to convey and clarify explicit information and requirements in written documentation
Oral Communication	2.3, 2.4, 3.2	Participates in verbal exchanges using active listening and questioning techniques to clarify information and confirm understandings
Numeracy	1.3-1.6, 2.1, 3.3	Analyses financial data and performs mathematical calculations to complete requirements of non-complex lodgement documentation
Navigate the world of work	1.4, 2.1-2.4, 3.1-3.3	Recognises and follows relevant legislative and regulatory requirements and organisational policy and procedures to meet expectations of clients and those associated with own role
Interact with others	2.3, 2.4, 3.2-3.3	Selects and uses appropriate conventions and protocols when communicating with clients, colleagues and others to seek or provide information
Get the work done	1.3-1.4, 2.1-2.4, 3.1-3.3	Plans, organises, schedules and implements tasks according to organisational and legislative requirements, taking responsibility for compliance and client needs Makes critical and non-critical decisions in relatively complex situations, taking relevant client and legislative requirements into consideration Identifies and responds to problems by systematically analysing relevant information, generating and evaluating options, and selecting the most appropriate option Uses digital systems and programs for planning, implementing, monitoring, reporting progress and lodgement of returns

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
FNSACC502 Prepare tax documentation for individuals	FNSACC502B Prepare legally compliant tax returns for individuals	Updated to meet Standards for Training Packages Title changed Edits and reordering of performance criteria to clarify intent of unit	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

Assessment Requirements for FNSACC502 Prepare tax documentation for individuals

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

research, critically evaluate and apply new or changed legislative requirements and apply where relevant to the preparation of the client's tax documentation

identify client data required to calculate taxable income

prepare tax documentation for an individual that complies with:

Australian taxation law and Australian Taxation Office (ATO) rulings

accounting principles and practices

organisational policy and procedures

provide advice to client on tax documentation presented and obtain verification and approval.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify and explain ethical considerations and legislative requirements relevant to the preparation of tax documentation for individual taxpayers, including:

conflict of interest

responsibilities of tax agents including Code of Professional Conduct obligations under the Tax Agent Services Act (TASA) and Tax Agent Services Regulations (TASR)

identify and explain the following key elements of Australian tax law as it relates to tax documentation for individual taxpayers:

the rules and principles of Australian tax law including an understanding of the legal environment in which these principles operate, basics of the legal system, constitutional considerations and separation of powers

key aspects of the income tax law covering concepts of:

residence and source

related elements of international tax

assessable income

deductions (including general, specific and decline in value)

tax rebates and offsets

tax accounting

income test definitions that include reportable superannuation and fringe benefits tax (FBT)

key aspects of relevant principles ad application of the capital gains tax (CGT), FBT and termination payment rules for individual taxpayers

basic concept of goods and services tax (GST)

administrative aspects of the taxes identified above including documentation, tax collection and withholding mechanisms, assessments, obligations, rulings, penalties and audits

specific and general anti-avoidance tax rules for individuals

describe the key sources of information and data required to calculate taxable income

describe the key features of organisational policy and procedures relating to the preparation of tax documentation for individual taxpayers

outline the key accounting principles and practices relevant to the preparation of tax documentation for individual taxpayers.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the accounting field of work and include access to:

common office equipment, technology, software and consumables.

Assessors must satisfy NVR/AQTF assessor requirements.

This unit is designed to meet the education requirements of the Tax Practitioner Board (TPB). Where registration with the TPB is sought, assessment must reflect the conditions described by the regulator which stipulate that a significant amount (at least 40%) must be completed under some form of independent supervision. Where recognition of prior learning (RPL) is used, it must also meet the requirements of the Board’s policy on RPL.

Details of requirements can be accessed on the TPB website at: http://www.tpb.gov.au

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

FNSACC504 Prepare financial reports for corporate entities

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to prepare financial reports for a reporting entity and encompasses compiling and analysing data and meeting statutory reporting requirements.

It applies to individuals who use specialised knowledge and analytical skills to prepare financial reports that meet specific compliance requirements.

Work functions in the occupational areas where this unit may be used are subject to regulatory requirements. Refer to the FNS Implementation Guide Companion Volume or the relevant regulator for specific guidance on requirements.

Pre-requisite Unit

BSBFIA401 Prepare financial reports

FNSACC301 Process financial transactions and extract interim reports

Unit Sector

Accounting

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Compile data	1.1 Systematically code, classify and check data for accuracy and reliability in accordance with organisational policy, procedures and accounting standards 1.2 Use conversion and consolidation procedures to compile data in accordance with organisational policy and procedures 1.3 Ensure accurate transfer of data to computerised systems as required 1.4 Record valuations in compliance with relevant accounting standards 1.5 Identify and record effects of taxation
2. Prepare reports	2.1 Present charts, diagrams and supporting data in appropriate format 2.2 Ensure structure and format of reports are clear and conform to statutory requirements and organisational procedures 2.3 Ensure statements and data are error free, comprehensive and comply with statutory requirements and organisational procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.1, 1.3, 1.5, 2.3	Researches, structures and analyses information from a range of sources to determine work requirements Proofreads and checks work for accuracy and completeness
Writing	1.1, 1.3, 1.5, 2.1, 2.2	Prepares logically structured written and graphical information in required formats for business reports and presentations Uses clear language, terminology and concepts appropriate for the audience and purpose to convey information
Oral Communication	2.1	Presents financial information to a range of personnel using language and concepts appropriate for the audience
Numeracy	1.1-1.5	Uses mathematical equations to perform calculations, estimations and forecasting to analyse data and achieve required outcomes
Navigate the world of work	1.1-1.2, 1.4, 2.2, 2.3	Takes responsibility for adherence to organisational policy and procedures and legislative requirements
Get the work done	1.1-1.5, 2.1-2.3	Plans, sequences and implements tasks according to organisational and legislative requirements Uses problem-solving processes to identify and analyse reporting issues and develop options to resolve issues with the potential to have a negative impact Uses digital technologies and software packages, including spreadsheets and databases, to complete requirements

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
FNSACC504 Prepare financial reports for corporate entities	FNSACC504A Prepare financial reports for corporate entities	Updated to meet Standards for Training Packages Edits to clarify intent of elements Pre-requisite units updated	No equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

Assessment Requirements for FNSACC504 Prepare financial reports for corporate entities

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

access and accurately compile data and prepare reports for corporate entities that comply with:

organisational policy and procedures

relevant accounting standards

statutory and other relevant requirements of reporting bodies.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify and explain current business taxation requirements

identify and explain current financial legislation and statutory requirements relating to taxable transactions and reporting requirements

discuss ethical considerations in relation to conflict of interest, confidentiality and disclosure requirements

explain the key features of integrated computerised accounting systems

describe a range of methods and formats for presenting financial data

outline options, methods and practices for recording and reporting deductions, benefits and depreciation

identify and describe the key requirements of organisational policy and procedures relating to the preparation of financial reports

identify and explain the key principles of double-entry bookkeeping and accrual accounting

identify and explain business legal requirements relating to delegated authorities, reporting periods and taxation payment timings.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the accounting field of work and include access to:

office equipment, technology, software and consumables

organisational records, policy and procedures.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

FNSACC505 Establish and maintain accounting information systems

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to identify and record system requirements, evaluate alternative systems and acceptance test systems, prepare system documentation, implement reporting systems and records, monitor systems and review reporting procedures.

It applies to experienced individuals who use specialised technical knowledge, systematic approaches and analytical skills to effectively establish an organisational system.

Work functions in the occupational areas where this unit may be used are subject to regulatory requirements. Refer to the FNS Implementation Guide Companion Volume or the relevant regulator for specific guidance on requirements.

Unit Sector

Accounting

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify and record system requirements	1.1 Prepare comprehensive specifications based on requirements of potential users that include system objectives, document specifications, and security and records requirements 1.2 Review features of any existing system and records to establish their suitability and usability 1.3 Establish recording processes according to accepted practice and in accordance with legislation and codes of practice
2. Evaluate alternative systems	2.1 Compare and measure features of various systems against user requirements to enable identification of alternative systems and solutions 2.2 Carry out cost–benefit analysis of alternative systems and solutions, and document recommendations
3. Evaluate acceptance test system	3.1 Test system in operational environment to ensure compliance with user requirements, company policy and guidelines, system specifications and relevant legislation or industry codes of practice 3.2 Obtain formal confirmation from all users on acceptability of new system or system changes against all criteria and system specifications
4. Prepare system documentation	4.1 Prepare system documentation thoroughly and accurately, using easily understood language and in clear format to support system implementation and training 4.2 Consult users to ensure clarity, accuracy, thoroughness and usability of system documentation 4.3 Make system documentation easily accessible, and constantly review and update to ensure currency and accuracy
5. Implement reporting systems and records	5.1 Carry out implementation in accordance with specified guidelines and timelines, and establish contingency plans to deal with any potential delays or problems 5.2 Establish effective training schedules and programs to support implementation 5.3 Transfer all data from existing to new or modified system and records without error or loss 5.4 Update systems and records regularly to identify ongoing benefits and threats to organisation 5.5 Maintain files within organisational and statutory requirements, and identify and remedy discrepancies 5.6 Ensure integrity of systems and records complies with organisational and statutory requirements 5.7 Monitor transactions to identify taxation and other liabilities
6. Monitor reporting systems	6.1 Analyse and account for transactions, and correctly relate to accounting period 6.2 Communicate and promote processes for recording and classifying transactions to support internal verification of records 6.3 Standardise sources of input data and documentation in structured formats to minimise errors 6.4 Maintain back-ups in accessible location to safeguard data in accordance with organisational and audit requirements
7. Review reporting procedures	7.1 Systematically check sources of input data and documentation records for accuracy and reliability 7.2 Establish reporting requirements and analyse regularly to identify variations and compliance with established processes for recording and classifying transactions 7.3 Maintain written reports, explanatory notes and financial results to support source documentation

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.4, 1.5, 2.1, 4.3, 6.1, 7.1, 7.2	Researches and evaluates technical and non-technical information from a range of sources to determine benchmarks and requirements
Writing	1.1, 1.2, 2.2, 3.2, 4.1-4.3, 6.2, 6.3, 7.3	Prepares, reviews and maintains a range of documents to ensure clarity of meaning, accuracy, currency and consistency of information Uses clear and concise language in a logical format and structure to convey information appropriate to the audience and purpose
Oral Communication	1.1, 3.2, 4.2, 6.2	Uses appropriate vocabulary to explain technical and non-technical information to a range of personnel Uses active listening and questioning to obtain feedback and clarify understanding
Numeracy	2.1, 2.2, 5.7, 6.1, 7.3	Performs mathematical calculations and uses a range of mathematical problem-solving techniques to analyse, estimate and compare financial data and numerical information
Navigate the world of work	1.6, 3.1, 5.5, 6.4, 7.2	Takes responsibility for complying with organisational policy and procedures and legislative requirements
Interact with others	1.1, 4.2, 6.2	Plays a lead role in communicating, collaborating, consulting and negotiating outcomes with a range of personnel, adapting personal communication style to show respect for individual differences
Get the work done	1.1-1.6, 2.1, 2.2, 3.1, 3.2, 4.1-4.3, 5.1-5.7, 6.1-6.4, 7.1-7.3	Takes responsibility for planning, organising and implementing systems, processes and plans in accordance with organisational and legislative requirements Plans and sequences own workload and schedules work activities of others Applies systematic and analytical decision-making processes in complex and non-routine situations Uses problem-solving processes to identify and analyse system issues and develop options to resolve issues with the potential to have a negative impact Uses a range of digitally based technologies and software packages to access, extract and share relevant information to achieve required outcomes Maintains the security of digital data according to organisational requirements

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
FNSACC505 Establish and maintain accounting information systems	FNSACC505A Establish and maintain accounting information systems	Updated to meet Standards for Training Packages Rewording and combining of some performance criteria to clarify intent of unit	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

Assessment Requirements for FNSACC505 Establish and maintain accounting information systems

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify and document record and systems requirements

evaluate alternative systems and acceptance test systems

prepare systems documentation and implement reporting systems and records that comply with:

statutory requirements

organisational policy and procedures

monitor and review reporting systems.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the key features of statutory requirements, codes of practice and organisational policy and procedures relating to accounting systems

discuss ethical considerations for the handling of financial reconstruction

explain the key features of financial legislation relating to taxable transactions and reporting requirements

outline a range of considerations for developing accounting system specifications

compare and contrast methods of data protection

explain the key principles and practices of budgetary control and implications for accounting systems

explain the process and procedures for recording and storing financial data.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the accounting field of work and include access to:

common office equipment, technology, software and consumables

an integrated financial software system and data

organisational records, policy and procedures.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

FNSACC506 Implement and maintain internal control procedures

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to review corporate governance requirements, implement operating procedures and monitor policy.

It applies to individuals who use specialised knowledge and analytical skills to ensure organisational policy, compliance and quality requirements are met.

Work functions in the occupational areas where this unit may be used are subject to regulatory requirements. Refer to the FNS Implementation Guide Companion Volume or the relevant regulator for specific guidance on requirements.

Unit Sector

Accounting

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Review corporate governance requirements	1.1 Identify and analyse corporate governance and ethical requirements to determine application to operations 1.2 Access clarifications on application of corporate governance requirements from authoritative and recognised sources 1.3 Review and develop internal control procedures, reflecting application of corporate governance requirements to internal operations
2. Implement operating procedures	2.1 Maintain and review financial delegations and accountabilities to ensure consistency and compliance with internal control procedures 2.2 Produce, review and distribute required reports within agreed timelines 2.3 Develop timetables for implementation of corporate governance requirements in consultation with stakeholders 2.4 Detail and document internal control procedures in standardised formats to promote consistency of use
3. Monitor policy	3.1 Develop applications of corporate governance requirements from published sources or recognised practices 3.2 Develop and report on performance indicators to evaluate compliance with internal control procedures 3.3 Identify and evaluate variations in adoption of corporate governance requirements in operations to determine causes 3.4 Develop and implement modifications to procedures to facilitate compliance with internal control procedures

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance

Skill	Performance Criteria	Description
Reading	1.1-1.3, 2.1, 2.2, 3.1, 3.3	Interprets and analyses complex information and documentation from a range of sources, including relevant legislation, to determine requirements
Writing	1.2, 1.3, 2.1-2.4, 3.2, 3.4	Produces accessible guidelines and reports using clear and concise language appropriate to the audience and purpose
Oral Communication	2.2, 2.3, 3.2	Effectively engages others in verbal exchanges using active listening and questioning to elicit, clarify and convey information
Numeracy	1.1, 2.1, 3.2	Accurately analyses financial and numerical information embedded in a range of texts and tasks
Navigate the world of work	1.1-1.3, 2.1, 2.4, 3.1, 3.4	Monitors adherence to legal and regulatory requirements and recommends and implements changes to policies, procedures or processes where these are deemed necessary
Get the work done	1.1-1.3, 2.1-2.4, 3.1-3.4	Organises, plans and sequences own workload and schedules work activities of others Uses problem-solving processes to identify and analyse issues with the potential to impact on financial controls, and develop and implement options to resolve these issues Applies systematic and analytical decision-making processes in situations that impact on the work of self and others Uses a range of digital technologies to access, extract and share relevant information

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
FNSACC506 Implement and maintain internal control procedures	FNSACC506A Implement and maintain internal control procedures	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

Assessment Requirements for FNSACC506 Implement and maintain internal control procedures

Modification History

Release	Comments
Release 1	This version first released with FNS Financial Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

interpret and comply with corporate governance requirements, organisational policy, and financial delegations and accountabilities

review corporate governance requirements and implement effective operating procedures

monitor policy and relevant financial legislation.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

discuss ethical considerations and confidentiality for management and handling of files and records

identify and explain the key features of financial legislation relating to taxable transactions and reporting requirements

explain a range of methods of work practices and routines relevant to internal control procedures

describe the key requirements of organisational policy and procedures relating to:

corporate governance

financial delegations and accountabilities

identify and explain the key principles of internal control and auditing.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the accounting field of work and include access to:

common office equipment, technology, software and consumables

corporate governance documentation

organisational operational policy and procedures information.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=c7200cc8-0566-4f04-b76f-e89fd6f102fe

FSKDIG03 Use digital technology for routine workplace tasks

Modification History

Release	Comments
Release 1	This streamlined version first released with FSK Foundation Skills Training Package version 1.0.

Application

This unit describes the skills and knowledge required to use digital technology to undertake routine workplace tasks.

The unit applies to individuals at Australian Core Skills Framework (ACSF) level 3 who need to undertake a vocational training pathway or workplace tasks.

This unit is designed for integration and contextualisation with vocational units to support achievement of vocational competency.

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

Unit Sector

Digital Technology

Elements and Performance Criteria

Element	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to use digital technology	1.1 Identify routine workplace tasks 1.2 Identify appropriate digital technology for the task 1.3 Interpret routine workplace information and terminology
2. Complete routine workplace task	2.1 Interpret routine information from a range of sources to access and use digital technology 2.2 Follow workplace procedures to perform a task using technology 2.3 Review performance

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Learning	Takes responsibility for organising digital technology for the task
Oral Communication	Discusses tasks with supervisor, manager or mentor

Mapping Information

Not applicable

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=f572fe10-a855-4986-9295-3852c771f178

Assessment Requirements for FSKDIG03 Use digital technology for routine workplace tasks

Modification History

Release	Comments
Release 1	This streamlined version first released with FSK Foundation Skills Training Package version 1.0.

Performance Evidence

Evidence of the ability to:

identify and use digital technology appropriate to the task

complete routine workplace tasks.

Evidence must be collected using tasks typically found in the workplace.

Note: Where a specific volume and/or frequency is not specified, evidence must be provided at least once.

Knowledge Evidence

Evidence of the following knowledge must be demonstrated:

procedures for accessing and using digital technology.

Assessment Conditions

Assessment texts and tasks reflect those typically found in the workplace.

Individuals can access own familiar support resources.

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

Reasonable adjustments can be made to ensure equity in assessment for people with disabilities.

Assessors must satisfy NVR/AQTF assessor requirements, have sound knowledge of the ACSF and have demonstrable expertise in the vocational contextualisation and assessment of digital technology.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=f572fe10-a855-4986-9295-3852c771f178

FSKLRG09 Use strategies to respond to routine workplace problems

Modification History

Release	Comments
Release 1	This streamlined version first released with FSK Foundation Skills Training Package version 1.0.

Application

This unit describes the skills and knowledge required to identify routine workplace problems and strategies to respond to the problems.

This unit applies to individuals who need learning skills at Australian Core Skills Framework (ACSF) level 3 to undertake a vocational training pathway or workplace tasks.

This unit is designed for integration and contextualisation with vocational units to support achievement of vocational competency.

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

Unit Sector

Learning

Elements and Performance Criteria

Element	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan to respond to workplace problems	1.1 Identify routine workplace problems 1.2 Investigate a range of strategies for responding to workplace problems
2. Propose problem solving strategies	2.1 Identify a potential workplace problem 2.2 Identify factors contributing to the selected workplace problem 2.3 Propose appropriate problem solving strategies
3. Review problem solving strategies	3.1 Seek feedback from appropriate person 3.2 Record and review feedback 3.3 Revise strategies as appropriate

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Writing	Records feedback from trainer or supervisor
Oral Communication	Discusses problem-solving strategies with trainer or supervisor
Problem Solving	Identifies problems and plans strategies for responding to them
Planning and Organising	Develops strategies to respond to problems

Mapping Information

Not applicable

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=f572fe10-a855-4986-9295-3852c771f178

Assessment Requirements for FSKLRG09 Use strategies to respond to routine workplace problems

Modification History

Release	Comments
Release 1	This streamlined version first released with FSK Foundation Skills Training Package version 1.0.

Performance Evidence

Evidence of the ability to:

identify workplace problems

propose appropriate strategies to respond to problems

respond to feedback as appropriate

Evidence must be collected using routine workplace tasks.

Note: Where a specific volume and/or frequency is not specified, evidence must be provided at least once.

Knowledge Evidence

Evidence of the following knowledge must be demonstrated:

factors contributing to routine workplace problems

a range of strategies for problem solving

sources of advice and feedback.

Assessment Conditions

Assessment texts and tasks reflect those typically found in the workplace.

Individuals can access own familiar support resources.

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

Reasonable adjustments can be made to ensure equity in assessment for people with disabilities.

Assessors must satisfy NVR/AQTF assessor requirements, have sound knowledge of the ACSF and have demonstrable expertise in the vocational contextualisation and assessment of the core skill - learning.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=f572fe10-a855-4986-9295-3852c771f178

FSKLRG11 Use routine strategies for work-related learning

Modification History

Release	Comments
Release 1	This streamlined version first released with FSK Foundation Skills Training Package version 1.0.

Application

This unit describes the skills and knowledge required to identify own learning goals and needs, and develop a formal learning plan to participate in a vocational or workplace learning environment.

The unit applies to individuals who need learning skills at Australian Core Skills Framework (ACSF) level 3 to undertake a vocational training pathway and/or workplace tasks.

This unit is designed for integration and contextualisation with vocational units to support achievement of vocational competency.

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

Unit Sector

Learning

Elements and Performance Criteria

Element	Performance Criteria
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for learning	1.1 Identify work-related learning goals 1.2 Investigate a range of formal and informal learning pathways 1.3 Investigate a range of approaches to achieve goal 2.4 Identify potential barriers to learning
2. Use strategies for learning	2.1 Identify a preferred approach to achieving work-related learning goals 2.2 Identify strategies to address barriers to achieving learning goals 2.3 Propose routine learning strategies to achieve learning goal 2.4 Create and use a learning plan to implement strategies
3. Review own learning progress	3.1 Monitor progress against the plan 3.2 Seek feedback from an appropriate person 3.3 Identify areas for further learning and training

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	Interprets and evaluates information related to learning pathways
Oral Communication	Discusses progress with trainer/supervisor
Planning and Organising	Develops a learning plan

Mapping Information

Not applicable

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=f572fe10-a855-4986-9295-3852c771f178

Assessment Requirements for FSKLRG11 Use routine strategies for work-related learning

Modification History

Release	Comments
Release 1	This streamlined version first released with FSK Foundation Skills Training Package version 1.0.

Performance Evidence

Evidence of the ability to:

develop a plan for own learning pathway

review own progress.

Evidence must be collected using typical work-related tasks.

Note: Where a specific volume and/or frequency is not specified, evidence must be provided at least once.

Knowledge Evidence

Evidence of the following knowledge must be demonstrated:

strategies for learning

own learning goals

education and training requirements for learning pathway options.

Assessment Conditions

Assessment texts and tasks reflect those typically found in the workplace.

Individuals can access own familiar support resources.

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

Reasonable adjustments can be made to ensure equity in assessment for people with disabilities.

Assessors must satisfy NVR/AQTF assessor requirements, have sound knowledge of the ACSF and have demonstrable expertise in the vocational contextualisation and assessment of the core skill - learning.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=f572fe10-a855-4986-9295-3852c771f178

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

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Application

This unit describes the required skills and knowledge to organise, deliver and evaluate a health promotion program to address identified needs in Aboriginal and/or Torres Strait Islander communities. This unit includes designing, structuring and evaluating the effectiveness of health promotion activities for Aboriginal or Torres Strait Islander communities.

The unit applies to those Aboriginal and/or Torres Strait Islander Health Workers providing a range of primary health care services to Aboriginal and/or Torres Strait Islander clients and communities.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Plan and research health promotion and community development programs	1.1 Consult community representatives and key people to identify community health needs and concerns 1.2 Assess information to identify key stakeholders, community health trends and ethical considerations 1.3 Undertake appropriate research and identify community development opportunities 1.4 Consider and respect community values and beliefs, gender roles and taboos in researching community health needs 1.5 Identify and access relevant existing resources (human, financial and physical) for use in health promotion and community development programs 1.6 Create a process for key representatives of the community and any related agencies or organisations to be consulted in the plan development 1.7 Ensure health promotion and programs have a holistic, culturally sensitive approach and support the community in taking a self-determination approach to health 1.8 Prepare proposals (or submissions) as required to address any additional resource requirements, including funding 1.9 Identify evaluation processes and criteria to be used for critiquing health promotion programs
2. Develop a health promotion and community development program	2.1 Develop health promotion strategies in partnership with key representatives of the community and any related agencies or organisations 2.2 Develop goals, actions and key performance indicators for health promotion and community development activities 2.3 Identify appropriate delivery strategies according to the needs of the target group, location and health issues 2.4 Provide relevant information to health services, work team and community 2.5 Access, adapt or develop resources (human, financial and physical) as required to suit the needs of the health issue, audience and program delivery context 2.6 Document plans for health promotion and community development according to organisational procedures and policies
3. Deliver a health promotion and community development program	3.1 Provide health care and community development programs to the community in ways that are consistent with Aboriginal and/or Torres Strait Islander community values and beliefs 3.2 Integrate and implement health screeningsand implement on own practice to enhance understanding work team and communityeeds, concerns and resource availability, surveillance and education activities into the programs, as appropriate 3.3 Provide information in plain language to clients about health problems common to their particular client group, using culturally appropriate and safe communication skills 3.4 Refer common health problems identified as part of the program to professionals and support services 3.5 Support clients and families in accessing health care services and associated benefits as required 3.6 Provide guidance, support and assistance to individuals and families coping with social and emotional issues according to identified needs and cultural protocols 3.7 Reflect on own practice to enhance understanding
4. Monitor and evaluate health promotion program	4.1 Evaluate health promotion and community development program against criteria that reflect identified community health objectives 4.2 Monitor and evaluate community health outcomes 4.3 Collect, document and interpret data to contribute to the evaluation of health programs 4.4 Seek to identify program strengths as well as areas for improvement as a basis for continual enhancement of health outcomes 4.5 Communicate outcomes of the evaluation to relevant stakeholders to guide future activities in the delivery of health promotion and health services to the community 4.6 Seek feedback on program effectiveness and provide to community and organisational representatives 4.7 Prepare reports from data collected and provide to management in line with organisational guidelines 4.8 Maintain client and community confidentiality in line with organisational and community requirements 4.9 Support ongoing community development strategies

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Numeracy	in order to adapt, develop and monitor financial resources in order to develop key performance indicators and corresponding measures in order to collect, analyse and report on numerical data collected

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

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

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

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and environment requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has:

planned and delivered at least one primary health care promotion and community development program to Aboriginal and/or Torres Strait Islander communities, including:

- assessing community health needs

- identifying strategies, goals, activities and key performance indicators

- observing, obtaining and interpreting client information in relation to health issues, behaviour and health services

- developing a health promotion plan in consultation with key stakeholders

- preparing a proposal/submission for funding and resources

- ensuring the program addresses specific client and community needs for guidance, support and information

- ensuring delivery is consistent with community needs, values and beliefs

- communicating with and seeking feedback from clients, colleagues, community members and other agencies and negotiating with them as required

evaluated at least one health promotion and community development program against identified goals and performance criteria by:

- collecting feedback from community and staff implementing the program

- analysing feedback against identified goals and performance criteria

- reporting on outcomes of evaluation to community and the organisation

- identified areas for improvement in the program.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

organisational policies and procedures and legislation or regulations relating to:

- client confidentiality

- referral, including various levels of urgency, and follow-up of clients

- mandatory reporting

- notifiable communicable diseases

- limits of own ability and authority

- reporting procedures

- documentation

basic understanding of community development theory

health promotion programs relevant to the area/region/community

social determinants that impact on health issues for the relevant community

The Ottawa Charter for Health Promotion

program planning cycle

familiarity with a range of conditions, diseases and disorders

effective strategies to monitor and manage identified health problems in line with community needs and sensitivities

features of chronic illness, including:

- complex causality

- multiple risk factors

- long latency periods

- a prolonged course of illness

- functional impairment or disability

specific chronic conditions affecting Aboriginal and/or Torres Strait Islander clients and communities, including:

- cardiovascular disease

- diabetes

- cancer

- chronic respiratory disease

- chronic kidney disease

- asthma

- arthritis

- oral disease

impact of chronic conditions on major body organs and systems

groups at high risk of chronic condition

determinants of chronic condition, including:

- smoking

- physical activity

- nutrition

- alcohol intake

- use of illicit drugs

- obesity, weight and waist circumference

- unsafe sexual practices

- genetic factors

treatment and management of chronic conditions, including:

- working in collaboration with clients, family and significant others to promote self management as far as possible

- medication

- surgery

- regular exercise

- good nutrition

- cessation of smoking

- cessation or moderation of alcohol use

- cessation of illicit drug use

regular screenings for changes in disease presentation and detection of other diseases

how to contact and access health and support services available in the region

linkages between conditions such as diabetes and eye health, nutrition and hearing, etc.

occupational health and safety practices and procedures relevant to the work

principles of adult education

evaluation methodology.

Assessment Conditions

Skills must be demonstrated working:

in a health service or centre

as part of a multidisciplinary primary health care team

with Aboriginal and/or Torres Strait Islander clients and communities.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is:

an Aboriginal and/or Torres Strait Islander Health Worker

or:

accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community with experience in primary health care.

Links

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

HLTAID003 Provide first aid

Modification History

Release	Comments
Release 6	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 5	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 4	Updated mapping information. Equivalent outcome.
Release 3	Updated mapping information.
Release 2	Minor corrections to formatting to improve readability. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria, changes to scope of unit. New evidence requirements for assessment. Removal of prerequisite unit.

Application

This unit describes the skills and knowledge required to provide a first aid response to a casualty. The unit applies to all workers who may be required to provide a first aid response in a range of situations, including community and workplace settings.

Specific licensing /regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Respond to an emergency situation	1.1 Recognise an emergency situation 1.2 Identify, assess and manage immediate hazards to health and safety of self and others 1.3 Assess the casualty and recognise the need for first aid response 1.4 Assess the situation and seek assistance from emergency response services
2. Apply appropriate first aid procedures	2.1 Perform cardiopulmonary resuscitation (CPR) in accordance with Australian Resuscitation Council (ARC) guidelines 2.2 Provide first aid in accordance with established first aid principles 2.3 Display respectful behaviour towards casualty 2.4 Obtain consent from casualty where possible 2.5 Use available resources and equipment to make the casualty as comfortable as possible 2.6 Operate first aid equipment according to manufacturer’s instructions 2.7 Monitor the casualty’s condition and respond in accordance with first aid principles
3. Communicate details of the incident	3.1 Accurately convey incident details to emergency response services 3.2 Report details of incident to workplace supervisor as appropriate 3.3 Maintain confidentiality of records and information in line with statutory and/or organisational policies
4. Evaluate the incident and own performance	4.1 Recognise the possible psychological impacts on self and other rescuers involved in critical incidents 4.2 Participate in debriefing to address individual needs

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

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

Assessment Requirements for HLTAID003 Provide first aid

Modification History

Release	Comments
Release 6	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 5	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 4	Updated mapping information. Equivalent outcome.
Release 3	Updated mapping information.
Release 2	Minor corrections to formatting to improve readability. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria, changes to scope of unit. New evidence requirements for assessment. Removal of prerequisite unit.

Performance Evidence

e candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has completed the following tasks in line with state/territory regulations, first aid codes of practice, Australian Resuscitation Council (ARC) guidelines and workplace procedures:

Followed DRSABCD in line with ARC guidelines, including:

performed at least 2 minutes of uninterrupted single rescuer cardiopulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult resuscitation manikin placed on the floor

performed at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on an infant resuscitation manikin placed on a firm surface

responded appropriately in the event of regurgitation or vomiting

managed the unconscious breathing casualty

followed single rescue procedure, including the demonstration of a rotation of operators with minimal interruptions to compressions

followed the prompts of an Automated External Defibrillator (AED)

Responded to at least two simulated first aid scenarios contextualised to the candidate’s workplace/community setting, including:

conducted a visual and verbal assessment of the casualty

demonstrated safe manual handling techniques

post-incident debrief and evaluation

provided an accurate verbal or written report of the incident

Applied first aid procedures for the following:

allergic reaction

anaphylaxis

bleeding control

choking and airway obstruction

envenomation, using pressure immobilisation

fractures, sprains and strains, using arm slings, roller bandages or other appropriate immobilisation techniques

respiratory distress, including asthma

shock

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

State/Territory regulations, first aid codes of practice and workplace procedures including:

ARC Guidelines relevant to provision of CPR and first aid

safe work practices to minimise risks and potential hazards

infection control principles and procedures, including use of standard precautions

requirements for currency of skill and knowledge

legal, workplace and community considerations including:

awareness of potential need for stress-management techniques and available support following an emergency situation

duty of care requirements

respectful behaviour towards a casualty

own skills and limitations

consent

privacy and confidentiality requirements

importance of debriefing

considerations when providing first aid including:

airway obstruction due to body position

appropriate duration and cessation of CPR

appropriate use of an AED

chain of survival

standard precautions

how to conduct a visual and verbal assessment of the casualty

principles and procedures for first aid management of the following scenarios:

abdominal injuries

allergic reaction

anaphylaxis

basic care of a wound

bleeding control

burns

cardiac conditions, including chest pain

choking and airway obstruction

crush injuries

diabetes

dislocations

drowning

envenomation

environmental impact, including hypothermia, hyperthermia, dehydration and heat stroke

eye and ear injuries

fractures

febrile convulsions

head, neck and spinal injuries

minor skin injuries

needle stick injuries

poisoning and toxic substances

respiratory distress, including asthma

seizures, including epilepsy

shock

soft tissue injuries, including strains and, sprains

stroke

unconsciousness

basic anatomy and physiology relating to:

how to recognise a person is not breathing normally

chest

response/consciousness

upper airway and effect of positional change

considerations in provision of first aid for specified conditions

Assessment Conditions

Skills must be demonstrated working individually in an environment that provides realistic in-depth, industry-validated scenarios and simulations to assess candidates’ skills and knowledge.

Assessment resources must include:

adult and infant resuscitation manikins in line with ARC Guidelines for the purpose of assessment of CPR procedures

adrenaline auto-injector training device

AED training device

placebo bronchodilator and spacer device

roller bandages

triangular bandages

workplace First Aid kit

workplace injury, trauma and/or illness record, or other appropriate workplace incident report form for written reports

wound dressings

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessor requirements

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

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

HLTAID006 Provide advanced first aid

Modification History

Release	Comments
Release 5	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 4	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 3	Updated mapping information. Equivalent outcome.
Release 2	Minor changes to formatting to improve readability.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria, changes to scope of unit. Removal of embedded content from HLTFA412A Apply First Aid. New evidence requirements for assessment. Removal of pre-requisite unit.

Application

This unit describes the skills and knowledge required to provide an advanced first aid response, including management of the incident and other first aiders, until the arrival of medical or other assistance.

The unit applies to workers who may be required to provide, coordinate and manage a first aid response across a range of complex situations, including community and workplace settings.

Specific licensing /regulatory requirements relating to this competency, including requirements for refresher training should be obtained from the relevant national/state/territory Work Health and Safety Regulatory Authorities.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Respond to an emergency situation	1.1 Recognise an emergency situation 1.2 Identify, assess and manage immediate hazards to health and safety of self and others 1.3 Assess the casualty and recognise the need for first aid response 1.4 Assess the situation and seek assistance from emergency response services 1.5 Deploy resources to appropriate locations as required in line with workplace procedures
2. Apply appropriate first aid procedures	2.1 Perform cardiopulmonary resuscitation (CPR) in accordance with Australian Resuscitation Council (ARC) guidelines 2.2 Provide first aid in accordance with established first aid principles 2.3 Display respectful behaviour towards casualty 2.4 Obtain consent from casualty where possible 2.5 Use available resources and equipment to make the casualty as comfortable as possible 2.6 Operate first aid equipment according to manufacturer’s instructions 2.7 Monitor the casualty’s condition and respond in accordance with first aid principles
3. Coordinate first aid activities until arrival of medical assistance	3.1 Identify available resources required and establish communication links with appropriate personnel, emergency management services and medical assistance as appropriate 3.2 Deploy correct amount of required resources to appropriate locations in an effective manner to ensure timely arrival 3.3 Document the provision of resources and recommend modifications as required 3.4 Monitor the condition of casualties in accordance with first aid principles and workplace procedures 3.5 Coordinate evacuation of casualties according to relevant evacuation procedures 3.6 Arrange support services for personnel involved in the incident in accordance with relevant principles and procedures
4. Communicate details of the incident	4.1 Accurately convey incident details to emergency response services 4.2 Report details of incident in line with organisational policies 4.3 Maintain confidentiality of records and information in line with statutory and/or organisational policies
5. Evaluate the incident and own performance	5.1 Recognise the possible psychological impacts on self and other rescuers involved in critical incidents 5.2 Participate in debriefing to address individual needs 5.3 Evaluate management of the incident and develop an action plan in consultation with relevant parties 5.4 Review contingency planning to identify and select alternative management principles and procedures as required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit

Links

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

Assessment Requirements for HLTAID006 Provide advanced first aid

Modification History

Release	Comments
Release 5	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 4	Updated mapping information. Changes to assessment requirements. Equivalent outcome.
Release 3	Updated mapping information. Equivalent outcome.
Release 2	Minor changes to formatting to improve readability.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to elements and performance criteria, changes to scope of unit. Removal of embedded content from HLTFA412A Apply First Aid. New evidence requirements for assessment. Removal of pre-requisite unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be evidence that the candidate has completed the following tasks in line with state/territory regulations, first aid codes of practice, Australian Resuscitation Council (ARC) guidelines and workplace procedures:

followed DRSABCD in line with ARC guidelines, including:

performed at least 2 minutes of uninterrupted single rescuer cardiopulmonary resuscitation (CPR) (5 cycles of both compressions and ventilations) on an adult resuscitation manikin placed on the floor

performed at least 2 minutes of uninterrupted single rescuer CPR (5 cycles both compressions and ventilations) on an infant resuscitation manikin placed on a firm surface

performed at least 2 minutes of Bag-valve-mask ventilation and at least 2 minutes of compression during a two rescuer procedure on an adult resuscitation manikin placed on the floor

responded appropriately in the event of regurgitation or vomiting

managed the unconscious breathing casualty

followed the prompts of a Automated External Defibrillator (AED)

followed single rescue procedure, including the demonstration of a rotation of operators with minimal interruptions to compressions

responded to at least three simulated first aid scenarios contextualised to the candidate’s workplace/community setting, including:

demonstrated safe manual handling techniques

conducted a visual and verbal secondary survey assessment of the casualty

assessed vital signs (respirations, pulse and temperature)

communicated effectively with a first aid team providing direction and coordination of other first aiders

post-incident debrief and evaluation

provided an accurate verbal and written report of the incident

applied first aid procedures for the following:

allergic reaction

anaphylaxis

bleeding control

choking and airway obstruction

conducted a basic triage for multiple casualty incident

envenomation (using pressure immobilisation)

fractures, sprains and strains (using arm slings, roller bandages or other appropriate immobilisation principles)

head, neck and spinal injuries (using immobilisation principles)

respiratory distress - including asthma

seizures - including epilepsy

shock

located and interpreted workplace policies and procedures

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

State/Territory regulations, first aid codes of practice and workplace procedures including:

ARC guidelines relevant to provision of CPR and first aid

guidelines of Australian national peak clinical bodies

safe work practices to deal with risks and potential hazards including manual handling, hazardous substances, dangerous goods and chemicals

infection control principles and procedures, including use of standard precautions

requirements for currency of skill and knowledge

legal, workplace and community considerations including:

awareness of potential need for stress-management techniques and available support following an emergency situation

capabilities of emergency management services

consent

duty of care requirements

importance of debriefing

own skills and limitations

legal requirements of administration of medication and the rights and responsibilities of the First Aider in the workplace regarding medication

privacy and confidentiality requirements

respectful behaviour towards a casualty

considerations when providing first aid including:

airway obstruction due to body position

appropriate duration and cessation of CPR

appropriate use of an AED

assessment and interpretation of vital signs, including respirations, temperature and pulse

chain of survival

how to conduct a visual and verbal secondary survey assessment of casualty

priorities of management in first aid when dealing with life-threatening conditions

procedures for dealing with casualties who are aged or infirmed

procedures for dealing with major and minor accidents in the workplace

procedures when providing first aid to children

standard precautions

principles and procedures for first aid management of the following scenarios, including complications:

abdominal injuries

allergic reaction

anaphylaxis

basic care of a wound

bleeding control

burns, including thermal, chemical, friction and electrical

cardiac conditions, including chest pain

choking and airway obstruction

crush injuries

diabetes

drowning

emergency childbirth

envenomation

environmental impact including hypothermia, hyperthermia, dehydration and heat stroke

eye and ear injuries

febrile convulsions

head, neck and spinal injuries

levels of consciousness

needle stick injuries

poisoning and toxic substances

respiratory distress, including asthma

seizures, including epilepsy

shock

skin injuries

soft tissue musculoskeletal, including injuries including sprains, strains, dislocations and fractures

stroke

substance misuse, including common drugs and alcohol, including illicit drugs

basic anatomy and physiology relating to:

how to recognise a person is not breathing normally

chest, skeleton, joints and muscles

response/level of consciousness

upper airway and effect of positional change

considerations in provision of first aid for specified conditions

Assessment Conditions

Skills must be demonstrated working individually in an environment that provides realistic in-depth, industry-validated scenarios and simulations to assess candidates’ skills and knowledge.

Assessment resources must include:

adult and infant resuscitation manikins in line with ARC Guidelines for the purpose of assessment of CPR procedures

adrenaline auto-injector training device

AED training device.

bag-valve-mask

eye patch

placebo bronchodilator and spacer device

roller bandages

thermometer

triangular bandages

workplace first Aid kit

workplace injury, trauma and/or illness record, or other appropriate workplace incident report form

wound dressings

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessor requirements

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

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

HLTFA211A Provide basic emergency life support

Modification History

HLT07 Version 4	HLT07 Version 5	Comments
HLTFA201B Provide basic emergency life support	HLTFA211A Provide basic emergency life support	Significant changes to Required Skills and Knowledge. Changes to Range Statement and some performance criteria. Evidence guide updated

Unit Descriptor

Descriptor	This unit of competency describes the skills and knowledge required to recognise and respond to life threatening emergencies using basic life support measures only

Application of the Unit

The skills and knowledge described here enable a first aider to provide an initial response to an emergency in line with practised actions, Australian Resuscitation Council (ARC) Guidelines, guidelines of Australian national peak clinical bodies and State/Territory legislation and regulations.

Application should be contextualised as required to reflect workplace and community requirements relating to specific risks and hazards and associated injuries.

Training Package users should ensure that implementation is consistent with State/Territory requirements for currency.

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. Respond in an emergency situation	1.1 Recognise emergency situation and identify hazards to health and safety of self and others 1.2 Minimise immediate risk to self and casualty health and safety by controlling any hazard in accordance with work health and safety requirements 1.3 Assess casualty and identify injuries, illnesses and conditions 1.4 Assess the need for assistance
2. Apply identified first aid procedures	2.1 Reassure casualty in a caring and calm manner and make comfortable using available resources 2.2 Determine and explain relevant first aid procedures to provide comfort 2.3 Seek consent from casualty prior to applying first aid management 2.4 Respond to the casualty in a culturally aware, sensitive and respectful manner 2.5 Use identified first aid procedures as required in accordance with established first aid principles, ARC Guidelines, guidelines of Australian national peak clinical bodies and State/Territory legislation and regulations 2.6 Use safe manual handling techniques as required
3. Communicate details of the incident	3.1 Request ambulance support and/or appropriate medical assistance according to circumstances 3.2 Accurately convey observation of casualty's condition and management activities to ambulance services/relieving personnel 3.3 Adopt a communication style to match the casualty's level of consciousness 3.4 Accurately assess and report details of casualty’s physical condition, changes in condition, management and responses to management in line with established procedures 3.5 Maintain confidentiality of records and information in line with privacy principles and statutory and/or organisation policies
4. Evaluate own performance	4.1 Seek feedback from appropriate clinical expert 4.2 Recognise the possible psychological impacts on rescuers of involvement in critical incidents 4.3 Participate in debriefing/evaluation to improve future response and address individual needs

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: ARC guidelines, guidelines of Australian national peak clinical bodies and State/Territory legislation and regulations, including requirements for currency Awareness of stress management techniques and available support Basic anatomy and physiology relating to: absence of: normal breathing response/consciousness choking/airway obstruction severe bleeding shock Chain of survival Duty of care requirements First aid procedures for: airway management bleeding control care of unconscious casualty that is unresponsive/unconscious and not breathing normally chest pain infection control as it relates to standard precautions respiratory distress, including asthma severe allergic reaction shock How to access emergency response support services/personnel Need to be culturally aware, sensitive and respectful Own skills and limitations Privacy and confidentiality requirements Relevant workplace hazards Understanding of the use of an Automated External Defibrillator (AED), including when to use and when not to
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: Assess vital signs and response of casualty Call an ambulance and/or medical assistance, according to circumstances and report casualty's condition Demonstrate first aid casualty management principles: assess and minimise danger check for response maintain casualty's airway, breathing and circulation Demonstrate: consideration of the welfare of the casualty control of external bleeding correct procedures for CPR on a resuscitation manikin (i.e. as per units HLTCPR211A Perform CPR) implementation of standard precautions safe manual handling of casualty Identify and minimise hazards to health and safety of self and others in the immediate workplace or community environment Plan an appropriate first aid response in line with established first aid principles, ARC Guidelines and guidelines of Australian national peak clinical bodies and State/Territory legislation and regulations and respond to contingencies in line with own skills Report details of emergency incident and first aid provided

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 of assessment:	The individual being assessed must provide evidence of specified essential knowledge and essential skills Competence should be demonstrated working individually and as part of a first aid team. Consistency of performance should be demonstrated over the required range of situations relevant to the workplace or community setting Currency of knowledge and skills is to be demonstrated in line with ARC Guidelines, guidelines of Australian national peak clinical bodies and State/Territory legislation and regulations
Context and resources required for assessment:	For assessment purposes, demonstration of skills in CPR procedures requires using a model of the human body (resuscitation manikin) in line with ARC Guidelines Demonstration of first aid procedures for severe bleeding must be demonstrated using standard precautions and first aid equipment including trauma dressings
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
Related unit:	This unit stands alone and incorporates the content of unit HLTCPR211A Perform CPR

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.
Condition of the casualty must include, but is not limited to:	Severe bleeding Absence of: Response/conciousness Normal breathing Choking/airway obstruction Severe allergic reaction
Identified first aid procedures must include:	Airway management Cardiopulmonary Resuscitation (CPR) Control severe bleeding Provide assistance with self-administered medications, such as auto-injector, bronchodilator and space device in line with State/Territory legislation and regulations and and any available medical/pharmaceutical instructions Care of the unconscious person
Resources and equipment are used appropriate to the risk to be met and may include:	AED (if available) Auto-injector Bronchodilator and space device First aid kit Resuscitation mask or barrier
A hazard is:	A source or situation with the potential for harm in terms of human injury or ill-health, damage to property, the environment, or a combination of these
Appropriate clinical expert may include:	Ambulance officer/paramedic Appropriately qualified health care professional

Unit Sector(s)

Not Applicable

HLTPOP402C Assess readiness for and effect behaviour change

Modification History

Not Applicable

Unit Descriptor

Descriptor	This unit recognises the importance of behaviour as a health determinant within the context of broader social determinants of health It aims to develop skills to analyse behaviour that impacts health and ways in which to reinforce or change them to promote health

Application of the Unit

Application	Working in compliance with relevant legislation and regulations within which the worker's organisation operates is essential

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. Identify behaviour that impacts negatively on health and assess readiness for change	1.1 Demonstrate an understanding of social determinants of health and specific influences on individual's behaviour 1.2 Demonstrate an understanding of environmental factors that restrain change 1.3 Identify behavioural health determinants 1.4 Assess motivation, commitment and confidence levels to change attitudes, beliefs and behaviour in collaboration with other team members and or/ stakeholders 1.5 Reinforce positive beliefs and behaviour 1.6 Consider unintended consequences of desired behaviour and incorporate into the plan
2. Develop and implement plan for behaviour change	2.1 Factor into the plan the contribution existing organisations and infrastructure can make towards facilitating individual behaviour change 2.2 Fully explore the opportunity for collaborative partnerships to implement the plan 2.3 Identify pro-active strategies to support behavioural change based on behaviour change models, research available and consultations with experts and/or stakeholders 2.4 Document a plan and implement in consultation with the individual involved 2.5 Construct an evaluation plan/strategy in consultation with the individual involved
3. Monitor and review progress	3.1 Identify the most appropriate methods of data collection for recording behaviour 3.2 Collect, summarise and review data related to individual behaviour 3.3 Assess changes in behaviour in collaboration with the individual involved and other experts as may be necessary 3.4 Assess effectiveness of plan in collaboration with other experts and/or stakeholders 3.5 Publish and report results of behaviour change strategies in relevant form

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: Adult education principles Equity issues in population health Evidence-based practice National, State and local health policies, goals, targets and priorities Overview of the stages in population health project planning Quality assurance Relevant international charters/declarations and documents (e.g. Alma Ata, Ottawa Charter, Jakarta Declaration, The Solid Facts by WHO) Social change and advocacy processes Social determinants of health The relationship between attitudes, knowledge and lifestyle factors and behaviour The relationship between individual behaviour and health outcomes Theory and practice of population health including health promotion, health protection and prevention of communicable and non communicable diseases
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 effective communication and interpersonal skills including: high level written or verbal negotiation and liaison consultation conflict resolution and mediation Apply analytical thinking, problem solving and critical appraisal Determine the impact of knowledge, values and environmental / cultural and lifestyle factors on behaviour Facilitate and contribute effectively to meetings, forums and other networks Identify individual behaviours that impact on health outcome Undertake work planning and management Work as part of a multi-disciplinary team and/or autonomously

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 Consideration should be given to assessing consistency of performance over a period of time
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
Context of and specific resources for assessment:	This unit is most appropriately assessed in the classroom environment Assessment may contain a theoretical emphasis. Access to: a range of government and non government policy documents and reports and statistics journals, books and external expertise documents and other materials (charters, declarations, discussion papers, etc.) from international conferences on population health organisation policies and procedures
Method of assessment may include:	Observation of performance Written tasks Interviewing and questioning Formal appraisal systems Staff client feedback Portfolio/CV Supporting statement of supervisors Evidence of relevant work experience/formal or informal learning Case studies and scenarios as a basis for the discussion of issues in facilitating learning and individual behaviour change

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.
Individual behaviours that influence health outcome may include:	Diet Physical activity Alcohol consumption Drug intake Stress mediating activities Smoking
Selected behaviour change models may include but are not restricted to:	Health belief model Behaviour change models Motivational change models Social cognitive model Theory of planned behaviour
Sources of information for the relationship between individual behaviour and health outcome may include:	Literature from population health and related disciplines such as published books, papers and reports Demographic data and information Socio-economic data and information Data and information from health research and health studies Expert informants National, state and local health policy documents and implementation guidelines
Organisations may include	Divisions of population health or public health units Community health services Specific programs Local government services Aboriginal health Services Non government health promotion programs e.g. Cancer Council, Heart Foundation, Asthma Association
Infrastructure may include:	Transport routes Recreational facilities
A range of resources may include:	Print Electronic resources Workshops
Contextual influences on individual health may include the following:	Socioeconomic status Age Education level Ethnic background Geographical location Disability Sexual identity Early childhood experience and environment Housing security Access to transport Employment status

Unit Sector(s)

Not Applicable

HLTWHS001 Participate in workplace health and safety

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Minor corrections to formatting to improve readability. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Updated to incorporate content of unit HLTWHS200A. Revised scope of unit to reflect requirements of workers. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required for workers to participate in safe work practices to ensure their own health and safety, and that of others.

The unit applies to all workers who require knowledge of workplace health and safety (WHS) to carry out their own work, either under direct supervision or with some individual responsibility.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Follow safe work practices	1.1 Follow workplace policies and procedures for safe work practices 1.2 Identify existing and potential hazards in the workplace, report them to designated persons, and record them according to workplace procedures 1.3 Follow workplace emergency procedures
2. Implement safe work practices	2.1 Identify and implement WHS procedures and work instructions 2.2 Identify and report incidents and injuries to designated persons according to workplace procedures 2.3 Take actions to maintain safe housekeeping practices in own work area
3. Contribute to safe work practices in the workplace	3.1 Raise WHS issues with designated persons according to organisational procedures 3.2 Participate in workplace safety meetings, inspections and consultative activities 3.3 Contribute to the development and implementation of safe workplace policies and procedures in own work area
4. Reflect on own safe work practices	4.1 Identify ways to maintain currency of safe work practices in regards to workplace systems, equipment and processes in own work area 4.2 Reflect on own levels of stress and fatigue, and report to designated persons according to workplace procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Reading – in order to accurately read and interpret workplace safety policies and procedures including safety signs, dangerous goods classifications and safety instructions The remaining foundation skills essential to performance are explicit in the performance criteria of this unit

Unit Mapping Information

No equivalent unit.

Links

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

Assessment Requirements for HLTWHS001 Participate in workplace health and safety

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Minor corrections to formatting to improve readability. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Updated to incorporate content of unit HLTWHS200A. Revised scope of unit to reflect requirements of workers. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be demonstrated evidence that the candidate has completed the following tasks at least once in line with state/territory WHS regulations, relevant codes of practice and workplace procedures:

contributed to a WHS meeting or inspection in workplace

conducted a workplace risk assessment and recorded the results

consistently applied workplace safety procedures in the day-to-day work activities required by the job role

followed workplace procedures for reporting hazards

followed workplace procedures for a simulated emergency situation.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

state/territory legislation and how it impacts on workplace regulations, codes of practice and industry standards, including:

state/territory WHS authorities

rights and responsibilities of employers and workers, including duty of care

hazardous manual tasks

infection control

safety signs and their meanings, including signs for:

dangerous goods classifications

emergency equipment

personal protective equipment (PPE)

specific hazards such as sharps, radiation

hazard identification, including:

definition of a hazard

common workplace hazards relevant to the industry setting

workplace procedures for hazard identification

workplace emergency procedures

workplace policies and procedures for WHS

Assessment Conditions

Skills must be demonstrated:

in the workplace

OR

in an environment that provides realistic in-depth industry validated scenarios and simulations to assess candidates’ skills and knowledge.

Assessment must ensure use of:

current workplace policies and procedures for WHS

PPE relevant to the workplace and job role of the worker

In addition, assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

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

HLTWHS003 Maintain work health and safety

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Minor corrections to formatting to improve readability. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Updated to include relevant content from HLTWHS401A. Revised scope of unit to reflect requirements of supervisor and/or line manager.

Application

This unit describes the skills and knowledge required to implement and monitor work health and safety (WHS) policies, procedures and work practices as part of a small work team.

This unit applies to workers who have a key role in maintaining WHS in an organisation, including duty of care for other workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Contribute to workplace procedures for identifying hazards and controlling risks	1.1 Identify existing and potential hazards and record them according to workplace procedures 1.2 Contribute to the development of strategies for implementing risk controls in line with workplace procedures and policies 1.3 Implement risk controls in line with the hierarchy of risk control and workplace and legislative requirements 1.4 Identify and report issues with risk controls, including residual risk, in line with workplace and legislative requirements
2. Implement policies and procedures into work team processes	2.1 Regularly provide information about WHS policies and procedures to the work team 2.2 Provide information about identified hazards and the outcomes of risk assessment and risk controls to the work team 2.3 Monitor housekeeping practices to ensure that WHS policies and procedures are followed 2.4 Maintain WHS incident records in the work area according to workplace procedures and legislative requirements
3. Support consultation, cooperation and communication	3.1 Support workplace consultative procedures by encouraging work team participation in consultative activities 3.2 Report health and safety issues in line with workplace procedures and legislative requirements 3.3 Encourage and assist work team members to contribute to WHS

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Written communication – in order to complete a workplace risk assessment and complete a workplace incident report in line with regulatory guidelines and organisational policies Oral communication – in order to accurately present information to a small group of at least two participants The remaining foundation skills essential to performance are explicit in the performance criteria of this unit

Unit Mapping Information

Links

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

Assessment Requirements for HLTWHS003 Maintain work health and safety

Modification History

Release	Comments
Release 3	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 2	Minor corrections to formatting to improve readability. Equivalent competency outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Updated to include relevant content from HLTWHS401A. Revised scope of unit to reflect requirements of supervisor and/or line manager.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be demonstrated evidence that the candidate has completed the following tasks at least once in line with state/territory WHS regulations, relevant codes of practice and workplace procedures:

conducted a workplace risk assessment and recorded the results, including:

identification of hazards and potential hazards

risk assessment

strategies for minimising risk, and

analysis of residual risk

provided WHS information to at least two workers, including:

explanation of WHS policies and procedures

demonstration of safe housekeeping practices

correct use of personal protective equipment (PPE)

consistently monitored safety procedures in the day-to-day work activities required by the job role

completed a workplace incident report

followed workplace procedures for a simulated emergency situation

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

State/territory legislation and how it impacts on workplace regulations, codes of practice and industry standards, including:

state/territory WHS authorities

rights and responsibilities of persons conducting a business or undertaking (PCBUs), officers and workers, including duty of care

legislative requirements for record-keeping and reporting

regulatory requirements relevant to the particular industry/type of work site

hazardous manual tasks

infection control

Hazards common to the work environment and how they cause harm

Principles of hazards and risk assessment, including:

hazard identification procedures

risk assessment process

residual risk

risk controls

hierarchy of control

Workplace emergency procedures

Workplace policies and procedures for WHS.

Assessment Conditions

Skills must be demonstrated in the workplace.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessment must ensure use of:

current workplace policies and procedures for WHS.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

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

HLTWHS004 Manage work health and safety

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Updated to include relevant content from HLTWHS401A. Revised scope of unit to reflect requirements of managers and/or persons conducting a business or undertaking (PCBUs).

Application

This unit describes the skills and knowledge required to establish, maintain and evaluate work health and safety (WHS) policies, procedures and programs in the relevant work area, according to WHS legislative requirements.

This unit applies to workers who have responsibility for WHS as part of their role, including workers with obligations under WHS legislation, persons conducting a business or undertaking (PCBUs), or their officers (as defined by relevant legislation).

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements define the essential outcomes.	Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Establish work health and safety practices	1.1 Access and interpret legislation, regulations, code of conduct and workplace policies and procedures for WHS 1.2 Develop procedures for ongoing hazard identification, and assessment and control of associated risks 1.3 Ensure risk controls and hazard-specific procedures are consistent with the hierarchy of control and are monitored to support compliance with legislative and regulatory requirements 1.4 Identify requirements for expert WHS advice, and request this advice as required
2. Facilitate consultation, cooperation and communication	2.1 Develop and provide consultative WHS activities to provide advice in relation to work health and safety issues 2.2 Monitor processes for ensuring that workers have an opportunity to contribute feedback on health and safety issues 2.3 Document outcomes of consultation and communicate to workers 2.4 Develop and implement processes to ensure that responsibilities and duties are documented and accountability processes are in place 2.5 Implement and monitor training programs to ensure identified WHS training requirements are addressed, including induction process
3. Monitor compliance with risk control processes	3.1 Develop WHS record-keeping policies and procedures and provide information to workers 3.2 Monitor hazard, incident and injury reporting processes to meet legislative requirements and to inform future prevention strategies 3.3 Evaluate WHS record-keeping policies and procedures for compliance with legislative requirements
4. Evaluate and maintain WHS	4.1 Determine WHS priorities in consultation with work group 4.2 Develop a WHS action plan taking account of priorities and training needs 4.3 Identify potential barriers to improvement 4.4 Establish processes to monitor achievement against the plan and update plans as required

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Written communication – in order to complete a workplace risk assessment and develop a WHS action plan in line with regulatory guidelines and organisational policies Oral communication – in order to accurately present information to a small group of at least two participants The remaining foundation skills essential to performance are explicit in the performance criteria of this unit

Unit Mapping Information

No equivalent unit

Links

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

Assessment Requirements for HLTWHS004 Manage work health and safety

Modification History

Release	Comments
Release 2	Updated: assessor requirements statement foundation skills lead in statement licensing statement modification history to reflect 2012 standards Equivalent outcome.
Release 1	This version was released in HLT Health Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages. Updated to include relevant content from HLTWHS401A. Revised scope of unit to reflect requirements of managers and/or persons conducting a business or undertaking (PCBUs).

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.

There must be demonstrated evidence that the candidate has completed the following tasks at least once in line with state/territory WHS regulations, relevant codes of practice and workplace procedures:

conducted a workplace risk assessment and recorded the results, including:

identification of hazards and potential hazards

risk assessment

evaluation of policy/procedure in line with state/territory legislation and industry guidelines

development of risk controls and measures

conducted the following consultative activities with at least two workers:

information session about workplace policies and procedures, including demonstration of personal protective equipment (PPE) where required for the job role

consultative discussion regarding outcomes of a workplace risk assessment, including risk controls and measures developed as part of the risk assessment process

monitored workplace compliance with WHS procedures

developed a WHS action plan, including strategies for monitoring and review

coordinated workplace procedures for a simulated emergency situation.

Knowledge Evidence

The candidate must demonstrate knowledge of:

state/territory legislation and how it impacts on workplace regulations, codes of practice and industry standards, including:

state/territory WHS authorities

rights and responsibilities of persons conducting a business or undertaking (PCBUs), officers and workers, including duty of care

legislative requirements for record-keeping and reporting

due diligence and general duty requirements

regulatory requirements relevant to the particular industry/type of work site

legislative requirements for consultation

hazardous manual tasks

infection control

hazards common to the work environment and strategies for minimisation

requirements for WHS policies, including:

hazard, incident and injury reporting

hazard identification, risk assessment and control

human resources policies and procedures

consultation and participation

incident investigation and record-keeping

quality system documentation

designated person/s for raising issues

workplace support services

use of personal protective equipment (PPE)

emergency procedures

principles of hazard and risk management, including:

risk analysis

hazard identification procedures

hierarchy of control and its application

principles of risk assessment

examples of health and safety benchmarks

principles of safe design processes

Assessment Conditions

Skills must be demonstrated in the workplace.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

In addition, assessment must ensure use of:

current workplace policies and procedures for WHS

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

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

ICTDBS409 Monitor and administer a database

Modification History

Release	Comments
Release 1	This version first released with ICT Information and Communications Technology Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to manage databases including start up, operation, testing, monitoring and maintenance, in accordance with organisational requirements.

It applies to individuals employed as database support staff who are required to maintain a database, monitor its performance and access, as well as to administer its security.

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

Unit Sector

Database

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Start up a database	1.1 Configure the system for a database start-up 1.2 Monitor the database start-up and operation for irregularities
2. Manage the database	2.1 Take action to ensure that a data dictionary has been compiled and that data structures are in place 2.2 Maintain data integrity constraints, according to business requirements 2.3 Create and design indexes, and multiple-field keys, according to business requirements 2.4 Monitor the locking options chosen for the database 2.5 Confirm that recent backups of the database have been stored, and that backups can be retrieved as a full working copy 2.6 Monitor data storage space for ongoing viability, and resize as needed 2.7 Update the data according to organisational guidelines
3. Manage database access	3.1 Allocate or remove access privileges according to user status 3.2 Monitor network server log-in log file for illegal log-in attempts, or for security breaches 3.3 Manage system resources in the context of database administration
4. Document database maintenance tasks	4.1 Document changes to database start-up procedures 4.2 Itemise database management structures 4.3 File authorisations for access changes 4.4 Detail the procedures for monitoring log files 4.5 Record the procedures to manage systems resources

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 2.5, 3.2	Analyses textual information to determine start-up and operation irregularities
Writing	2.7, 4.1, 4.2, 4.4, 4.5	Uses appropriate language and required format for updating data, and presenting information in technical and business documents
Oral Communication	2.5, 3.1	Uses active listening and questioning skills when determining status of periodic tasks and activities
Navigate the world of work	2.7	Follows organisational requirements for updating data
Get the work done	All	Monitors actions against stated goals during compilation of data dictionary and data structures, and when managing a database, according to business requirements Uses a formal decision-making process, setting or clarifying goals, gathering information, and identifying, and evaluating several choices against a limited set of criteria Understands key principles and concepts underpinning the design, and operation of digital systems and tools

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ICTDBS409 Monitor and administer a database	ICADBS409A Monitor and administer a database	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=a53af4e4-b400-484e-b778-71c9e9d6aff2

Assessment Requirements for ICTDBS409 Monitor and administer a database

Modification History

Release	Comments
Release 1	This version first released with ICT Information and Communications Technology Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

configure a database start-up

confirm data integrity

monitor data storage requirements for database

update data

update database access.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline backup and recovery methodologies

explain the architectural design of relational databases

explain the concept of database security

outline the process involved in the selection and use of appropriate database management tools

explain the principles of structured query language (SQL)

outline the tasks involved in database administration

outline the tuning methodologies.

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 database field of work, and include access to:

industry software packages

a live database, preferably on a local area network (LAN) on which there is a server that offers log-in functionality.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=a53af4e4-b400-484e-b778-71c9e9d6aff2

ICTICT203 Operate application software packages

Modification History

Release	Comments
Release 1	This version first released with ICT Information and Communications Technology Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to identify, select and operate three commercial software packages, including a word-processing and a spreadsheet application package.

It applies to individuals who utilise different software applications within a small to large office environment to produce diverse documents.

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

Unit Sector

General ICT

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Use appropriate workplace health and safety (WHS) office work practices	1.1 Use safe work practices to ensure ergonomic, work organisation, energy and resource conservation requirements are addressed 1.2 Use wrist rests and document holders where appropriate 1.3 Use monitor anti-glare and radiation reduction screens where appropriate
2. Use appropriate word-processing software	2.1 Select word-processing software appropriate to perform activity 2.2 Identify document purpose, audience and presentation requirements, and clarify with personnel as required 2.3 Identify organisational requirements for text-based business documents, and design document structure and layout to ensure consistency of style and image 2.4 Match document requirements with software functions to provide efficient production of documents 2.5 Use technical functions, other data and formatting to finalise documents 2.6 Ensure the naming and storing of documents in appropriate directories or folders and the printing of documents to the required specifications
3. Use appropriate spreadsheet software	3.1 Select spreadsheet software appropriate to perform activity 3.2 Identify document purpose, audience and presentation requirements, and clarify with personnel as required 3.3 Enter simple formulas and functions using cell referencing where required 3.4 Customise spreadsheet settings to meet requirements 3.5 Ensure the naming and storing of documents in appropriate directories or folders and the printing of documents to the required specifications
4. Use a third application software package	4.1 Select software application package appropriate to perform activity 4.2 Identify purpose, audience and presentation requirements, and clarify with personnel as required 4.3 Use technical functions, other data and formatting to finalise documents 4.4 Ensure documents are named and stored in appropriate directories or folders and printed to required specifications

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	2.2-2.5, 3.2-3.4, 4.2, 4.3	Recognises and interprets textual information to determine organisational standards and job requirements Interprets and comprehends symbols, icons and text associated with applications software
Writing	2.3-2.6, 3.3- 3.5, 4.3, 4.4	Enters both written and verbally received information and data into a format suitable for the software application Selects vocabulary, syntax, terminology, labelling and naming conventions suitable for the program
Oral Communication	2.2, 2.3, 3.2, 4.2	Uses simple, relevant language, effective questioning, and active listening techniques to clarify work requirements
Numeracy	3.2-3.4	Adds, subtracts, multiplies and divides whole numbers and decimals, identifying and selecting the correct formulas and functions to use Applies the order of operations in calculations
Navigate the world of work	1.1	Takes some personal responsibility for adherence to legal and regulatory requirements
Get the work done	1.2, 1.3, 2.1-2.6, 3.1-3.5, 4.1-4.4	Follows routine procedures for using digital technology to enter, store and retrieve information directly relevant to role Understands purposes, specific functions and key features of common digital systems and tools, and operates them effectively to complete routine tasks, adapting some functions to improve personal efficiency Plans routine tasks with familiar goals and outcomes, taking some limited responsibility for decisions regarding sequencing

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ICTICT203 Operate application software packages	ICAICT203A Operate application software packages	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=a53af4e4-b400-484e-b778-71c9e9d6aff2

Assessment Requirements for ICTICT203 Operate application software packages

Modification History

Release	Comments
Release 1	This version first released with ICT Information and Communications Technology Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

produce workplace documents using a minimum of three different software application packages

open, amend and save files and documents according to organisational requirements

apply workplace health and safety (WHS) principles and responsibilities for ergonomics, such as work periods and breaks

use help manuals and online help.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

identify application software packages used by the organisation and list the purpose of each

explain basic technical terminology related to reading help files and responding to system help prompts

outline current business practices related to using software to prepare reports

list features and functions of commercial computing packages

describe import and export software functions

describe the process of linking documents

outline WHS principles and responsibilities for ergonomics, such as work periods and breaks

explain the purpose of input and output devices.

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 general information and communications technology (ICT) industry, and include access to:

a personal computer (PC) and printer

software currently used in industry

documents detailing organisational style guide and policy

documents or information containing data suitable for developing software application documents.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=a53af4e4-b400-484e-b778-71c9e9d6aff2

ICTICT308 Use advanced features of computer applications

Modification History

Release	Comments
Release 1	This version first released with ICT Information and Communications Technology Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to use computer applications employing advanced features. It involves manipulating data and accessing support resources to solve routine problems.

It applies to individuals who have achieved a degree of autonomy as advanced information and communications technology (ICT) users, and support information technology activities in software applications.

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

Unit Sector

General ICT

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Manipulate data	1.1 Employ advanced features of applications in the preparation and presentation of data 1.2 Transfer data between applications, linking and embedding related data files as required 1.3 Create and employ objects, macros and templates for routine activities 1.4 Use shortcuts and features to increase personal productivity
2. Access and use support resources	2.1 Solve routine problems using support resources 2.2 Use online help to overcome difficulties with applications 2.3 Solve problems with manuals and training booklets 2.4 Access and apply technical support for system problems, using troubleshooting results and alert messages

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	2.1-2.4	Identifies and interprets a variety of hard copy, online and software generated technical information containing software specific language, syntax and code to apply features and functions of applications to their fullest extent and to solve problems
Oral Communication	2.1, 2.4	Discusses and resolves problems using technical terms and language, and effective listening and questioning techniques
Get the work done	1.1-1.4, 2.1- 2.4	Understands key principles and concepts underpinning the design and operation of digital systems and tools, and applies these when troubleshooting existing technology

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ICTICT308 Use advanced features of computer applications	ICAICT308A Use advanced features of computer applications	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=a53af4e4-b400-484e-b778-71c9e9d6aff2

Assessment Requirements for ICTICT308 Use advanced features of computer applications

Modification History

Release	Comments
Release 1	This version first released with ICT Information and Communications Technology Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

use at least three computer applications employing advanced features and import and export capacities for efficiency and productivity purposes

solve routine problems using support resources.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

outline the basic features and functions of relevant operating systems software and system tools

outline relevant vendor product directions in computer applications

identify commonly available vendor applications and their features.

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 general information and communications technology (ICT) industry, and include access to:

a site where advanced features of computer applications may be used

computer applications currently used in industry

documents or information containing data suitable to demonstrate advanced features of computer applications

support resources, including online, manuals and training booklets.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=a53af4e4-b400-484e-b778-71c9e9d6aff2

ICTWEB201 Use social media tools for collaboration and engagement

Modification History

Release	Comments
Release 1	This version first released with ICT Information and Communications Technology Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to establish a social networking presence, using social media tools and applications. It includes the requirement to review, compare, and use different types of social networking tools and applications.

It applies to information and communications technology (ICT) personnel who need to develop a social networking web presence for a small or large office environment, using social media tools and applications.

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

Unit Sector

Web

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
Elements describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Describe the different types of social media tools and applications	1.1 Explain the characteristics of the term ‘social media’ 1.2 Identify different types of social-media tools and applications 1.3 Illustrate some of the issues associated with the use of social media tools and applications
2. Compare different types of social media tools and applications	2.1 Select one social media type to review 2.2 Review the most popular tools, and applications, within that social media type 2.3 Itemise the benefits across a range of the most popular tools and applications 2.4 Select the most appropriate social media tool or application
3. Set up and use, popular social media tools and applications	3.1 Identify the social media tools and applications available for possible implementation 3.2 Initiate the preferred social media tools, and applications, for use 3.3 Establish the social media interface, using text and file content 3.4 Initiate social networking interaction 3.5 Test and evaluate tools, and applications, for ease of use 3.6 Present the findings

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill	Performance Criteria	Description
Reading	1.2, 2.2	Extract the relevant information from technical and organisational documents
Writing	1.1, 2.2, 2.3, 3.3, 3.4, 3.6	Develop the content in a manner that supports and conveys information, using the appropriate structures and specialised language
Navigate the world of work	1.3	Understands legal and ethical responsibilities, regarding the use of social media tools
Get the work done	2.1, 2.2, 2.4, 3.1, 3.2, 3.5, 3.6	Makes routine decisions and implements standard procedures for routine tasks Understands the purposes, specific functions, and the key features of common digital systems and tools, and operates them effectively to complete routine tasks

Unit Mapping Information

Code and title current version	Code and title previous version	Comments	Equivalence status
ICTWEB201 Use social media tools for collaboration and engagement	ICAWEB201A Use social media tools for collaboration and engagement	Updated to meet Standards for Training Packages	Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=a53af4e4-b400-484e-b778-71c9e9d6aff2

Assessment Requirements for ICTWEB201 Use social media tools for collaboration and engagement

Modification History

Release	Comments
Release 1	This version first released with ICT Information and Communications Technology Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

identify different types of social media tools and applications, and the issues associated with their use

access the internet, set up a social networking presence and upload and link a wide variety of files

use and evaluate social media tools and applications.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

list basic technical terminology in relation to social networking, social media applications, and tools

outline basic methods of uploading images, text files, portable document format (PDF) files, audio files, video files, and link the associated files

state the features, and functions, of social media applications

list import and export software functions

explain how to link documents

explain the process of tagging, in order to facilitate collaborative folksonomy

list social media applications and procedures, for connecting to social networking sites

identify and describe, input and output devices

describe, and use, really simple syndication (RSS) feeds to connect a social network.

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 website technologies field of work, and include access to:

a personal computer (PC) and printer

the internet

social-media tools and applications

online instructional documents.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=a53af4e4-b400-484e-b778-71c9e9d6aff2

PSPPROC414A Manage contracts

Modification History

Release	TP Version	Comments
3	PSP12V1	Layout adjusted. No changes to content.
2	PSP04V4.2.	Layout adjusted. No changes to content.
1	PSP04V4.1	Primary release.

Unit Descriptor

This unit covers the ability to manage contracts. It includes undertaking preparations, establishing and maintaining contract management arrangements, monitoring and maintaining contract performance, and completing and reviewing contracts.

In practice, managing contracts overlaps with other generalist and specialist public sector work activities, such as upholding and supporting the values and principles of public service and local government, identifying and treating risks, exercising delegations, applying government processes, encouraging compliance with legislation in the public sector or local government, planning procurement, developing and distributing requests for offers and selecting providers.

Those who specialise in procurement are catered for by the units PSPPROC503B, PSPPROC504B, PSPPROC505A and PSPPROC506A, which address in depth the aspects of contract management performed by those who specialise in procurement.

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

Application of the Unit

This unit applies to those who are not specialist contract managers, but manage contracts as part of their role rather than as their primary role.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.	Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Prepare to manage a contract	1.1. Contract requirements, approvals and funding arrangements are confirmed and clarified where necessary, and obligations and limits of authority as contract manager are identified in line with contractual and organisational requirements. 1.2. Operational elements of the contract are confirmed and contact is made with specialists and stakeholders to clarify and assist with contract administration issues. 1.3. Key contract clauses are identified and their content is clarified as necessary to ensure contract requirements are understood. 1.4. Process, timings, and key performance indicators are identified from the contract and confirmed with stakeholders. 1.5. Risks are confirmed and a risk management plan is developed or reviewed in line with contract requirements and organisational policy and procedures. 1.6. Contract management strategy is developed or obtained and key details are entered from the contract. 1.7. Contract management team is formed and roles and responsibilities are allocated.
2. Implement a contract management strategy	2.1. Start-up or transition arrangements are confirmed and implemented according to contract requirements and organisational procedures. 2.2. Information and communication strategies are established to meet contractor, stakeholder and organisational needs. 2.3. Risk management plan is monitored for effectiveness and adapted as necessary during the life of the contract. 2.4. Relationship with contractors and stakeholders is established and managed according to organisational policy and procedures and probity requirements. 2.5. Specialist expertise is obtained as necessary for progress meetings and for advice on or resolution of contract issues. 2.6. Consideration is given to OHS, environmental and sustainability principles and corporate social responsibility principles as they apply to the contract. 2.7. Contract information/documentation is maintained for organisational purposes according to organisational policy and procedures.
3. Monitor and maintain performance of a contract	3.1. Obligations to contractor and stakeholders are met according to contractual arrangements and organisational financial management requirements. 3.2. Monitoring and control measures and performance indicators are used to manage performance of contract and ensure that all obligations under the agreement are being met. 3.3. Contract variations are managed in accordance with the contract, organisational policy and procedures, and probity requirements. 3.4. Disputes and complaints are investigated and resolved or referred according to contract requirements. 3.5. Negotiation of issues relating to the contract is managed and approvals are obtained according to stipulations in the contract proper. 3.6. Communication is maintained with all stakeholders on the performance of the contract according to organisational protocols and public sector standards.
4. Complete and review contract.	4.1. Client satisfaction with contract deliverables is confirmed. 4.2. Contracts are finalised, amended, cancelled or terminated according to contractual arrangements. 4.3. Strategies are applied to manage close-out, and ensure renewal of contract or transition to a new contract meet organisational guidelines, probity requirements and public sector standards. 4.4. Review is undertaken of contract management, contractor performance relevant to measures at each stage of the contract, user satisfaction and audit results, when necessary. 4.5. Where measures or outcomes are not met in full, variances are documented and explained. 4.6. Information from the review and audit is used to report on contractor performance, to review contract management practice and make recommendations for improvement.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: consult and negotiate with contractors and stakeholders, involving complex oral and written exchanges of information network, within probity boundaries, with diverse stakeholders and contractors read complex documents, such as contracts, legislation and guidelines provide feedback teamwork skills to: work independently or under direction as appropriate to the situation model team leadership approaches if appropriate respond to diversity refer issues to the correct person problem-solving skills to apply simple supply chain management and supplier issues management to the process of contract management initiative and enterprise skills to: apply the content of complex documents, such as contracts, legislation and guidelines apply OHS, environmental, sustainability and corporate social responsibility practices in the context of contract management planning and organising skills to manage contract documentation learning skills to keep up-to-date with relevant procurement legislation, policies and procedures technology skills to: operate organisational IT systems use electronic procurement templates
Required knowledge
commonwealth, state or territory, and local government legislation, policies, practices and guidelines: relating to contract management, including environmental purchasing and corporate social responsibility guidance such as OHS and equity and diversity organisational procurement policies, practices and approval processes contract performance management privacy and confidentiality issues probity principles and issues codes of conduct, codes of practice and standards of individual behaviour relating to managing contracts and relationships with contractors whole-of-life considerations relating to the ownership, operation and disposal/completion of the goods or services equal employment opportunity financial and accounting issues relevant to the contract

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	Competency must be demonstrated in the ability to manage contracts consistently in accordance with legislative and organisational requirements.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessment must confirm the ability to: develop a contract management strategy in consultation with key stakeholders develop a suitable contract management plan, using templates if available implement the contract management plan manage the performance of contractors provide contractors with performance feedback manage contract disputes to achieve prompt resolution and refer to higher authority when necessary review contracts throughout to identify opportunities for continuous improvement act within own delegations and refer issues to higher authority when necessary uphold probity standards in all dealings with contractors. Consistency in performance Competency should be demonstrated by providing evidence of undertaking a range of relevant work tasks in an actual or simulated procurement environment on at least two separate occasions.
Context of and specific resources for assessment	The unit of competency is to be assessed in the workplace or a simulated workplace environment. Access may be required to: legislation, policy, procedures and protocols relating to procuring goods and services and managing contracts codes of conduct and codes of practice workplace scenarios and case studies relating to a range of procurement activities associated with managing contracts case studies that incorporate dilemmas, and probity requirements relating to managing contracts.
Method of assessment	The following assessment methods are suggested: questions to assess understanding of relevant legislation and procedures review of strategies and approaches adopted for managing contracts review of contract management plans, contracts, contract variations, contractor performance reports, contract closure documents and other documentation prepared by the candidate in a range of contexts review of stakeholder engagement approaches adopted by the candidate. In all cases, practical assessment should be supported by questions to assess underpinning knowledge and those aspects of competency which are difficult to assess directly. Questioning techniques should suit the language and literacy levels of the candidate.
Guidance information for assessment	Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: PSPETHC401A Uphold and support the values and principles of public service PSPGOV417A Identify and treat risks PSPGOV421A Exercise delegations PSPLEGN401A Encourage compliance with legislation in the public sector PSPPROC411A Plan procurement PSPPROC412A Develop and distribute requests for offers PSPPROC413A Select providers and develop contracts.

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.
Contracts may include:	memoranda of understanding and memoranda of agreement in-house option directives common use arrangements/standing offers inter and intra-government agreements letters of intent licensing agreements
Specialists may include:	procurement and contracting corporate finance outsourced procurement or contracting advisers legal advisers functional/business technical business owner of the contract OHS environmental audit and probity appropriate cross-government department experts
Stakeholders may include:	end users, customers or clients, and sponsors current or potential providers or suppliers technical or functional experts or advisers commonwealth, state or territory, and local government the organisation other public sector organisations employees, unions and staff associations industry bodies local communities lobby groups and special user groups
Key contract clauses may include:	specifications variations insurances notices disputes intellectual property privacy confidentiality milestones payments breaches penalties expected standards of behaviour
Risks may include:	contractor inability to meet agreements end user or buyer inability to meet obligations limited number of suppliers corruption risks probity risks
Contract management strategy may include:	formal contract management plan contract management checklist setting up routines checking quality assurance systems transferring legal responsibility avoiding implied acceptance of varied conditions through non-enforcement of contractual obligations applying environmental, sustainability and corporate responsibility principles
Contract management strategy may be obtained from:	procurement/contracting area specialist contract managers central agencies, such as state supply boards, and contract and management services finance area legal advisers outsourced providers of contracting services
Communication strategies may include:	setting regular times to talk, meet or check on progress protocols for dealing with other stakeholders emergency contact arrangements diary system to monitor milestones, timeframes, receipt of deliverables, etc. strategies for ensuring information flow at critical stages of the contract
Monitoring and control measures may include:	inspections tests audits reviews meetings progress reports verifications identification of non-conformances corrective actions
Contract variations may include:	change of scope change in prices change in quantity change to specifications negotiation of new terms and conditions dissolution of contracts in writing verbal variations, confirmed in writing variations by action/inaction
Disputes may include:	disputes over: requirements delivery schedules price changes additional tasking payment schedules complaints from third parties
Techniques available to resolve disputes include:	conference negotiation mediation expert determination arbitration resort to contractual conditions legal considerations
Negotiation of issues may include:	contract variations continuous improvement innovations non-compliance consequences
Review may include:	planning process evaluation considerations at each stage of the contract sources and methods of gathering data role of audit trails, where applicable measuring outputs meeting client needs considering new and different ways of delivering the service or product in the future strategies for continuous improvement

Unit Sector(s)

Not applicable.

Competency field

Procurement and Contract Management.

PUAEME001B Provide emergency care

Modification History

Release	TP Version	Comments
3	PUA12 V2.1	Editorial changes.
2	PUA12 V2	Layout adjusted. Application added.
1	PUA00 V8.1	Primary release.

Unit Descriptor

This unit covers the competency to provide emergency care pending the arrival of appropriately qualified personnel.

Application of the Unit

This unit applies to all public safety workers who are required to provide initial life-saving emergency care at an incident. It is not designed for workers whose primary response role is one of emergency care, first aid, or pre-hospital care.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

PUAFIR215 Prevent injury (Fire sector specific)

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 required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the Range Statement. Assessment of performance is to be consistent with the Evidence Guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify need for emergency care	1.1 Initial assessment is made of extent and nature of emergency care required. 1.2 Initial assessment is communicated to appropriate personnel in accordance with organisation's policies and procedures.
2. Ensure personal safety of carer and casualty	2.1 Hygiene is maintained for protection of self and casualty. 2.2 Hazards to the carer are identified and appropriate action taken to safeguard against injury.
3. Reassure casualty	3.1 A calm, caring and reassuring manner is adopted in interaction with the casualty and others at the scene. 3.2 Casualty is made comfortable using available resources.
4. Assess casualty and implement emergency care procedures	4.1 Casualty assessed for DRABC. 4.2 Vital signs are continually monitored, recorded and any changes considered in planning treatment and reported as appropriate. 4.3 Treatment appropriate to the casualty's injuries is provided in line with approved first aid techniques and standards. 4.4 First aid equipment is operated in accordance with manufacturer's procedures and instructions, and organisational standards, policies, procedures and protocols. 4.5 Casualty's condition is monitored and reported in accordance with organisation's policies and procedures and treatment modified as necessary. 4.6 Treatment is maintained until qualified medical help takes over.
5. Work cooperatively with personnel from other organisations	5.1 Clear and comprehensive reports are provided to personnel involved in ongoing casualty care. 5.2 Members of other emergency services are assisted in their tasks in accordance with organisation's standards and personal level of responsibility and competence.
6. Recover and restore first aid equipment	6.1 First aid equipment is recovered, cleaned, inspected/tested, stored, restocked and resupplied and medical waste disposed of safely according to organisation's polices and procedures. 6.2 First aid equipment faults are rectified and/or reported in accordance with organisation's policies and procedures.
7. Complete documentation	7.1 Documentation is completed and processed in line with legislative, regulatory and organisation's requirements.

Required Skills and Knowledge

This describes the essential skills and knowledge and their level, required for this unit.
Required Skills
communicating verbally with casualties and others completing forms following procedures providing verbal reports to paramedical personnel remaining calm under time pressures and in difficult situations working with others in a team situation writing reports
Required Knowledge
Occupational Health and Safety guidelines for lifting and carrying systems of the body: respiratory skeletal digestive circulatory nervous urinary skin causes and management of unconsciousness priorities for life support in emergencies including the DRABC (danger, response, airway, breathing ventilation and circulation assessments) model Health Department guidelines for personal hygiene Australian Resuscitation Council resuscitation guidelines applying resuscitation techniques controlling bleeding casualty assessment principles of initial casualty management management of fractures and soft tissue injuries management of burns personal level of responsibility limitations competency

Evidence Guide

Critical aspects for assessment and evidence required to demonstrate competency in this unit	Competency in this unit must be established through the practical demonstration of first aid skills, maintaining universal precautions and safety awareness. Accurate documentation and a caring approach to injured persons during first aid activities are critical. Consistency in performance Evidence should be gathered over a period of time in a range of actual or simulated workplace environments
Context of and specific resources for assessment	Context of assessment Exercise or simulation, or a series of tasks are required to demonstrate competence in this unit. This may involve setting scenarios to be completed either individually or as a member of a team. Written or verbal questions may be used as supporting evidence. Specific resources for assessment Access to first aid equipment used in general operations is essential.

Range Statement

Conditions under which this competency may be required include:	operating during any rescue or response situation including specialist rescue hazardous environmental conditions—adverse weather after dark operations difficult terrain debris traffic time pressures varying time frames—short term sudden impacts protracted response operations limited access to equipment necessitating the use of improvised techniques
Equipment may include:	first aid kit personal protective equipment stretchers including improvised
Details of incident obtained from:	casualty visual assessment of scene others at scene
Maintaining personal safety may include:	washing hands using gloves
Caring manner may include:	personal introduction and identification consistent with other priorities showing empathy communication with casualty voice tone and volume reassurance and gentle treatment all in a culturally appropriate manner
Hazards may include:	bodily fluids traffic environmental hazards downed wires bystanders drugs sharps
First aid techniques and standards may include:	Guidelines to Australian Resuscitation Council resuscitation standards State and Territory regulations
Others may include:	family friends at scene
Appropriate action may include:	protecting scene isolating scene relocating casualty
Reporting as appropriate may include:	team leader supervisor medical personnel paramedical personnel emergency medical technician
Treatment includes:	applying resuscitation techniques controlling bleeding managing fractures managing soft tissue injuries dressing burns and scalds
Qualified health care personnel may include:	specialist personnel medical personnel
Organisation’s standards, policies, procedures and protocols may include:	legislation relevant to the provision of emergency care legislation relevant to the organisation operational Standard Operating Procedures operational performance standards
Reporting casualty’s condition may include:	need for confidentiality status on arrival treatment provided history observations made changes in conditions timeframes
Documentation may include:	written reports casualty details approved forms verbal report personal notes
Moving casualty may include:	individually or with assistance observing decency in regard to culture a range of manual handling techniques and lifts and carries
Processing documentation may include:	providing reports to authorised personnel filing reports diary entries logs

Unit Sector(s)

Not applicable.

PUAEME003C Administer oxygen in an emergency situation

Modification History

Release	TP Version	Comments
2	PUA12 V1	Layout adjusted. Application added. Range Statement reviewed.
1	PUA00 V8.1	Primary release.

Unit Descriptor

This unit covers competency in advanced techniques for management of the administration of oxygen and ventilation of the lungs in line with the requirements of the Australian Resuscitation Council and State and Territory regulatory bodies. Expired air resuscitation is covered in the Pre-requisite unit Provide emergency care.

Application of the Unit

This unit applies to public safety workers who attend incidents where the use of oxygen in either life-saving or ongoing management of a casualty is appropriate.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

PUAEME001B Provide emergency care.

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 required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the Range Statement. Assessment of performance is to be consistent with the Evidence Guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Assess casualty and develop management plan	1.1 Assessment of casualty is undertaken including vital signs, details of incident, medical/casualty history, physical appearance and other signs and symptoms. 1.2 Management plan is developed taking into account available equipment, condition of patient and special requirements of certain conditions. 1.3 Where possible casualty is assisted to a comfortable position suitable for implementation of management plan. 1.4 Casualty is encouraged and reassured as necessary to facilitate effective treatment. 1.5 Medical aid is arranged as soon as possible consistent with maintaining casualty safety.
2. Check equipment	2.1 Pre-use check of safety and potential effectiveness of equipment is undertaken in accordance with operating procedures, Australian standards and regulatory requirements. 2.2 Minor faults are diagnosed and repairs are carried out in accordance with organisation procedures to restore equipment to working order. 2.3 Faults and defects are reported/recorded according to organisational procedures.
3. Maintain unobstructed airway	3.1 Airway is cleared and maintained using non-intervention techniques where possible. 3.2 Appropriate steps are taken to reduce risk to self or others of contamination by the casualty's body fluids. 3.3 Where carried, suction apparatus is safely inserted into pharynx and suction initiated using approved techniques to avoid injuring casualty.
4. Resuscitate casualty	4.1 Where appropriate face masks and other barriers are used according to ARC standards.
5. Use oxygen to provide therapy	5.1 Where indicated, oxygen therapy is used in the ventilation of casualty.
6. Recover and restore equipment	6.1 Equipment is cleaned, and discarded or disinfected, restocked and/or replenished and stored safely according to organisation procedures.

Required Skills and Knowledge

This describes the essential skills and knowledge and their level, required for this unit.
Required Skills
determining oxygen pressure and volume content of cylinders reading oxygen content gauges use of resuscitation equipment
Required Knowledge
air passages Australian Resuscitation Council standards Australian Standards relevant to resuscitation equipment causes of hypoxia and hypoxic hypoxia correct use of oxygen cylinders and devices disease and chronic airways lesions (COAD/CAL) estimation of duration of oxygen supply importance of oxygen to the body indicators of obstructed breathing lower airways diseases management of COAD/CAL casualties possible causes of hypoventilation precautions for safe storage and handling of oxygen cylinders principles of operation and troubleshooting respiratory system- lungs resuscitation and kits - specifications significance of respiratory noises signs and symptoms of chronic obstructed airways techniques for maintenance of unobstructed airway the mechanism of respiration

Evidence Guide

Critical aspects for assessment and evidence required to demonstrate competency in this unit	Use of oxygen equipment in accordance with relevant standards and guidelines. Consistency in performance Evidence will need to be gathered over time across a range of variables.
Context of and specific resources for assessment	Context of assessment On the job or in a simulated work environment Specific resources for assessment determining oxygen pressure and volume content of cylinders reading oxygen content gauges use of resuscitation equipment

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 in the Performance Criteria is detailed below.
Pre-use check may include:	checking existence of suitable prominent warnings about precautions to be observed checking for damage to replenish and/or restore
Regulatory requirements may include:	Australian Resuscitation Council relevant State and Territory regulatory bodies
Reporting/recording faults and damage may include:	verbal filling out and processing standard form
Inserted into pharynx:	no further than the back teeth
Barriers may include:	facemasks unidirectional valves bidirectional valves filters

Unit Sector(s)

Not applicable.

PUAEME004A Provide emergency care for suspected spinal injury

Modification History

Release	TP Version	Comments
3	PUA12 V2.1	Editorial changes.
2	PUA12 V2	Layout adjusted.
1	PUA00 V8.1	Primary release.

Unit Descriptor

This unit covers the competency required to minimise further injury to a casualty when applying first aid and waiting for emergency medical aid.

Application of the Unit

The application of this unit in the workplace covers recognition and management of suspected spinal injuries while waiting for emergency medical aid.

The unit is typically relevant for personnel from emergency services and/or volunteer organisations or organisations which provide a first aid service in an environment where there is a risk of spinal injuries.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

HLTFA211A Provide basic emergency life support

OR

HLTFA311A Apply first aid

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 required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the Range Statement. Assessment of performance is to be consistent with the Evidence Guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Identify suspected spinal injury	1.1 Signs and symptoms from a conscious casualty that may suggest a spinal injury are identified. 1.2 Signs of life in an unconscious casualty are confirmed. 1.3 Basic life support protocols are followed with care for casualty's spine where casualty exhibits no signs of life. 1.4 Likely causes of unconsciousness that may suggest a spinal injury are identified. 1.5 Emergency medical aid is requested.
2. Immobilise cervical spine	2.1 Casualty is communicated with to provide reassurance and to explain the need to minimise movement of their spine. 2.2 Casualty is measured and appropriately sized cervical collar is selected. 2.3 Cervical collar is applied ensuring correct location and tension is applied. 2.4 Conscious standing casualty is assisted to supine position in accordance with organisational procedures and availability of personnel.
3. Evaluate need to move casualty	3.1 Potential hazards to first aider and to casualty are identified. 3.2 Risk of not moving the casualty while waiting for medical aid to arrive is evaluated. 3.3 Plan to move casualty is developed.
4. Prepare casualty for transport	4.1 Casualty is communicated with to provide reassurance and the need to immobilise the casualty for transport is explained. 4.2 Equipment to immobilise the casualty's spine is selected. 4.3 Immobilisation equipment is applied in accordance with manufacturer's instructions and organisational procedures.
5. Transport and monitor casualty	5.1 Casualty is transported away from hazards ensuring smooth movements are used by team. 5.2 Team is directed in coordinated lifting movement and lowering of casualty. 5.3 Casualty is monitored during transport.
6. Perform casualty handover	6.1 Details of incident are communicated to medical personnel. 6.2 Assistance is given to medical personnel as requested. 6.3 Debriefing with supervisor or other operational staff is undertaken. 6.4 Relevant log books are completed according to organisational requirements.

Required Skills and Knowledge

This describes the essential skills and knowledge and their level, required for this unit.
Required Skills
assess casualty communicate effectively with casualty to provide reassurance use safe manual handling skills
Required Knowledge
common causes of spinal injuries relevant to the work environment risks associated with moving a casualty with a suspected spinal injury safe manual handling techniques signs and symptoms of suspected spinal injury techniques for manual stabilisation types of spinal immobilisation equipment available

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 competency in this unit	Assessment must confirm the ability to: identify casualty with a suspected spinal injury evaluate the need to move casualty with a suspected spinal injury immobilise casualty prior to moving Consistency in performance Competency should be demonstrated in a range of first aid incidents or scenarios requiring management of suspected spinal injuries.
Context of and specific resources for assessment	Context of assessment Competency should be assessed by managing suspected spinal injuries during first aid scenarios. Specific resources for assessment Access is required to: equipment used in managing suspected spinal injuries
Method of assessment	In a public safety environment assessment is usually conducted via direct observation in a training environment or in the workplace via subject matter supervision and/or mentoring, which is typically recorded in a competency workbook. Assessment is completed using appropriately qualified assessors who select the most appropriate method of assessment. Assessment may occur in an operational environment or in an industry-approved simulated work environment. Forms of assessment that are typically used include: direct observation interviewing the candidate journals and workplace documentation third party reports from supervisors written or oral questions

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 in the Performance Criteria is detailed below.
Signs and symptoms of a suspected spinal injury may include:	back or neck pain dilated pupils head injuries headache or dizziness increased muscle tone loss of bladder/bowel control loss of function in hands or feet prioprism tingling or lack of feeling in upper or lower limbs
Signs of life may include:	breathing consciousness movement
Basic life support protocols include:	Australian resuscitation council guidelines
Likely causes of unconsciousness that may suggest a spinal injury may include:	diving accident fall from a height industrial accident motor vehicle accident severe penetrating wounds (impaled, gunshot) significant blow to the head sporting accident
Hazards may include:	fire traffic water
Transport may include:	carrying casualty using a vehicle
Equipment may include:	cervical collars scoop stretchers spine boards and strapping stokes baskets
Monitoring casualty may include:	Assessing vital signs such as: level of consciousness breathing rate pulse rate skin colour and temperature Remaining with casualty
Details may include:	casualty injuries treatment provided
Assistance may include:	carrying casualty performing cardiopulmonary resuscitation (CPR)

Unit Sector(s)

Not applicable.

PUAOPE010C Operate an automated external defibrillator in an emergency

Modification History

Release	TP version	Comments
3	PUA12 V2.1	Editorial changes.
2	PUA12 V1	Layout adjusted.
1	PUA00 V8.1	Primary release on TGA.

Unit Descriptor

This unit covers the competency required to operate an automated external defibrillator (AED) to defibrillate a casualty in an emergency situation.

This unit includes advanced techniques for management of the administration of an AED in line with the requirements of the Australian Resuscitation Council and State and Territory regulatory bodies. The unit also involves working with personnel who are engaged in the resuscitation of the casualty.

Cardio pulmonary resuscitation is covered in the prerequisite unit PUAEME001B Provide emergency care.

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

Application of the Unit

The application of this unit in the workplace covers administration of an AED according to a medically endorsed protocol, working with or without other personnel while engaged in the resuscitation of a casualty.

The unit is typically relevant for personnel from emergency services and/or volunteer organisations or organisations that provide a medically supervised first aid service.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

PUAEME001B Provide emergency care

OR

HLTFA211A Provide basic emergency life support

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 required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the Range Statement. Assessment of performance is to be consistent with the Evidence Guide.

Elements and Performance Criteria

ELEMENT	PERFORMANCE CRITERIA
1. Assess casualty and develop management plan	1.1 Hazards are identified, minimised and if possible removed, in accordance with state/territory regulatory requirements 1.2 Casualty is reassured and positioned in a suitable position 1.3 Evaluation of signs and symptoms is undertaken to determine the casualty's condition 1.4 Casualty's condition is analysed to determine treatment requirements 1.5 Management plan is developed based on the results of the casualty assessment and the availability of equipment 1.6 Medical aid is arranged as soon as possible, consistent with maintaining casualty safety
2. Check equipment	2.1 Pre-use check of safety and potential effectiveness of equipment is undertaken in accordance with operating procedures, Australian Standards and regulatory requirements 2.2 Minor faults are diagnosed and repairs are carried out to restore equipment to working order in accordance with organisational procedures 2.3 Faults and defects are reported/recorded in accordance with organisational procedures
3. Attach and operate equipment	3.1 Equipment is set up in accordance with manufacturer's instructions 3.2 AED is attached and operated as per manufacturer's guidelines and safety procedures 3.3 Work is undertaken cooperatively with person conducting resuscitation techniques
4. Recover and restore equipment	4.1 Equipment is cleaned, discarded or disinfected, restocked and/or replenished in accordance with organisational procedures and manufacturer's guidelines 4.2 Equipment is charged, stored and safeguarded against damage or loss in accordance with organisational procedures 4.3 Reports are completed and submitted to appropriate personnel

Required Skills and Knowledge

This describes the essential skills and knowledge and their level, required for this unit.
Required Skills
communicate effectively manage self and own work manage time participate as a team member use resuscitation equipment and techniques
Required Knowledge
Australian Resuscitation Council standards circulatory system common cardiac rhythms defibrillation safety duty of care effective adherence of pads electrical action of the heart management of COAD/CAL casualties mechanical action of the heart organisational procedures for cleaning and discarding equipment in terms of environmental management and sustainability positioning of electrodes pads precautions for safe storage and handling of defibrillator resuscitation and kits - specifications principles of operation and troubleshooting relevant Australian Standards relevant state/territory legislative and regulatory requirements respiratory system roles and responsibilities of team members SAED basic operations safety precautions shock delivery protocols shockable rhythms techniques for maintenance and battery changes verbal and non-verbal communication techniques

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 competency in this unit	Assessment must confirm the ability to: apply safe work practices while using an AED manage the situation in a calm and orderly manner and to take every action to ensure the safety and comfort of the casualty. Consistency in performance Competency should be demonstrated over time across a range of emergency situations.
Context of and specific resources for assessment	Context of assessment Competency should be assessed in a simulated emergency situation. Simulation should recreate realistic emergency situations in which the individual is exposed to the full range of hazards and is placed under the same pressures and timelines associated with operating a an AED in an emergency situation. Specific resources for assessment Access is required to: defibrillation equipment/kit appropriate resuscitation manikin suitable site or training area to simulate an emergency situation
Method of assessment	In a public safety environment assessment is usually conducted via direct observation in a training environment or in the workplace via subject matter supervision and/or mentoring, which is typically recorded in a competency workbook. Assessment is completed using appropriately qualified assessors who select the most appropriate method of assessment. Assessment may occur in an operational environment or in an industry-approved simulated work environment. Forms of assessment that are typically used include: direct observation interviewing the candidate journals and workplace documentation third party reports from supervisors written or oral questions

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 in the Performance Criteria is detailed below.
Hazards include:	contact with patient during defibrillation conductive surfaces (water, fluids, metal) explosive environments (oxygen, gases, fumes) unstable environment
Regulatory requirements may include:	Australian Resuscitation Council requirements relevant state/territory regulatory requirements
Casualties may include:	adults children over 8 years old/25 kg
Signs and symptoms may include:	casualty history details of incident medical history physical appearance vital signs
Equipment may include:	gauze wipes gloves razors resuscitation masks SAED equipment used for delivery of external defibrillation shears spare AED pads spare battery
Pre-use check may include:	battery life environmental factors that affect operation existence of suitable prominent warnings about precautions to be observed for damage or malfunctions pad use by date to replenish and/or restore
Reporting/recording faults and defects may include:	filling out and processing standard forms verbal communication

Unit Sector(s)

Not applicable.

SFICOMP205B Communicate effectively in cross-cultural environments

Modification History

Not Applicable

Unit Descriptor

Unit descriptor	This unit of competency involves interacting with confidence with those from cultures different to one's own using culturally appropriate verbal and non-verbal communications. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Application of the Unit

Application of the unit

Licensing/Regulatory Information

Refer to Unit Descriptor

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. Use verbal and non-verbal communication in a culturally sensitive manner	1.1. Cultural differences of the client are identified. 1.2. A rapport with the client is established to facilitate further conversation. 1.3. Conventions of conversation and language patterns are respected. 1.4. Language and concepts used are appropriate to the client. 1.5. Gestures and non-verbal communication used are appropriate. 1.6. Dress and attitude are appropriate for client interaction.
2. Interact with clients in a culturally appropriate way	2.1. Strategies for developing effective cross-cultural relationships are used. 2.2. Barriers to effective cross-cultural communication are identified and addressed to maintain effective relationships. 2.3. Strategies for resolving differences or misunderstandings are used. 2.4. Resources to facilitate effective communication within the workplace are identified and used. 2.5. Compliance requirements are based on culturally appropriate practices.

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for this unit.
Required skills
demonstrating respect for people and their culture identifying culturally-safe work practices making and maintaining cross-cultural relationships using verbal and non-verbal communication techniques to sensitively and respectfully communicate in a cross-cultural context. Literacy skills used for: illustrating compliance requirements.
Required knowledge
differences between cultures, particularly the cultures of Aboriginal and Torres Strait Islander people and others fundamental patterns of cultural difference, including: approaches to completing tasks approaches to knowing attitudes to conflict attitudes to disclosure communication styles decision-making styles interpreter resources legislation and policies relevant to access and equity that may include: commonwealth, state or territory legislation community standards and regulations industry codes of practice organisational policies, procedures and practices past and present power relations and their impact on the workplace racism and discrimination and laws pertaining to these issues understanding words and actions of people from differing backgrounds: non-verbal communication conventions verbal communication 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 evidence required to demonstrate competence in this unit	Assessment must confirm the ability to: communicate effectively and sensitively within a cross-cultural context. Assessment must confirm knowledge of: cultural differences and their impact on the appropriate use of verbal and non-verbal communication barriers to effective cross-cultural communication.
Context of and specific resources for assessment	Assessment is to be conducted at the workplace or in a simulated work environment. Evidence of competency may be gathered over time and from a range of actual or simulated situations. Resources may include: agency policies and procedures.
Method of assessment	The following assessment methods are suggested: role-play or simulation observation of practical demonstration scenarios or case studies written or oral short-answer testing.
Guidance information for assessment	This unit may be assessed holistically with other units within a qualification.

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 may include:	gender specific gestures signs verbal and non-verbal written.
Cultural differences may include:	interpersonal approach perceived authority priorities responsibilities terms of reference thinking and learning styles values and beliefs.
Conventions of conversation may include:	affirmation assertiveness eye contact questioning techniques time orientation use of names.
Strategies for developing effective cross-cultural communication may include:	general guidelines and standards for approaching specific tasks and issues mutual respect relevant concepts and information presented using: diagrams flow charts graphs interactive multimedia pictures tables video camera images visual or iconic representations workplace induction programs.
Barriers to effective cross-cultural communication may include:	assumptions power imbalance racist and prejudiced attitudes socioeconomic stereotypes and generalisations structural.
Strategies for resolving differences may include:	mediation negotiation of culturally appropriate guidelines workplace codes of practice.
Resources may include:	people identified with appropriate cross-cultural knowledge reference groups workplace designed to accommodate cultural needs workplace policies and procedures.

Unit Sector(s)

Unit sector	Fisheries compliance

Co-requisite units

Co-requisite units

Competency field

Competency field

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

SIRXINV005A Control inventory

Modification History

The version details of this endorsed unit are in the table below. The latest information is at the top.

Release	Comments
Second Release	Editorial updates

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to control inventory in a retail environment. It involves managing receipt, dispatch and storage of merchandise, and managing stock control.

Application of the Unit

This unit applies to team members at a supervisory level who plan, coordinate and implement activities associated with the receipt, dispatch, storage and movement of merchandise. This includes observing maintenance procedures for storage areas and equipment, according to store policy and procedures and relevant legislation.

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. Manage receipt, dispatch and storage of merchandise.	1.1.Receive, dispatch and store merchandise according to store policy and procedures. 1.2.Determine cost-effective and efficient methods for goods movement according to store policy. 1.3.Implement maintenance procedures for storage areas and equipment according to store policy.
2. Manage stock control.	2.1.Implement store policy and procedures in regard to stock control and inventories. 2.2.Establish and implement store procedures to monitor and control stock levels. 2.3.Maintain budgeted stock levels. 2.4.Establish and implement stocktaking procedures. 2.5.Establish and implement contingency plans in regard to stock delivery times. 2.6.Document and prepare accurate reports on stock inventories.

Required Skills and Knowledge

This section describes the essential skills and knowledge and their level, required for this unit.
Required skills
technical skills to use electronic recording equipment time management skills to maintain stock levels according to store policy and procedure requirements literacy and numeracy skills to: maintain stock control reports and documentation process orders maintain delivery and supply records maintain stock distribution records maintain stock recording systems analyse data prepare and present reports
Required knowledge
store policy and procedures in regard to: receipt of goods from suppliers dispatch of goods shrinkage prevention waste controls safety controls secure storage in an appropriate environment equipment used to move stock store systems and equipment for stock recording and control inventory control storage security licensing requirements for operating moving equipment (if applicable) relevant legislation and statutory requirements relevant industry codes of practice Work Health and Safety (WHS) legislation and codes of practice

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 competency in this unit	Evidence of the following is essential: plans, coordinates and implements activities associated with receipt, dispatch, storage and movement of merchandise according to store policy and procedures, including OHS policies and guidelines implements maintenance procedures for storage areas and equipment according to store policy plans, coordinates and implements activities associated with stock control, including: monitoring and controlling stock levels establishing and maintaining stocktaking procedures documenting and reporting on inventories according to store policy and procedures.
Context of and specific resources for assessment	Assessment must ensure access to: a retail work environment relevant documentation, such as: store policy and procedures on inventory control legislation and statutory requirements industry codes of practice WHS legislation and codes of practice access to: a stock control system stock control equipment a team.
Methods 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 written or verbal questioning to assess knowledge and understanding 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.

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 in the performance criteria is detailed below.
Store policy and procedures in regard to:	receipt of goods from suppliers dispatch of goods shrinkage prevention waste controls safety controls secure storage stock control and inventories.
Equipment may include:	electronic bar coding equipment weighing machines thermometers climate control cold storage units storage fixtures trolley return equipment portable data entry cutting equipment protective clothing.
Stock control may include:	stocktaking monitoring stock levels cyclical counts minimisation of out-of-date stock quality control.
Contingency plans may include:	breakdowns delays floods breakages.
Reports may include:	business documents informal reports stocktake reports.

Unit Sector(s)

Cross-Sector

Competency field

Inventory

SIRXINV404 Manage retail merchandise

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	New unit incorporating some content from SIRXINV004A Buy merchandise.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to conduct market analyses, plan merchandise ranges, procure and rationalise stock, and implement staff merchandise training to maximise profit in a changing retail environment.

Application of the Unit

This unit applies to store and department managers with responsibility for managing the range and quality of merchandise offered, and creating opportunities to improve sales while maximising profits.

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. Analyse market.	1.1.Identify and analyse store merchandise and marketing policy and procedures to confirm current market position. 1.2.Monitor customer requirements formally and informally in order to evaluate market trends and customer needs. 1.3.Research new products to clarify demand and fit with current market position. 1.4.Identify and evaluate opportunities to adjust merchandise range to improve sales. 1.5.Monitor merchandise range to identify the demand for individual items and seasonal variations. 1.6.Monitor market competition to identify and evaluate changes to merchandise range. 1.7.Measure, analyse and report on existing and potential stock loss and dissipation and their impact on business operations. 1.8.Analyse store or department sales figures to determine contribution rates of different product lines. 1.9.Determine store or department space requirements and brand product mix according to store policy. 1.10.Determine future directions for merchandise ranges according to store policy.
2. Analyse factors affecting stock levels and range requirements.	2.1.Measure, analyse and report on existing and potential stock loss and dissipation and their impact on business operations. 2.2.Analyse store or department sales figures to determine contribution rates of different product lines. 2.3.Determine store or department space requirements and brand product mix according to store policy. 2.4.Determine future directions for merchandise ranges according to store policy.
3. Plan merchandise ranges.	3.1.Develop and implement buying plan, according to outcomes of analysis and store policy. 3.2.Liaise with relevant personnel to coordinate promotional and marketing activities. 3.3.Determine investment levels with reference to previous years’ sales figures, predicted demand and projected gross profit. 3.4.Identify and implement strategies to improve contribution of different product lines to overall sales. 3.5.Determine required stock levels according to peak seasons, special events and supplier lead time. 3.6.Analyse, evaluate and amend merchandise range and sources of supply according to feedback from management, staff and customers.
4. Introduce product ranges.	4.1.Inform relevant personnel of new product ranges and advise on preferred location of merchandise. 4.2.Implement staff training in product knowledge to introduce product range. 4.3.Demonstrate or display new ranges to staff, according to store merchandising plan.
5. Maximise profit.	5.1.Calculate or estimate individual product range contributions against budget and targets. 5.2.Develop and implement product range assessment checks against budget and targets. 5.3.Calculate or estimate overall selling space contributions according to store merchandising plan. 5.4.Determine store pricing policies according to stated net profit margin in store merchandising plan and consumer law.
6. Rationalise stock.	6.1.Review and update stock range at regular intervals. 6.2.Identify stock lines to be deleted and take action to minimise adverse effect on profit. 6.3.Consolidate stock as required to maximise sales potential.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
analytical skills to evaluate and analyse: market trends and projections sales figures and investment levels space requirement communication and interpersonal skills to: ask questions to identify and confirm requirements establish supplier relationships and negotiate supply of goods give instructions liaise with relevant personnel provide feedback and coaching through clear and direct communication provide information and training on product range use and interpret non-verbal communication use language and concepts appropriate to cultural differences literacy and numeracy skills to: analyse stock figures calculate and estimate product range contributions develop pricing policies technology skills to use and apply technology, including electronic data interchange (EDI)
Required knowledge
store policy and procedures in regard to: buying current and future stock inventory levels marketing profit margins quality control stock location and allocated areas industry and store information, including: channels of distribution existing and possible new suppliers market competition market needs pricing procedures, including GST requirements range of merchandise available product knowledge relevant legislation, statutory requirements and codes of practice relating to the retail industry

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: applies store policy and procedures, industry codes of practice, statutory requirements and regulations in regard to buying, merchandising and marketing practices demonstrates planning, procurement and rationalisation of stock and merchandise ranges interprets market trends and applies them to the store situation to create opportunities to improve sales, while maximising profits trains and communicates information to and from staff or team members in regard to stock, merchandise and service range.
Context of and specific resources for assessment	Assessment must ensure access to: a retail work environment, including existing merchandise ranges relevant store systems, information and documentation, including: stock management system store or department sales figures merchandise budget information merchandising and marketing policies merchandising plan, including space allocation data merchandise and supplier data sales staff.
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 customer feedback written or verbal questioning to assess knowledge and understanding 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.

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 merchandise and marketing policies may include:	current market position store culture target market.
Customer requirements may be monitored by:	observation questionnaires surveys.
Merchandise range may include:	existing stock new stock.
Impact on business operations may include:	budgeting buying ordering patterns planning.
Relevant personnel may include:	frontline staff relevant managers specialist staff supervisors team leaders.
Feedback may be sought and given:	in groups or individually verbally or in writing.
Staff training may include:	off-the-job one-on-one coaching on-the-job any combination of the above.
Staff may include:	fulltime, part-time, casual or contract staff people from a range of social, cultural and ethnic backgrounds people with varying degrees of language and literacy levels.
Stock lines may be deleted due to:	changes in store policy and culture customer requirements fashion trends problems with supply product availability sales performance.
Consolidation of stock may include:	movement of stock between departments or stores.

Unit Sector(s)

Cross-Sector

Competency Field

Inventory

SIRXMER201 Merchandise products

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 SIRXMER001A Merchandise products.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to merchandise products within a retail store. It involves the consistent application of store policies and procedures in regard to displaying, merchandising, ticketing, labelling, pricing and storing stock. It also includes the application of correct manual handling, storage and display techniques according to stock characteristics, industry codes of practice, and relevant legislation.

Application of the Unit

This unit applies to frontline retail 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. Place and arrange merchandise.	1.1.Unpack merchandise according to store policy and procedures and legislative requirements. 1.2.Place merchandise on floor, fixtures and shelves in determined locations according to work health and safety (WHS) legislative requirements. 1.3.Display merchandise to achieve a balanced, fully-stocked appearance and promote sales. 1.4.Identify damaged, soiled or out-of-date stock and take corrective action as required according to store procedures. 1.5.Place stock range in line with fixtures, ticketing, prices and bar codes. 1.6.Rotate stock according to stock requirements and store procedure. 1.7.Ensure stock presentation conforms to special handling techniques and other safety requirements.
2. Prepare and apply labels and tickets.	2.1.Prepare labels and tickets for window, wall or floor displays according to store policy. 2.2.Prepare tickets using electronic equipment or neatly by hand according to design specifications and store procedures. 2.3.Identify soiled, damaged, illegible or incorrect labels and tickets and take corrective action according to store procedures. 2.4.Use, maintain and store electronic ticketing and labelling equipment according to manufacturer’s instructions and store procedures. 2.5.Place labels and tickets visibly and correctly on merchandise. 2.6.Replace labels and tickets according to store policy.
3. Maintain displays.	3.1.Reset or dismantle unsuitable or out-of-date displays and special promotion areas as directed. 3.2.Assist supervisor in selection of merchandise for display. 3.3.Arrange and face up merchandise as directed and according to layout specifications and load-bearing capacity of fixtures. 3.4.Maintain correct pricing and information on merchandise according to store procedures, industry codes of practice and legislative requirements. 3.5.Identify optimum stock levels and replenish stock according to store policy. 3.6.Remove excess packaging and maintain display areas in a clean and tidy condition.
4. Protect merchandise.	4.1.Identify and apply correct handling, storage and display techniques according to stock characteristics and legislative requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
literacy and numeracy skills to: prepare machine or manual labels and tickets read and interpret store procedures and guidelines read and interpret manufacturer instructions self-management skills to complete tasks in a set timeframe technology skills to operate and maintain manual and electronic labelling and ticketing equipment
Required knowledge
store policies and procedures in regard to: availability and use of display materials correct storage of stock correct storage procedures for labelling and ticketing equipment and materials location of display areas merchandise range merchandising, ticketing and pricing of stock scheduling for building or rotating displays stock replenishment stock rotation store promotional themes, including advertising, catalogues and special offers correct manual handling techniques for protection of self and merchandise principles of display elements and principles of design and trends in retail design relevant WHS regulations, including: manual handling hygiene and sanitation hazardous substances labelling of workplace substances relevant legislation and statutory requirements relating to merchandising product pricing procedures, including inclusion and exclusion of GST relevant industry codes of practice relating to merchandising product

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: applies store policies and procedures and legislative requirements in regard to displaying, merchandising, ticketing, pricing and storing stock displays merchandise on floor, fixtures, shelves and display areas, in determined locations, according to special manual handling techniques and other safety requirements prepares display labels and price tickets for merchandise with regard to store policies and procedures operates, maintains and stores a range of ticketing equipment according to: store policy and procedures industry codes of practice manufacturer instructions and design specifications identifies damaged, soiled or out-of-date stock and takes corrective action as required by store procedures and legislative requirements maintains display areas and replenishes stock as required according to store procedures and legislative requirements performs correct manual handling, storage and display techniques.
Context of and specific resources for assessment	Assessment must ensure access to: a real or simulated retail work environment a range of ticketing and pricing equipment merchandise for display display materials and props cleaning materials relevant documentation, such as: store policy and procedure manuals on housekeeping, merchandising and WHS manufacturer instructions and operation manuals for electronic ticketing equipment relevant legislation and industry codes of practice.
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 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: SIRXSLS201 Sell products and services SIRXSLS002A Advise on products and services.

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.
Merchandise may be characterised by:	type brand size customer needs colour price.
Store policy and procedures in regard to:	merchandising of stock preparing and displaying labels and tickets maintaining displays.
Legislative requirements may include:	pricing requirements, including GST requirements industry codes of practice discounted items Australian Consumer law.
Display may include:	setting new displays maintaining existing displays.
Handling techniques may vary according to:	stock characteristics store policy legislative requirements industry codes of practice.
Safety requirements may relate to:	transport, storage and handling of goods hazardous substances labelling of workplace substances.
Preparation of labels and tickets may involve:	pricing gun shelf tickets shelf talkers written labels swing ticketing bar coding price boards header boards.
Special promotion areas may be:	permanent or temporary interior or exterior publicly accessible windows shelves wall fixtures on floor.

Unit Sector(s)

Cross-Sector

Competency Field

Merchandising

SIRXMER303 Coordinate merchandise presentation

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 SIRXMER002A Coordinate merchandise presentation.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to apply knowledge of store merchandising and pricing policy and standards to support and coordinate relevant frontline staff members and ensure that they arrange, present and label or price merchandise according to store requirements.

It also involves informing staff of store merchandise presentation requirements for sales, promotions and special events, and providing feedback to management in regard to improvement of store marketing and promotional activities.

Application of the Unit

This unit applies to frontline visual merchandisers who supervise sales and other staff implementing and maintaining displays according to store merchandising standards.

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. Instruct and coordinate staff.	1.1.Communicate and demonstrate store display standards and requirements to staff. 1.2.Identify occurrence and timing of promotions and special events and inform staff. 1.3.Identify items to be advertised or promoted, according to store merchandising policy and inform staff. 1.4.Identify appropriate timing for dismantling and disposing of displays and inform staff.
2. Supervise construction and maintenance of presentations.	2.1.Plan and coordinate promotions and special events as directed by management. 2.2.Plan and supervise construction and maintenance of displays in order to achieve balance and visual impact. 2.3.Ensure product or service display information accurately depicts product or service being promoted. 2.4.Ensure displays are completed according to required time schedule, with minimum disruption to customer service and traffic flow. 2.5.Ensure displays are constructed and maintained in a safe and secure manner. 2.6.Regularly monitor replenishment of merchandise and rotation of stock on store displays and take action as required.
3. Implement merchandise pricing.	3.1.Implement store policy and procedures in regard to pricing and ticketing. 3.2.Identify current prices for products and services and amend according to store policy. 3.3.Inform team members of price changes and current pricing policies.
4. Review merchandise presentations.	4.1.Evaluate promotions or special events against sales turnover and store presentation standards. 4.2.Evaluate merchandise presentation against sales turnover and store presentation standards. 4.3.Provide management with feedback in regard to improvement of store marketing and promotional activities.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication and interpersonal skills to: give instructions provide feedback to management through clear and direct communication provide information to staff share information use and interpret non-verbal communication use language and concepts appropriate to cultural differences literacy and numeracy skills to: prepare machine or manual labels and tickets present and price merchandise read and interpret store policies and procedures observation skills to assess display and presentation compliance with visual merchandising standards technology skills to operate and maintain electronic labelling and ticketing equipment team leadership skills to: instruct and support staff supervise staff activities
Required knowledge
availability and use of materials correct storage procedures for labelling and ticketing equipment and materials load-bearing capacity of fixtures and display areas location of display areas manufacturer specifications for the use of electronic labelling and ticketing equipment occurrence and timing of store promotions, including advertising, catalogues and special offers pricing procedures, including GST requirements principles and techniques of interpersonal communication skills principles of display and design procedure for accessing information and implementing price changes relevant industry codes of practice relating to coordinating merchandise presentation relevant legislation and statutory requirements relating to coordinating merchandise presentation, including Australian Consumer Law relevant work health and safety (WHS) legislation and codes of practice store policies and procedures in regard to: efficient use of resources merchandise range merchandising, pricing and ticketing minimum stock levels required stock rotation and replenishment storage of stock store promotional themes

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: implements and instructs staff regarding store display, merchandising, ticketing and pricing policies and procedures coordinates and monitors display, promotion and presentation of merchandise according to store policies and procedures and legislative requirements identifies products to be advertised or promoted according to store merchandising policies coordinates construction and maintenance of displays within time schedule set in regard to advertising, catalogues, special offers and in-store promotions in a safe and secure manner informs staff of pricing policies, promotions, special events, display standards and requirements, and timing for dismantling and disposing of displays evaluates and reports effectiveness of store merchandising and promotional activities to management and staff as required by store policies and procedures.
Context of and specific resources for assessment	Assessment must ensure access to: a real or simulated retail work environment pricing and ticketing equipment merchandise for display display materials and props relevant documentation, such as: store policy and procedures manuals on merchandising WHS requirements manufacturer instructions and operation manuals on electronic ticketing equipment legislation and statutory requirements industry codes of practice a work team.
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 answers to questions about specific skills and knowledge.
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.
Display standards and requirements may include:	maintaining existing displays safety setting up new displays ticketing and display signage.
Staff may be:	from a range of social, cultural and ethnic backgrounds from within or outside own work team fulltime, part-time, casual or contract.
Displays may be located in a variety of areas, including:	fixtures on floor interior or exterior permanent or temporary publicly accessible areas shelves walls windows.
Display information may include:	discount information price product brand special guarantees product characteristics, such as: size weight capacity materials.
Customers may include:	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.

Unit Sector(s)

Cross-Sector

Competency Field

Merchandising

SIRXMER405 Manage store presentation and pricing

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 SIRXMER004A Manage store presentation and pricing.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to apply knowledge of store merchandising to plan and manage store promotions, and manage store pricing policies and housekeeping. It includes interpreting and complying with store layout and visual merchandising policies, developing and implementing procedures to manage merchandise pricing, and managing all aspects of store housekeeping, including contingency procedures.

Application of the Unit

This unit applies to frontline retail managers.

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. Manage store merchandising.	1.1.Define standards for visual presentations and displays and clearly communicate to all staff. 1.2.Ensure store layout and presentation support market position and promote customer flow, according to store visual merchandising policies and plans. 1.3.Develop and implement layout assessment checks and provide feedback to staff. 1.4.Consult floor staff to assess customer response to space allocations.
2. Manage housekeeping.	2.1.Develop and implement store policies and procedures in regard to store housekeeping and maintenance. 2.2.Develop and manage rosters or schedules, ensuring store housekeeping standards are monitored and maintained. 2.3.Initiate contingency plan in the event of merchandise or store presentation problems.
3. Manage store pricing policies.	3.1.Maintain store pricing according to organisation pricing policies and procedures in regard to pricing. 3.2.Maintain accurate information on pricing trends and changes and communicate to relevant staff. 3.3.Develop and implement procedures for pricing according to store policies and legislative requirements.
4. Plan and manage store promotions.	4.1.Manage and implement store policies and procedures in regard to store promotional activities. 4.2.Organise activities in line with anticipated or researched customer requirements. 4.3.Manage promotions in order to achieve maximum customer impact. 4.4.Negotiate arrangements with suppliers in regard to special promotional activities. 4.5.Coordinate store activities to complement complex promotions of shopping centre or retail operation. 4.6.Develop and implement assessment checks to measure effectiveness of promotions. 4.7.Document and report on promotional activities.

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 communicate store standards and expectations to staff consult floor staff negotiate arrangements with suppliers, through clear and direct communication use and interpret non-verbal communication use language and concepts appropriate to cultural differences literacy skills to: document results prepare reports prepare rosters research, analyse and interpret a broad range of written material planning and organising skills to develop rosters team leadership skills to: coordinate staff activities develop and implement procedures provide feedback on performance
Required knowledge
pricing procedures, including GST requirements relevant industry codes of practice relating to managing store presentations and pricing relevant legislation and statutory requirements relating to managing store presentations and pricing, including work health and safety (WHS) principles and techniques in: visual merchandising project management store policies and procedures in regard to: advertising and promotions customer demand and market trends housekeeping for premises, fittings, fixtures and equipment layout and presentation pricing or marking down of goods, including risk assessment product quality standards range and availability of new products and services store merchandise and service range store merchandising plan

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: assesses layout and presentation of merchandise against store visual merchandising policies and procedures assesses effectiveness of layout and presentation, according to sales targets and predetermined objectives collaboratively plans, coordinates and implements advertising and promotional activities according to store policies and procedures assesses and reports on effectiveness of advertising and promotions to staff and management according to store policies and procedures collaboratively plans, coordinates and implements pricing activities, according to store policies and procedures collaboratively plans, coordinates and implements housekeeping activities, according to store policies and procedures and WHS legislation, regulations and codes of practice.
Context of and specific resources for assessment	Assessment must ensure access to: a real or simulated retail visual merchandising work environment relevant documentation, such as: store policy and procedures manuals store merchandising plan legislation and statutory requirements WHS legislation, regulations and codes of practice a work team.
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 answers to questions about specific skills and knowledge.
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.
Visual merchandising policies and plans may include:	market research pricing policy seasonal lines store image store layout and space availability target market.
Store housekeeping and maintenance may include:	equipment fittings fixtures store premises.
Contingency plan may include:	blackout breakages break-in flood, storm or cyclone major spillages.
Organisation pricing policies and procedures may include:	end of season stock goods close to use-by date marking down of slow moving stock pricing policies, including GST requirements soiled or damaged goods.
Legislative requirements may include:	Australian consumer law and fair trading Acts.
Promotional activities may involve:	corporate or locally-based activities dealing with advertising agencies and consultants external and in-store activities.
Promotions may include:	advertising catalogues internet newspapers posters radio or television suppliers website.
Assessment may include:	customer response layout visual impact.

Unit Sector(s)

Cross-Sector

Competency Field

Merchandising

SIRXSLS002A Advise on products and services

Modification History

The version details of this endorsed unit are in the table below. The latest information is at the top.

Release	Comments
Second Release	Editorial updates

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to apply a depth of specialist or general product knowledge and a need for experience and skill in offering advice to customers.

Application of the Unit

This unit applies to team member who develop, maintain and convey detailed and specialised product knowledge to customers and other staff in accordance with store policy and relevant legislation. Specialist sales personnel undertake this function.

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

Elements	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. Develop product and service knowledge.	1.1.Develop and maintain product knowledge according to store policy and legislative requirements. 1.2.Convey product knowledge to other staff as required. 1.3.Research and apply comparisons between products and services. 1.4.Demonstrate knowledge of competitors’ product and service range and pricing structure.
2. Recommend specialised products or services.	2.1.Evaluate merchandise according to customer requirements. 2.2.Demonstrate features and benefits of products and services to customer to create a buying environment. 2.3.Apply detailed specialised knowledge of product to provide accurate advice to customers.

Required Skills and Knowledge

This section describes the essential skills and knowledge and their level, required for this unit.
Required skills
interpersonal skills to: convey product knowledge to staff apply knowledge to provide advice to customers handle difficult customers through clear and direct communication ask questions to identify and confirm requirements share information use language and concepts appropriate to cultural differences use and interpret non-verbal communication literacy skills in regard to: use a range of communication and electronic equipment access relevant product and service information interpret product information interpret store policies and procedures record information numeracy skills to: estimate and calculate costs relevant to pricing products
Required knowledge
specialised product knowledge, including: warranties benefits and features shelf life and useby date storage requirements ingredients or materials contained in product product and ingredient origins care and handling of products corresponding or complementary products and services stock availability store and industry manuals and documentation stock and merchandise range service range store policies and procedures including: procedures for taking orders pricing procedures, including GST requirements relevant legislation and statutory requirements and industry code of practice relating to the retail industry

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 competency in this unit	Evidence of the following is essential: consistently applies store policies and procedures and industry codes of practice in regard to customer service and selling products and services develops, maintains and conveys product knowledge to customers and other staff applies detailed and specialised product knowledge to provide accurate advice according to the needs of the customer.
Context of and specific resources for assessment	Assessment must ensure access to: a retail work environment a range of stock and merchandise relevant documentation, such as: price lists policy and procedures manuals a range of customers with different requirements a range of communication equipment.
Methods 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 in the workplace third-party reports from a supervisor 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.

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 in the performance criteria is detailed below.
Product knowledge may include:	brand options product features and benefits warranties safety features use-by dates handling and storage requirements stock availability price.
Product knowledge may be developed and maintained by:	accessing the internet attending product launches attending product seminars discussions with staff accessing product information booklets and pamphlets.
Store policy and procedures in regard to:	interaction with customers selling products and services.
Legislative requirements may include:	Trade Practices and Fair Trading Acts tobacco laws liquor laws lottery legislation industry codes of practice WHS sale of second-hand goods sale of X and R rated products trading hours transport, storage and handling of goods.
Staff may include:	full-time, part-time or casual under contract people with varying degrees of language and literacy people from a range of cultural, social and ethnic backgrounds people with a range of responsibilities and job descriptions.
Customer requirements may include:	specific brand sizing quality quantity price range usage.
Customers may include:	new or repeat contacts external and internal contacts customers with routine or special requests people from a range of social, cultural and ethnic backgrounds and with varying physical and mental abilities.
Pricing structure may include:	sales reductions pricing procedures, including GST requirements mark-downs.

Unit Sector(s)

Cross-Sector

Competency field

Sales

SIRXSLS201 Sell products and services

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 SIRXSLS001A Sell products and services.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to sell products and services in a retail environment.

It involves the use of sales techniques and encompasses key selling skills, from approaching the customer to closing the sale.

It requires a basic level of product knowledge and the recognition and demonstration of verbal and nonverbal communication skills to determine customer requirements, sell the benefits of products and services, overcome objections and close sales.

Personal evaluation is used to maximise sales, according to industry codes of practice, relevant legislation and store policy.

Application of the Unit

This unit applies to frontline sales 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. Develop and apply product knowledge.	1.1.Develop product knowledge by accessing relevant sources of information and confirm with relevant staff. 1.2.Apply knowledge of the use and application of relevant products and services in interactions with customers according to store policy and legislative requirements. 1.3.Identify gaps in product knowledge and resolve by accessing relevant sources of information.
2. Approach customer.	2.1.Identify customers by name where possible. 2.2.Develop knowledge of customer buying behaviour by accessing relevant sources of information. 2.3.Determine and apply appropriate timing of customer approach according to store policy and customer behaviour. 2.4.Initiate customer contact according to store policy. 2.5.Convey a positive impression to encourage customer interest according to store policy.
3. Gather and respond to information.	3.1.Apply questioning techniques and listening skills to determine customer buying motives and requirements. 3.2.Interpret and clarify non verbal communication cues. 3.3.Direct customer to specific merchandise according to customer requirements and store policy.
4. Sell benefits.	4.1.Match customer needs to appropriate products and services. 4.2.Communicate knowledge of product features and benefits clearly to customers. 4.3.Describe product use and safety requirements to customers. 4.4.Refer customers to appropriate product specialist as required. 4.5.Answer routine customer questions about merchandise accurately and honestly or refer to senior sales staff.
5. Overcome objections.	5.1.Identify and acknowledge customer objections according to store policy. 5.2.Categorise objections into price, time and merchandise characteristics and consider solutions. 5.3.Offer solutions to customer objections according to store policy. 5.4.Apply problem solving within personal scope of responsibilities to overcome customer objections or refer to senior staff.
6. Close sale.	6.1.Monitor, identify and respond appropriately to customer buying signals. 6.2.Encourage customer to make purchase decisions. 6.3.Select and apply appropriate method of closing sale.
7. Maximise sales opportunities.	7.1.Recognise and apply opportunities for making additional sales according to store policy. 7.2.Advise customer of complementary products or services according to customer’s identified need. 7.3.Review personal sales outcomes and consider strategies to maximise future sales in consultation with relevant staff.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication and interpersonal skills to: handle difficult customers verbal and nonverbal communication skills to: question, listen and observe overcome objections and close sale literacy and numeracy skills to: handle payments for goods read product information read store policies and procedures record information weigh and measure goods selling skills to use a range of selling techniques
Required knowledge
customer types and needs, including: customer behaviour and cues customer buying motives demographics, lifestyle and income individual and cultural differences types of customer needs, such as: functional psychological relevant industry codes of practice, legislation and statutory requirements relating to the sale of products and services selling techniques, including: add-ons and complementary sales closing techniques opening techniques overcoming customer objections recognising buying signals using strategies to focus customer on specific merchandise specific product knowledge for area or section store merchandise and service range store policies and procedures in regard to: allocated duties and responsibilities selling products and services and sales performance

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: applies product knowledge and uses appropriate sales approach to sell the benefits of products and services, overcome objections and close sales uses questioning, listening and observation skills to determine customer requirements applies store policies and procedures in regard to selling products and services maximises sales opportunities according to store policies and procedures applies industry codes of practice, relevant legislation and statutory requirements in regard to selling products and services evaluates personal sales performance to maximise future sales.
Context of and specific resources for assessment	Assessment must ensure access to: a real or simulated retail work environment relevant documentation, such as policy and procedures manuals a range of customers with different requirements a range of merchandise and products appropriate to the retail workplace product labels and sources of product information.
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 in the workplace 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.

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.
Product knowledge may include:	features and benefits handling and storage requirements price safety features stock availability use-by dates warranties.
Relevant sources of information may include:	demonstrations internet labels product profiles staff members store or supplier product manuals store tours videos.
Legislative requirements may include:	industry codes of practice liquor laws lottery legislation work health and safety (WHS) sale of second-hand goods sale of X and R-rated products tobacco laws Australian consumer law and fair trading Acts trading hours transport, storage and handling of goods.
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.
Routine customer questions may relate to:	availability features and benefits price and price reductions quality.
Problem solving may be affected by:	resource implications store policies and procedures.
Sales transactions may be completed:	face-to-face online over the telephone.

Unit Sector(s)

Cross-Sector

Competency Field

Sales

SIRXSLS304 Coordinate sales performance

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 SIRXSLS003A Coordinate sales performance.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to implement and monitor store policies and procedures and relevant legislation in relation to sales transactions, and to provide feedback to management and staff on sales performance in relation to sales targets and planning.

Application of the Unit

This unit applies to staff with managerial responsibility required to monitor store policies and procedures, and provide feedback to management in relation to sales targets and planning.

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. Implement sales policies and procedures.	1.1.Implement and monitor adherence to store policy and procedures and relevant legislation in regard to selling. 1.2.Implement and monitor store policy and procedures in regard to sales transactions. 1.3.Monitor team to ensure information is entered into point-of-sale equipment accurately. 1.4.Monitor team to ensure the efficient and safe handling of goods through point-of-sale areas. 1.5.Monitor team to ensure that products and services are matched to customer needs.
2. Provide feedback and coaching to improve implementation of sales policies and procedures.	2.1.Provide individual information and coach sales team members in store policy and procedures and relevant legislation in regard to selling. 2.2.Provide individual information and coach sales team members on the implementation of store policy and procedures in regard to sales transactions. 2.3.Provide support to team members to promote sales and service techniques.
3. Monitor achievement of sales targets.	3.1.Monitor and record individual and department sales targets according to store policy. 3.2.Monitor and record store sales results in line with sales targets and according to store policy. 3.3.Provide feedback to management and staff on sales performance in relation to sales targets and planning.

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 give instructions provide feedback, coaching and performance analysis through clear and direct communication share information use and interpret non-verbal communication use language and concepts appropriate to cultural differences literacy and numeracy skills to: analyse store, department and individual sales figures process and record information read store policy and procedures
Required knowledge
customer profiles factors that enhance sales performance location of store departments and importance of sales to store performance pricing procedures, including GST requirements principles and techniques of interpersonal communication relevant industry codes of practice relevant legislation and statutory requirements, including: work health and safety (WHS) requirements sustainability requirements stock control procedures store and department sales targets store merchandise and services store policies and procedures in regard to: allocated duties and responsibilities efficient use of resources internal and external customer contact selling products and services

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: applies store policies and procedures and industry codes of practice in regard to customer service and selling products and services implements and monitors store policies and procedures in relation to sales transactions, including noncash sales and variations to standard sales transactions provides information and coaching to sales team members to improve sales policy implementation monitors and provides feedback to management and staff on sales performance in relation to sales targets and planning.
Context of and specific resources for assessment	Assessment must ensure access to: a retail work environment relevant documentation, such as: policy and procedures manuals individual and department sales targets and results reporting proforma legislation and statutory requirements a sales team point-of-sale equipment 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 in the workplace 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.

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:	allocated duties and responsibilities efficient use of resources internal and external customer contact reporting sales transactions selling products and services.
Relevant legislation may include:	environmental and sustainability legislation industry codes of practice liquor laws lottery legislation WHS pricing procedures, including GST requirements sale of second-hand goods sale of X and R-rated products tobacco laws Australian consumer law and fair trading Acts trading hours transport, storage and handling of goods.
Selling may include:	face-to-face internet telephone.
Sales transactions may include:	cash cheque credit card EFTPOS gift voucher lay-by store card.
Team may include:	fulltime, part-time, casual or contract staff people from a range of cultural, social and ethnic people with varying degrees of language and literacy.
Handling techniques may vary according to:	industry codes of practice WHS stock characteristics.
Customers may include:	customers with routine or special requests internal or external contacts new or repeat contacts people from a range of social, cultural and ethnic backgrounds people with varying physical and mental abilities.
Feedback to management and staff may include:	business documents email financial reports informal meetings presentations records of store sales reports.

Unit Sector(s)

Cross-Sector

Competency field

Sales

SIRXSLS406 Manage sales and service delivery

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 SIRXSLS005A Manage sales and service delivery.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to monitor, maintain and improve sales and service delivery. It involves market research, developing new markets, and marketing products and services within the culture of the overall store policy.

The unit requires the team member to develop and maintain excellence in sales and service delivery by ensuring the provision of a wellresourced working environment for fellow staff. The team member is required to proactively pursue the continuous improvement of operations by seeking, evaluating and reporting feedback from customers and colleagues on sales and service delivery and working conditions; and locating and negotiating adequate supply of stock and other necessary resources according to store policy.

Application of the Unit

This unit applies to staff with managerial responsibility.

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. Establish and respond to customer requirements.	1.1.Plan and develop strategies to enhance provision of customer service according to store policy. 1.2.Research and analyse customer needs in regard to local geographic and cultural issues. 1.3.Resolve customer complaints referred by staff, according to store policy. 1.4.Monitor sales and service targets and plans to ensure that customer requirements are met, and take appropriate remedial action if required. 1.5.Encourage staff to take responsibility for meeting customer requirements. 1.6.Seek and use feedback from customers to improve future operations.
2. Monitor, maintain and improve sales and service delivery.	2.1.Implement, communicate and review policies and procedures for sales and service delivery on a regular basis. 2.2.Maintain adequate resource allocation for client service provision in line with store policy and procedures. 2.3.Ensure sales and service targets and plans are consistent with quality and functional specifications. 2.4.Communicate sales and service targets and plans to relevant personnel according to implementation schedules. 2.5.Provide feedback to staff on operations and outcomes. 2.6.Take corrective measures to minimise factors that may cause disruption to operations. 2.7.Monitor and evaluate effectiveness of corrective actions for future operational planning. 2.8.Ensure current and accurate records on sales are available to authorised personnel. 2.9.Interpret and act on relevant reports as required.
3. Negotiate supply of goods.	3.1.Negotiate and implement arrangements with suppliers, according to store policies and procedures, and communicate to relevant personnel. 3.2.Authorise and communicate special pricing arrangements and customer payment agreements to relevant staff and management personnel according to store policy. 3.3.Monitor records of suppliers and stock for accuracy and legibility and take appropriate action where necessary. 3.4.Identify and communicate market factors affecting supply to relevant personnel. 3.5.Convey complete and accurate records of negotiations and agreements to appropriate personnel within designated time limits. 3.6.Take immediate corrective action where potential or actual problems with supply are indicated. 3.7.Identify and develop new suppliers to maintain and improve sales and service delivery.
4. Provide productive work environment.	4.1.Establish and maintain a sufficient supply of resources of the necessary quantity and quality to meet customer requirements. 4.2.Regulate and monitor access to and use of resources for maximum efficiency and sustainability. 4.3.Maintain staff working conditions to meet requirements of relevant legislation and store policy. 4.4.Ensure that maintenance frequency and use of equipment conform to recommended schedules and procedures. 4.5.Replace, repair or adapt resources that do not meet requirements as soon as practicable and with minimum disruption to work activity. 4.6.Communicate recommendations for improving conditions to relevant personnel within designated timeframe. 4.7.Maintain complete, accurate records and make them available to authorised personnel.

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 communicate with staff through clear and direct communication negotiate with suppliers and customers present information share information use and interpret non-verbal communication use language and concepts appropriate to cultural differences literacy and numeracy skills to: calculate costs and pricing arrangements document results estimate volume interpret and maintain data prepare reports research, analyse and interpret a broad range of written material technical skills to use new technology
Required knowledge
customer demand and market trends principles and techniques for: interpersonal communication purchasing and supply specifications stock control product quality standards range and availability of new products and services, especially those with enhanced sustainability features relevant industry codes of practice applicable to the sales environment relevant legislation and statutory requirements, including work health and safety (WHS) requirements applicable to the sales environment store merchandise and service range store merchandising plan store policies and procedures in regard to: efficient and sustainable use of resources pricing procedures, including GST requirements quality assurance and control sales and service delivery stock maintenance and control supply specifications

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: maintains, monitors and evaluates sales and service delivery communicates sales and service targets and plans and provides feedback on operations and outcomes to relevant personnel according to store policy proactively improves sales and service delivery operations interprets and maintains data on sales and services delivery negotiates and arranges supply of goods according to store policy and procedures authorises pricing and payment agreements according to store policy and procedures maintains, monitors and evaluates supply of stock.
Context of and specific resources for assessment	Assessment must ensure access to: a retail work environment relevant documentation, such as: policy and procedures manuals sales and service delivery targets and plans records of sales and service legislation and statutory requirements industry codes of practice WHS legislation and codes of practice suppliers a team.
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 in the workplace customer feedback research report written or verbal questioning to assess knowledge and understanding review of portfolios of evidence and thirdparty workplace reports of onthejob performance.
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.
Methods used to analyse customer needs may be:	qualitative quantitative.
Customer 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.
Staff may include:	fulltime, parttime, casual or contract staff people from a range of social, cultural and ethnic backgrounds people with varying degrees of language and literacy levels.
Policies and procedures for sales and service delivery may involve:	customer complaints customer service and sales training service standards staff induction staff presentation.
Resource may include:	equipment and technology finances materials people time.
Store policy and procedures in regard to:	interaction with customers interaction with other team members WHS quality assurance and control acquisition and sale of products and services.
Specifications may include:	customer agreements operational means for meeting agreements specific functional duties within the organisation.
Relevant personnel may include:	managers members of own or other work teams supervisors.
Feedback may be sought and given:	in groups in writing individually verbally.
Factors that may cause disruption to operations may include:	operational resources quality of materials supply.
Records may be:	electronic hard copy.
Techniques used to negotiate with suppliers may include:	correspondence email face-to-face contact meetings telephone.
Arrangements with suppliers may relate to:	credit levels delivery partnerships and exclusivity pricing.
Sources of supply may include:	external organisations internal departments and teams internal and external personnel.
Problems with supply may involve:	cost coverage or content quality quantity time schedules or scales.
Relevant legislation may include:	equal employment opportunity and antidiscrimination laws federal, state and local legislation WHS.
Recommendations may be communicated to:	colleagues, specialists, staff from other departments external organisations with a health, safety or environmental responsibility government bodies higherlevel managers subordinates.

Unit Sector(s)

Cross Sector

Competency Field

Sales

SISCAQU001 Test pool water quality

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to conduct pool water tests, record test results and make visual ongoing checks.

This unit applies to those working as pool attendants or aquatic operators in aquatic environments, such as council or commercially operated aquatic and leisure centres. Work is performed according to public health regulatory requirements, organisational policies and procedures, and relevant legislation.

Work may be carried out under supervision or with some autonomy, depending on the individual situation and job role.

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

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

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. Conduct pool water tests.	1.1 Complete routine pool water tests according to public health regulatory requirements. 1.2 Interpret test results and compare with public health regulatory requirements. 1.3 Identify and report pool water test irregularities to appropriate personnel for corrective action. 1.4 Respond to contamination incidents within scope of own role. 1.5 Conduct regular sample collection and initiate corrective actions as required. 1.6 Perform regular visual checks of pool water quality, identify issues and initiate corrective actions when required.
2. Record test results.	2.1 Record pool water test results accurately. 2.2 Update swimming pool log according to aquatic facility specifications.

Foundation Skills

Foundation skills essential to performance in this unit are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCAQU201A Monitor pool water quality

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU001 Test pool water quality

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

test pool water for the following on a minimum of four separate occasions:

free chlorine and/or total bromine

total chlorine

combined chlorine

pH

total alkalinity

cyanuric acid

calcium hardness

total hardness

temperature

perform routine visual checks for pool water quality.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and organisational policies and procedures:

public health regulatory requirements in the local area

health acts

infectious diseases regulations

dangerous goods act and regulations

work health and safety/occupational health and safety

environmental legislation

local government regulation

roles, responsibilities and limitations of own role

pool water chemistry terms and their meaning:

pH levels

alkalinity

chlorine and or bromine

temperature

calcium hardness

types of pool water tests, their purpose and testing procedures

visual checks made by pool attendants

equipment and resources used for testing pool water quality

responses to contamination incidents.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility with an operating pool.

Assessment must ensure use of:

pool water testing apparatus

public health regulatory documentation

organisational policies and procedures.

Assessment activities that allow the individual to:

conduct regular pool water tests within industry realistic timeframes.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU002 Perform basic water rescues

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to perform basic water rescues in indoor or outdoor aquatic venues.

The unit applies to all workers who may be required to perform basic water rescues in a range of situations, including swimming pools. Work is performed according to accepted best practice principles of aquatic rescues, relevant legislation and organisational policies.

Specific licensing requirements relating to this competency, including requirements for refresher training, should be obtained from the relevant state/territory work health and safety regulatory authority.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

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. Identify and evaluate aquatic emergencies.	1.1 Recognise signs and signals of a person in difficulty. 1.2 Assess situation to determine appropriate response in an aquatic emergency. 1.3 Identify and assess immediate hazards and risks to self and others.
2. Apply basic water rescue principles.	2.1 Determine rescue type required and promptly formulate a rescue plan. 2.2 Access and use available equipment, as required. 2.3 Perform basic water rescue techniques according to emergency needs using fitness and strength levels required in own work environment. 2.4 Delegate tasks when required. 2.5 Identify and promptly respond to issues that arise during the rescue. 2.6 Monitor the condition of the casualty and plan a course of action.
3. Communicate incident details.	3.1 Convey incident details accurately to emergency response services. 3.2 Report details of incident to workplace supervisor as appropriate. 3.3 Provide reassurance to bystanders as required. 3.4 Maintain confidentiality of records and information in line with statutory and/or organisational policies.

Foundation Skills

Foundation skills essential to performance in this unit are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU002 Perform basic water rescues

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

identify, evaluate and respond to aquatic emergencies according to organisational and legislative requirements

identify and respond to all of the following signs and signals:

call for help

vertical body position

minimal or non-supportive leg action

vigorous arm movements

submerged or unconscious person

perform the following non-swimming rescues:

reach

rope throw

throw flotation aid

perform the following swimming rescues demonstrating the fitness and strength to tow a person in difficulty at least 10 metres with their mouth and nose above water to a point of safety:

accompanied

wade

non-contact tow

contact tow

incorporate appropriate adjustments for each of the above rescues to ensure safety of self and others.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation, organisational policies and procedures and industry standards in relation to:

the safe conduct of water rescues

accurate completion of incident documentation

common signs and signals of a person experiencing difficulties in the water and possible contributing factors:

call for help

vertical body position

minimal or non-supportive leg action

vigorous arm movements

submerged or unconscious person

use and location of equipment types

non-swimming rescue methods and techniques:

reach

rope throw

throw flotation aid

swimming rescue methods and techniques:

accompanied

wade

non-contact tow

contact tow

issues that arise during rescues and appropriate adjustments to ensure safety of self and others

communication systems used during rescues to inform managers, other employees and emergency services of progress

potential dangers in a range of aquatic environments and how to respond.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility or environment such as an indoor pool, outdoor pool, or shallow water venue.

Assessment must ensure use of:

pool safety equipment:

flotation devices

first aid facilities and equipment

ropes

suitable to perform a reach rescue

participants to enable demonstration of all water rescue techniques and scenarios, these can be:

participants in a workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

demonstrate water rescue techniques and broader emergency responses in required emergency situation timeframes

communicate with relevant personnel and emergency response services.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU003 Maintain aquatic facility plant and equipment

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to make routine checks and complete minor maintenance on aquatic facility plant and equipment.

This unit applies to those working as aquatic operators in various aquatic environments, such as council or commercially operated aquatic and leisure centres. Work is performed according to public health regulatory requirements, organisational policies and procedures, and relevant legislation. Work may be carried out under supervision or with some degree of autonomy, depending on individual situation and job role.

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

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

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. Make routine plant and equipment checks.	1.1 Inspect plant and equipment according to required schedule. 1.2 Conduct safety checks according to manufacturer instructions and safety requirements and local regulation. 1.3 Interpret and accurately record results of routine equipment tests. 1.4 Document the condition of plant and equipment. 1.5 Identify faults and irregularities and report to appropriate personnel.
2. Complete minor maintenance and repairs.	2.1 Interpret and follow maintenance schedules for plant and equipment. 2.2 Identify and select tools and other resources needed to complete work. 2.3 Make work area safe and erect signs and barriers as required. 2.4 Remove, replace and repair faulty and defective equipment or consumables, within designated responsibility. 2.5 Report faults outside scope of own expertise to appropriate personnel.
3. Record and report maintenance and repair activities.	3.1 Record repairs and maintenance activities in required format. 3.2 Notify appropriate personnel of faults rectified.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to	interpret technical information in equipment manuals.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU003 Maintain aquatic facility plant and equipment

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

make routine inspections and complete minor maintenance of the following aquatic facility plant and equipment on a minimum of two occasions according to organisation and local regulatory requirements:

circulation plant

heating, lighting and ventilation systems

power supply and circuits

water supply and drainage systems

electronic and mechanical operations

circuit breakers

batteries and fuses

electrical hazards.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and organisational policies and procedures:

public health regulatory requirements

health acts

infectious diseases regulations

dangerous goods act and regulations

work health and safety/occupational health and safety

environmental legislation

local government regulation

roles, responsibilities and limitations of own role

organisational policies and procedures for:

incident reporting

use and care of equipment

communication protocols

risk management

accurate reporting of faults and irregularities

timely repair of faulty and defective equipment within designated responsibility

reporting lines

public health and safety implications of unmaintained equipment in aquatic facilities

types of equipment used in aquatic facilities and procedures for:

backwash

filtration

isolation

resources required for the maintenance and management of aquatic facility plant and equipment and procedures for their safe use:

cleaning materials and equipment

hand tools

record keeping materials

spare parts

safety apparatus used for particular types of aquatic facility equipment and its operation.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility.

Assessment must ensure use of:

aquatic plant, equipment and consumables as specified in the Performance Evidence

resources to maintain facility and equipment

organisational policies and procedures

repairs and maintenance documentation.

Assessment activities that allow the individual to:

complete inspections, maintenance and repair activities within workplace time constraints.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU004 Develop and implement pool water maintenance procedures

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop, implement, monitor and evaluate systems and procedures for the maintenance of quality pool water in an aquatic recreation facility.

This unit applies to those working autonomously in aquatic leisure centres or community pools, in roles such as program coordinators, swim school coordinators, recreation coordinators or duty managers. Work is performed according to relevant legislation, and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

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 pool water maintenance procedures.	1.1 Evaluate pool water quality maintenance and treatment needs according to regulatory framework. 1.2 Develop and document systems for pool water maintenance in consultation with appropriate personnel.
2. Implement pool water maintenance procedures.	2.1 Provide accurate and current information and instruction to staff about legislative and technical requirements. 2.2 Delegate testing and treatment tasks according to staff skills. 2.3 Test pool water quality following established procedures. 2.4 Interpret results of tests made by self and others and identify where correction is needed. 2.5 Calculate the amount of chemicals required to correct chemical imbalances in pool water. 2.6 Select and use chemical dosing equipment for treatment of pool water according to manufacturer specifications. 2.7 Monitor pool water quality on ongoing basis, identify issues of concern and respond according to agreed procedures. 2.8 Identify and respond to emergency situations according to agreed procedures. 2.9 Complete accurate documentation
3. Evaluate pool water maintenance procedures.	3.1 Assess effectiveness of pool water maintenance procedures against testing and treatment records. 3.2 Identify and document potential improvements to maintenance procedures. 3.3 Communicate improvements and changes to relevant staff and stakeholders.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret technical content of regulatory requirements.

Unit Mapping Information

SISCAQU414A Develop pool water maintenance procedures

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU004 Develop and implement pool water maintenance procedures

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop and document pool water maintenance procedures that meet regulatory requirements for at least one aquatic facility that incorporate:

monitoring and treatment procedures for:

microbiological levels

disinfectant levels

pH levels

clarity levels

staff training requirements

safety procedures

emergency response procedures

documentation and reporting

implement and evaluate pool water maintenance procedures for at least one aquatic facility

implement emergency procedures in the event of a chemical emergency on at least one occasion.

Knowledge Evidence

Demonstrated knowledge required to do the task outlined in elements and performance criteria of this unit:

legislation and industry standards relevant to aquatic facility maintenance with specific focus on local requirements:

work health and safety/occupational health and safety

dangerous goods act and regulations

local government regulations

building codes and regulations

organisational policies and procedures:

standard operating conditions and levels

work health and safety/occupational health and safety

risk assessment and control

handling of hazardous chemicals

emergency response

factors that affect pool water treatment needs in different contexts:

condition of aquatic facility

location

size

nature of services provided

availability of resources

characteristics of water quality:

pH levels

alkalinity

chlorine and / or bromine

temperature

calcium hardness

disinfectant levels

waterborne bacteria and how to enable these to be monitored and controlled safely:

pseudomonas

aeruginosa

consultation and communication mechanisms to develop and implement procedural systems

content considerations for procedure documents:

specific testing and treatment procedures

safety requirements (chemicals, plant and equipment)

emergency response

training requirements

documentation and reporting requirements

water treatment processes:

routine pool water tests

pool water microbiological tests

superchlorination

shock dosing

dechlorination

ozonisation or use of sanitizer

pool water filtration and recirculation

backwashing

manual removal of visible contaminants

features and sources of products for pool water quality maintenance.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility or environment.

Assessment must ensure use of:

a pool for which a maintenance program would be developed

information about pool water quality maintenance to allow the individual to develop a tailored system

organisational policies and procedures

incident reporting documentation

resources to maintain facility and equipment.

Assessment activities that allow the individual to:

implement and monitor pool quality maintenance over time

respond to a chemical emergency situation.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU005 Develop and implement aquatic facility maintenance procedures

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop, implement and evaluate maintenance schedules for an aquatic recreation facility.

This unit applies to those working autonomously at aquatic leisure centres or community pools in roles such as program coordinators, swim school coordinators, recreation coordinators or duty managers. Work is performed according to relevant legislation, organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

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. Plan maintenance procedures.	1.1 Evaluate operational maintenance needs according to regulatory and business requirements. 1.2 Document uses and condition of the aquatic facility plant and equipment and identify priorities for action. 1.3 Identify potential sources of increased efficiency of the aquatic facility plant and equipment. 1.4 Identify human, physical and financial resources associated with needed maintenance of aquatic facility. 1.5 Integrate maintenance program with asset acquisition and disposal plans. 1.6 Schedule maintenance activities to minimise disruption to facility users and ensure that supplies are available. 1.7 Confirm, document and communicate maintenance procedures and costs according to organisational approval protocols.
2. Implement maintenance procedures.	2.1 Monitor completion of inspection and maintenance schedules. 2.2 Identify and assess failed or unsafe aquatic facility plant and equipment and determine underlying cause within scope of own role. 2.3 Identify and evaluate emergency situations and respond according to local regulatory and organisational procedures. 2.4 Remove defective equipment and/or facilities from operation and complete repairs within designated responsibility. 2.5 Arrange for required repairs to be carried out by qualified and/or licensed contractors and record actions taken. 2.6 Monitor maintenance records and take corrective action as required. 2.7 Communicate maintenance actions to appropriate staff or personnel.
3. Evaluate maintenance procedures.	3.1 Assess the effectiveness of maintenance systems against short and long-term maintenance requirements. 3.2 Identify and use alternative maintenance methods to maintain cost effectiveness. 3.3 Document and communicate improvements and changes to maintenance systems.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret technical content of regulatory requirements.

Unit Mapping Information

SISCAQU415A Develop aquatic facility maintenance procedures

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU005 Develop and implement aquatic facility maintenance procedures

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop and document maintenance procedures for at least one aquatic facility, incorporating consideration of:

circulation plant

heating systems

lighting or ventilation systems

disinfection systems

required supplies

servicing and repair

equipment replacement/redundancy

implement and evaluate maintenance procedures for at least one aquatic facility.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and industry standards relevant to aquatic facility maintenance:

work health and safety/occupational health and safety

dangerous goods act and regulations

local government regulations

building codes and regulations

organisational policies and procedures:

standard operating conditions and levels

work health and safety/occupational health and safety

risk assessment and control

handling of hazardous chemicals

emergency evacuation

factors affecting the operating cost of an aquatic facility:

faulty operation

cleaning requirements

consumables

replacements (whole or part)

servicing and repair

utility costs

staff costs

contractor costs

plant and equipment manufacturer specifications in relation to operation, servicing and repair of:

circulation plant

heating systems

lighting and ventilation systems

disinfection systems

supplies

emergency situations that can occur with plant and equipment, and how to respond

project management techniques:

planning and scheduling

consultation and communication

evaluation.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility or environment.

Assessment must ensure use of:

equipment and plant for which the candidate plans maintenance procedures

organisational policies, procedures and budget

equipment operating and maintenance instructions

resources to maintain facility and equipment.

Assessment activities that allow the individual to:

implement and monitor maintenance activity over time.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU006 Supervise clients in aquatic locations

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to supervise clients in aquatic locations, minimising risk through identifying and responding to potential hazards and emergencies.

This unit applies to those working in aquatic settings or environments such as swimming pools and other aquatic recreation facilities. Work is performed according to best practice principles of aquatic activities, relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

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. Identify potential hazardous behaviours and situations.	1.1 Access and interpret the organisation’s risk management plan. 1.2 Identify hazardous behaviours and activities of clients. 1.3 Identify clients at risk or those who have specific needs. 1.4 Identify environmental hazards for clients in aquatic facilities or environments.
2. Maintain a safe aquatic facility or environment.	2.1 Promote compliance with safety rules to clients and staff and provide clear information on requirements. 2.2 Identify supervision requirements and select techniques suited to the facility or environment. 2.3 Monitor client behaviour and activities and identify situations that pose a risk to the individual or other facility users. 2.4 Inform clients of unacceptable behaviours and provide clear information about required behaviour. 2.5 Select and use communication and conflict resolution techniques that maximise the chance of positive outcomes. 2.6 Report and document unsafe situations.
3. Assess possible emergency or rescue situations.	3.1 Identify signs of possible casualty or difficulty. 3.2 Assess situation and determine appropriate response to emergency. 3.3 Promptly communicate emergency situation to appropriate personnel. 3.4 Report and document incidents.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCAQU306A Supervise clients at an aquatic facility of environment

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU006 Supervise clients in aquatic locations

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

identify hazardous situations and action appropriate responses to all of the following situations:

inappropriate behaviour

environmental

individual(s) experiencing difficulty in the water

emergency/rescue situations

select and use communication techniques as appropriate to each of the hazardous situations:

clear verbal communication

negotiation

conflict resolution.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and organisational policies and procedures:

work health and safety/occupational health and safety

use and care of equipment

communication protocols

safety, rescue and emergency procedures

incident reporting

appropriate responses to potential risk

behaviour management

industry standards that enables a low risk environment for client activities and appropriate response to emergencies

hazardous behaviour and activities that pose risks to clients and how to identify and deal with them appropriately:

misusing equipment

swimming in unsafe areas

behaving with disregard for the safety of others or self

diving into shallow water

consuming alcohol or illegal drugs

signs and signals of people experiencing difficulties in the water and how to respond:

lack of movement

arm waving

calling for help

signs and symptoms of physical injury

environmental hazards and how to respond:

weather conditions

reflective glare

water clarity or turbidity

rips

shallow water

characteristics and needs of individuals who are high risk:

overweight

elderly

people with a disability

young children

drug or alcohol effected

weak or non-swimmers

injured swimmers

incidence and features of alcohol related drowning

best practice principles of aquatic rescues:

accepted preventative practice adopted in aquatic industry

guidelines and codes of conduct

culture of life saving

communication techniques

clear communication

negotiation

conflict resolution techniques.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility or confined natural shallow water environment.

Assessment must ensure use of:

organisational policies and procedures appropriate to risk management

first aid facilities and equipment

incident reporting documentation

participants using the aquatic facility, these can be:

participants in a workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

respond to problems and emergency situations.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU007 Perform advanced water rescues

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify, evaluate and respond to aquatic emergencies using established rescue procedures.

The unit applies to lifeguards (and others when a lifeguard is not available) who perform advanced water rescues in a range of situations, including swimming pools. Work is performed according to accepted best practice principles of aquatic rescues, first aid, relevant legislation and organisational policies.

Specific licensing requirements relating to this competency, including requirements for refresher training, should be obtained from the relevant state/territory work health and safety regulatory authority.

Pre-requisite Unit

HLTAID003 Provide first aid

SISCAQU002 Perform basic water rescues

Competency Field

Aquatics

Unit Sector

Community Recreation

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. Identify and evaluate major aquatic emergencies.	1.1 Recognise factors which contribute to aquatic emergencies. 1.2 Recognise signs and signals of aquatic emergency and communicate initial assessment to appropriate personnel. 1.3 Identify appropriate emergency response for the situation and people involved. 1.4 Promote compliance with safety rules of aquatic facility to clients.
2. Respond to aquatic emergency.	2.1 Activate emergency systems and implement strategies for group control. 2.2 Assess factors impacting on the advanced water rescue and formulate a rescue plan. 2.3 Determine appropriate involvement of others, type of rescue required and rescue equipment needed. 2.4 Identify hazards and take appropriate action to prevent further injury to the casualty, self or others. 2.5 Perform an advanced water rescue using established techniques and procedures and safe manual handling techniques.
3. Assess the casualty.	3.1 Observe and assess condition of the casualty. 3.2 Assess vital signs and symptoms of shock and provide appropriate treatment.
4. Organise further emergency care as required.	4.1 Contact emergency services and provide accurate information to obtain required assistance. 4.2 Monitor casualty or arrange further treatment until emergency response team assumes responsibility.
5. Record and report the incident.	5.1 Complete required documentation in agreed format. 5.2 Notify other personnel and statutory authorities of incident as required.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU007 Perform advanced water rescues

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

identify and respond to all of the following signs and signals of aquatic emergencies according to organisational and legislative requirements:

call for help

vertical body position

diagonal body position

minimal or non-supportive leg action

vigorous arm movements

submerged or unconscious person

use the following equipment and techniques during rescue situations:

spinal immobilisation equipment

oxygen supplemented resuscitation

oxygen therapy

safe manual handling techniques

demonstrate correct swimming strokes, personal survival and rescue skills:

personal survival and defensive techniques on approach to a casualty

contact tow of both a conscious and unconscious casualty

non-contact tow of a conscious casualty

successfully complete fitness and strength tests:

swim 200 metres in less than 6 minutes without using equipment

retrieve an object from the deepest water within the aquatic environment no greater than 3 metres in depth. If depth is greater than 3 metres assistance may be used e.g. fins

respond in a team to at least two of each of the simulated emergency scenarios contextualised to the candidate’s workplace/aquatic environment:

assist two other team members with the removal of an unconscious person from the water

complete a 25 metre swim and 25 metre non-contact tow of a conscious casualty with assisted landing in less than 1minute 45 seconds

work as a team to perform spinal immobilisation, stabilization and removal of a suspected spinal injury casualty in both shallow and deep water:

immobilise and roll over as per workplace and pool depth

use of available spinal immobilisation equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and organisational policies and procedures that enable the safe and appropriate conduct of all activities:

work health and safety/occupational health and safety

duty of care

working with children

communication protocols

rescue and emergency procedures

incident reporting

factors leading to aquatic emergencies:

swimming ability

deep water

shallow water

river currents

surf conditions

strong winds

risk taking behaviour

different aquatic emergencies and appropriate responses:

sudden unconsciousness

spinal injury

drowning

heart attack

severe bleeding

epileptic seizures

severe asthma attacks

factors contributing to aquatic emergencies to enable prompt and accurate assessment of emergency situations:

number of casualties

rescue equipment

number and location of other staff

accepted best practice principles of aquatic rescues

first aid techniques and standards to enable provision of safe and effective response and treatment of casualties

types and characteristics of water rescue equipment used in advanced water rescue to enable safe and effective use:

spinal immobilisation equipment

oxygen supplemented resuscitation

oxygen therapy

role of lifeguards and other personnel during major aquatic emergencies to enable effective emergency responses.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility or environment appropriate to the candidate’s current or intended work role.

Assessment must ensure use of:

CPR mannequins

rescue equipment:

reaching aids

spinal immobilisation equipment

pool rescue equipment (rescue tubes/rings)

suitable participants to enable demonstration of all water rescue techniques and scenarios, these can be:

participants in a workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

respond to realistic in-depth, industry-validated rescue scenarios and simulations.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU008 Instruct water familiarisation, buoyancy and mobility skills

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop lesson plans and instruct a broad range of clients in water familiarisation, buoyancy and mobility skills. This involves using drills, activities and games according to best practice principles of aquatic activities.

This unit applies to those conducting learn-to-swim and water safety classes in swimming pools and confined natural shallow water venues. Work is performed according to relevant legislation including working with children and/or vulnerable people checks, organisational policies and procedures and best practice principles.

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

Pre-requisite Unit

SISCAQU002 Perform basic water rescues

Competency Field

Aquatics

Unit Sector

Community Recreation

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 lesson plans.	1.1 Consider participant group characteristics and identify water familiarisation, buoyancy and mobility skills to be developed. 1.2 Assess participant readiness. 1.3 Determine appropriate instructional methods to acquire the relevant skills. 1.4 Determine appropriate drills, activities and/or games for the participant group. 1.5 Develop and document lesson plans that incorporate key instructional information.
2. Conduct lessons.	2.1 Allocate sufficient space, assemble resources and check equipment for maintenance requirements. 2.2 Provide clear and accurate instruction on drills, activities and/or games. 2.3 Appropriately introduce participants to the water. 2.4 Demonstrate skills and techniques, and monitor the participation and performance of each participant. 2.5 Observe participant movement through water according to principles of movement in water and adjust or refine individual or group performance, as required. 2.6 Select and use communication techniques that encourage and support participants. 2.7 Modify activity, as required according to participant needs and factors that affect skills acquisition. 2.8 Respond to participants experiencing difficulties and answer questions as required. 2.9 Monitor time and complete drills, activities or games within time allocated. 2.10 Complete lesson documentation.
3. Review and adapt instruction.	3.1 Request and respond to feedback from participants. 3.2 Identify aspects needing further emphasis or attention in future sessions. 3.3 Review own performance and identify areas needing improvement. 3.4 Implement modifications to future instruction in response to feedback and review of participant progress.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCAQU308A Instruct water familiarisation, buoyancy and mobility skills

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

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

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

instruct water familiarisation, buoyancy and mobility skills according to legal, ethical and organisational requirements

develop and implement at least three lesson plans that individually or cumulatively incorporate the following aspects of water familiarisation, buoyancy and mobility skills and documents the teaching points, class formations, safety and equipment:

water familiarisation:

entering, leaving and moving through water

getting face wet

submerging and opening eyes under water

regaining a standing position

breathing

buoyancy and mobility:

front, back and side floating

gliding

torpedo

sculling

treading water

stroke exploration

use and modify the following instructional strategies for individuals and groups:

whole skill

whole, progressive part, whole

progressive part

demonstration

command and response

experiential or problem-solving

techniques to encourage the reluctant participant

reflect on the following key aspects of instruction:

the lesson

teaching methods used

risk management

potential ways to enhance learning opportunities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal, ethical and organisational requirements and responsibilities for instruction:

work health and safety/occupational health and safety

working with children

duty of care/safe conduct of activities

best practice principles of aquatic activities

mandatory reporting

implications of negligence

waivers and exclusion clauses

insurance

anti-discrimination and equal opportunity

privacy and confidentiality

communication protocols

a recognised swimming teachers code of conduct

swimwear and personal protective equipment

characteristics of participant groups and appropriate drills for the various characteristics:

age

stage of development

physical or intellectual characteristics

cultural and situational factors

aspects of a body in water:

body position and density

vertical and lateral rotation

balance

forces effecting movement through water and the factors that affect each force:

buoyancy:

density

shape

symmetry and asymmetry

breathing

centre of gravity

centre of buoyancy

propulsion:

lift force

water friction

levers

resistance:

skin

frontal

eddy

principles of session planning to develop activity-specific plans:

expectations and aspirations of clients

numbers of clients

client background, experience and developmental stage

staff and financial resources

cultural and political influences

involvement and interest of parents

length and number of sessions

equipment, materials and provisions

precautions and other health and safety information

learning styles to enable the use of a variety of activities to cater for different client learning preferences:

auditory

kinaesthetic

visual

sensory

principles of growth and development to select and sequence appropriate tasks and activities

instructional methods and strategies, how and when they are used:

whole skill

whole, progressive part, whole

demonstration

command and response

experiential or problem-solving

techniques for reluctant participants

conditions, factors and external influences that effect participant uptake of skill:

physical, intellectual and emotional characteristics

environmental conditions

other facility users

spectators

parents

other instructors

background noise and distractions

class size

water depth

available water space

potential areas of ongoing instructor improvement:

knowledge

instructional skills and techniques

communication techniques that support and encourage participants

group control techniques

principles of movement in water and best practice principles of aquatic activities to enable safe, effective and consistent instruction in buoyancy and mobility skills

water familiarisation, buoyancy and mobility skills to enable accurate and comprehensive instruction to participants

use, care and maintenance of equipment

cardiopulmonary resuscitation techniques to enable initial response to emergencies as per Australian Resuscitation Council (ARC) guidelines.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility or confined natural shallow water environment.

Assessment must ensure use of:

organisational policies and procedures appropriate to risk management

swimming instructional equipment

participants to whom instruction is provided, these can be:

participants in a workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment must ensure access to:

first aid facilities and equipment.

Assessment activities that allow the individual to:

develop and conduct lessons in industry required timeframes

respond to problems that typically arise in water familiarisation, buoyancy and mobility skills instruction.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU009 Instruct water safety and survival skills

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop lesson plans and instruct water safety and survival skills to both children and adults using drills, activities and games.

This unit applies to those conducting learn-to-swim and water safety classes in swimming pools and confined natural shallow water venues. Work is performed according to relevant legislation including working with children and/or vulnerable people checks, organisational policies and procedures and best practice principles of aquatic activities.

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

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

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 lesson plans.	1.1 Consider participant group characteristics and identify water safety and survival skills to be developed. 1.2 Assess participant readiness to acquire the relevant skills. 1.3 Determine instructional methods appropriate to the participant group. 1.4 Determine appropriate drills, activities or games for the participant group. 1.5 Develop and document lesson plans that incorporate key instructional information.
2. Conduct lessons.	2.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 2.2 Provide clear and accurate instruction in drills, activities and/or games and confirm understanding. 2.3 Introduce participants to the water in an appropriate manner. 2.4 Demonstrate skills and techniques to participant group. 2.5 Observe and monitor participation and performance of each participant according to principles of movement in water and adjust as required. 2.6 Select and use communication techniques that encourage and support participants. 2.7 Modify lesson as required, according to participant needs and factors that affect skill development. 2.8 Respond to participants experiencing difficulties, and answer questions as required. 2.9 Use techniques to maintain group control. 2.10 Monitor time and complete drills, activities and games within allocated time. 2.11 Complete lesson documentation and progress notes.
3. Review and adapt instruction.	3.1 Request and respond to feedback from participants. 3.2 Identify aspects needing further emphasis or attention in future sessions. 3.3 Review own performance and identify areas needing improvement. 3.4 Implement modifications to future instruction in response to feedback and review of participant progress.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCAQU309A Instruct clients in water safety and survival skills

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU009 Instruct water safety and survival skills

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

instruct water familiarisation, buoyancy and mobility skills to both children and adults according to legal, ethical and organisational requirements

develop and implement at least three lesson plans that individually or cumulatively incorporate the following water safety and survival skills and documents the teaching points, class formations, safety and equipment considerations:

entering and exiting the water

floating, sculling and treading water

using personal flotation devices (PFD)

recognising casualties

applying self-preservation techniques

non-swimming and swimming rescues

applying survival strokes

use the following drills during instruction:

survival strokes – sidestroke, survival backstroke, survival breaststroke

current accepted industry training

skill correction drills

modified games

use and modify the following instructional strategies for individuals and groups:

whole skill strategies

whole, progressive part, whole strategies

progressive part strategies

demonstration strategies

experiential or problem-solving strategies

command and response strategies

techniques to encourage the reluctant participant

reflect on the following key aspects of instruction

the lesson

teaching methods used

risk management

potential ways to enhance learning opportunities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal, ethical and organisational requirements and responsibilities for instruction:

work health and safety/occupational health and safety

working with children

duty of care/safe conduct of activities

best practice principles of aquatic activities

mandatory reporting

implications of negligence

waivers and exclusion clauses

insurance

anti-discrimination and equal opportunity

privacy and confidentiality

communication protocols

a recognised swimming teachers code of conduct

swimwear and personal protective equipment

accepted preventative practice adopted throughout the aquatic industry to minimise safety hazards or risks

culture of swimming and water safety

characteristics of the different participant groups:

age

stage of development

physical or intellectual characteristics

cultural and situational factors

principles of movement in water:

buoyancy

flotation

hydrostatic pressure

propulsion

lift

drag

turbulence

acceleration

resistance

balance and stability

factors which affect movement in water:

body alignment

balance

core power

principles of session planning to develop activity-specific plans:

expectations and aspirations of clients

numbers of clients

client background, experience and developmental stage

staff and financial resources

cultural and political influences

involvement and interest of parents

length and number of sessions

equipment, materials and provisions

precautions and other health and safety information

learning styles to enable the use of a variety of activities to cater for different client learning preferences:

auditory

kinaesthetic

visual

sensory

instructional methods and principles:

whole skill strategies

progressive part strategies

demonstration strategies

command and response strategies

experiential or problem-solving strategies

techniques to encourage the reluctant participant

principles of growth and development to select and sequence appropriate tasks and activities

conditions, factors and external influences that effect participant uptake of skill:

physical, intellectual and emotional characteristics

environmental conditions

other facility users

spectators

parents

other instructors

background noise and distractions

class size

water depth

available water space

use, maintenance and care of equipment, including:

flotation devices

reaching poles

ropes

group management techniques

communication techniques that support and encourage participants

cardiopulmonary resuscitation techniques to enable initial response to emergencies as per Australian Resuscitation Council (ARC) guidelines.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility or confined natural shallow water environment.

Assessment must ensure use of:

organisational policies and procedures appropriate to risk management

swimming instructional equipment:

flotation devices

ropes

reaching poles

pool safety equipment

participants to whom instruction is provided, these can be:

participants in a workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment must ensure access to:

first aid facilities and equipment.

Assessment activities that allow the individual to:

develop and conduct lessons in industry required timeframes

respond to problems that typically arise in water safety and survival skills instruction.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU010 Instruct swimming strokes

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop lesson plans and instruct survival and competitive swimming strokes to a range of clients including children and adults.

This unit applies to those conducting learn-to-swim and water safety classes in swimming pools and confined natural shallow water venues. Work is performed according to relevant legislation, including working with children and/or vulnerable people checks, organisational policies and procedures and best practice principles of aquatic activities.

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

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

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. Analyse the strokes of swimming.	1.1 Identify the basic biomechanical principles of the strokes of swimming and break each part into its components. 1.2 Identify observable body movements for each stage of the skill in order of performing importance. 1.3 Identify and document technique checklist.
2. Develop lesson plans.	2.1 Consider participant group characteristics and identify swimming skills to be developed. 2.2 Assess participant readiness to acquire the relevant skills. 2.3 Determine instructional methods appropriate to the participant group. 2.4 Determine appropriate drills, activities and/or games for the participant group. 2.5 Develop and document lesson plans that incorporate key instructional information.
3. Conduct lessons.	3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 3.2 Provide clear and accurate instruction on drills, activities and games and confirm understanding. 3.3 Introduce participants to the water in an appropriate manner. 3.4 Demonstrate skills and techniques to participant group. 3.5 Observe and monitor participation and performance of each participant according to principles of movement in water and adjust as required. 3.6 Select and use communication techniques that encourage and support participants. 3.7 Modify lesson as required according to participant needs and factors that affect skills development. 3.8 Respond to participants experiencing difficulties and answer questions as required. 3.9 Use techniques to maintain group control. 3.10 Monitor time and complete drills, activities or games within allocated time. 3.11 Complete lesson documentation and progress notes.
4. Review and adapt the instruction.	4.1 Request and respond to feedback from participants. 4.2 Identify aspects needing further emphasis or attention in future sessions. 4.3 Review own performance and identify areas needing improvement. 4.4 Implement modifications to future instruction in response to feedback and review of participant progress.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCAQU310A Instruct swimming strokes

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU010 Instruct swimming strokes

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

instruct swimming strokes to both children and adults according to legal, ethical and organisational requirements

develop and implement at least three lesson plans that individually or cumulatively incorporate the following strokes, and documents the teaching points, class formations, safety and equipment considerations:

freestyle

backstroke

butterfly

breaststroke

sidestroke

survival backstroke

use and modify the following instructional strategies for individuals and groups:

whole skill

progressive part

demonstration

command and response

experiential or problem-solving

techniques to encourage the reluctant participant

reflect on the following key aspects of instruction:

the lesson

teaching methods used

risk management

potential ways to enhance learning opportunities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal, ethical and organisational requirements and responsibilities for instruction:

codes of conduct

work health and safety/occupational health and safety

working with children

duty of care/safe conduct of activities

best practice principles of aquatic activities

mandatory reporting

implications of negligence

waivers and exclusion clauses

insurance

anti-discrimination and equal opportunity

privacy and confidentiality

communication protocols

a recognised swimming teachers code of conduct

swimwear and personal protective equipment

principles of session planning to develop activity-specific plans:

expectations and aspirations of clients

numbers of clients

client background, experience and developmental stage

staff and financial resources

cultural and political influences

involvement and interest of parents

length and number of sessions

equipment, materials and provisions

precautions and other health and safety information

learning styles to enable the use of a variety of activities to cater for different client learning preferences:

auditory

kinaesthetic

visual

sensory

principles of growth and development to select and sequence appropriate tasks and activities

instructional methods and principles:

whole skill strategies

progressive part strategies

demonstration strategies

command and response strategies

experiential or problem-solving strategies

techniques to encourage the reluctant participant

elements of the following swimming and survival strokes:

freestyle

backstroke

butterfly

breaststroke

sidestroke

survival backstroke

techniques and progressions commonly required for teaching the following swimming and survival strokes:

freestyle

backstroke

butterfly

breaststroke

sidestroke

survival backstroke

major stroke faults and how to appropriately correct them

the aspects of a body of water:

body position and density

vertical and lateral rotation

balance

forces effecting movement in water and the factors that affect each force:

buoyancy:

density

shape

symmetry and asymmetry

breathing

centre of gravity

centre of buoyancy

propulsion:

lift force

water friction

levers

resistance:

skin

frontal

eddy

characteristics of the following participant groups and appropriate drills for the various characteristics:

age

stage of development

physical or intellectual characteristics

cultural and situational factors

conditions, factors and external influences that affect participant uptake of skill:

physical, intellectual and emotional characteristics

environmental conditions

other facility users

spectators

parents

other instructors

background noise and distractions

class size

water depth

available water space

use, maintenance and care of swimming instructional equipment

group management techniques

communication techniques that support and encourage participants

cardiopulmonary resuscitation techniques to enable initial response to emergencies as per Australian Resuscitation Council (ARC) guidelines.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility or confined natural shallow water environment.

Assessment must ensure use of:

organisational policies and procedures appropriate to risk management

swimming instructional equipment:

flotation devices

ropes

reaching poles

pool safety equipment

participants to whom instruction is provided, these can be:

participants in a workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment must ensure access to:

first aid facilities and equipment.

Assessment activities that allow the individual to:

develop and conduct lessons in industry required timeframes

respond to problems that typically arise during swimming instruction.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU011 Promote development of infants and toddlers in an aquatic environment

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to select an appropriate progression of activities to promote the development of infants and toddlers over 6 months of age in an aquatic environment.

This unit applies to those conducting learn-to-swim and water safety classes in swimming pools and confined natural shallow water venues. Work is performed according to relevant legislation including working with children and/or vulnerable people checks, organisational policies and procedures and best practice principles of aquatic activities.

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

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

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 activity plans.	1.1 Consider participant group characteristics and identify motor, cognitive and personal development skills to be developed. 1.2 Determine appropriate water-based activities that promote required skills. 1.3 Plan and structure activities for developmental progression with equipment and resources appropriate to age and stage of development. 1.4 Develop and document activity plans that incorporate key information.
2. Conduct activities.	2.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 2.2 Provide clear information to participants and confirm understanding using age-appropriate communication techniques. 2.3 Facilitate experiences that encourage motor, cognitive and personal development. 2.4 Arrange aquatic resources and equipment to provide challenge, choice and encourage independence. 2.5 Provide opportunities to make limited choices and experience consequences of choices. 2.6 Introduce new ideas or activities that build on existing knowledge, skills and interests. 2.7 Encourage caregivers to become actively involved in introducing new aquatic experiences to participants. 2.8 Monitor time and complete activities within allocated time. 2.9 Complete activity documentation and progress notes.
3. Review and adapt instruction.	3.1 Provide clear information to caregivers. 3.2 Seek and respond constructively to feedback and questions. 3.3 Review own performance and identify areas needing improvement. 3.4 Implement modifications to future session in response to feedback and review of participant progress.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCAQU311A Foster the development of infants and toddlers in an aquatic environment

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU011 Promote development of infants and toddlers in an aquatic environment

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

promote the development of infants and toddlers according to legal, ethical and organisational requirements

develop and implement at least three activity plans with infants, toddlers and caregivers in aquatic activities using games and activities that promote the following motor, cognitive development and personal development skills:

motor development:

fine and gross motor skills

reflexive movements

disorganised and unstable movements

control of breathing, coughing and swallowing

organised and voluntary movement

coordinated movements with buoyancy, head and breath control

cognitive development:

attention to details/attention span

classification of information

memory

imagination and conceptual development

problem-solving skills

language acquisition

choice and consequences

independence

environmental awareness

personal development:

opportunities to separate from caregivers

encouragement of caregivers to introduce new experiences

select and use communication techniques suited to infants and toddlers

reflect on the following key aspects of instruction

the lesson

teaching methods used

risk management

potential ways to enhance learning opportunities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal, ethical and organisational requirements and responsibilities for instruction:

work health and safety/occupational health and safety

working with children

duty of care/safe conduct of activities

best practice principles of aquatic activities

mandatory reporting

implications of negligence

waivers and exclusion clauses

insurance

anti-discrimination and equal opportunity

privacy and confidentiality

communication protocols

a recognised swimming teachers code of conduct

swimwear and personal protective equipment

principles of session planning to develop activity-specific plans:

expectations and aspirations of parents or caregivers

numbers of clients

client background, experience and developmental stage

staff and financial resources

cultural and political influences

involvement and interest of parents or caregivers

length and number of sessions

equipment, materials and provisions

precautions and other health and safety information

instructional methods and principles:

whole skill strategies

progressive part strategies

demonstration strategies

command and response strategies

experiential or problem-solving strategies

techniques to encourage the reluctant participant

conditions, factors and external influences that effect participant uptake of skill:

physical, intellectual and emotional characteristics

environmental conditions

other facility users

spectators

parents

other instructors

background noise and distractions

class size

water depth

available water space

temperament and personality characteristics of infants and toddlers:

easy child

slow to warm up child

difficult child

development stages of infants and toddlers:

motor

cognitive

personal development

aquatic activities and games to facilitate motor, cognitive and personal development in infants and toddlers

appropriate use, care and ongoing maintenance of industry relevant equipment and resources.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated warm water pool.

Assessment must ensure use of:

infant and toddler participants with differing needs and expectations

organisational policies and procedures

aquatic equipment and toys.

Assessment must ensure access to:

first aid facilities and equipment.

Assessment activities that allow the individual to:

conduct activities within industry required timeframes

respond to problems that typically arises when working with infants and toddlers in an aquatic environment.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU012 Assist participants with a disability during aquatic activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify the needs of participants with a disability, assist them to safely enter and exit the water and to provide appropriate support during aquatic activities.

This unit applies to those conducting learn-to-swim and water familiarisation classes in swimming pools or confined natural shallow water venues. Work is performed according to relevant legislation, public health regulatory requirements and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

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. Identify participant needs.	1.1 Consider participant group characteristics and suitability of environmental features to participant needs. 1.2 Assess the degree and type of support required. 1.3 Determine entry and exit requirements, and appropriate entry and exit points. 1.4 Report any unsuitable environmental features or entry and exit points.
2. Provide aquatic support.	2.1 Select and use communication techniques suited to participants. 2.2 Advise participants and caregivers of location and appropriate use of resources. 2.3 Provide clear information and demonstrations to participants and caregivers and confirm understanding. 2.4 Seek and respond to questions or feedback from participants and caregivers. 2.5 Provide appropriate type and level of support. 2.6 Observe and monitor participant responses and adjust support provided, as required. 2.7 Respond to participants or caregivers experiencing difficulties.
3. Review aquatic support.	3.1 Respond to participant and caregiver concerns, feedback and questions as required. 3.2 Report on resources and aspects needing further emphasis, attention or intervention in future sessions. 3.3 Review own performance and identify areas needing improvement and appropriate strategies as required.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCAQU312A Assist participants with a disability during aquatic activities.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU012 Assist participants with a disability during aquatic activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

provide support to at least three clients with different types of disability

correctly use the following physical support techniques:

hands on torso

hands to hands

back hold in vertical or horizontal positions

short arm hold

cradling

carry hold

hip hold

prone hold

prone side hold

assisted entries and exits

select and use communication strategies suited to individual clients, including the following:

active listening

open questioning

non-verbal

visual

sensory

tactile.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal, ethical and organisational policies and procedures:

work health and safety/occupational health and safety

duty of care

working with children

communication protocols

codes of conduct

best practice principles of aquatic activities

disability specific legislation

current policies and frameworks supporting provision of services to people with a disability

factors affecting support requirements:

physical disability

intellectual or sensory impairment

mobility

fitness

body type and composition

age

environmental features to be considered:

ramps

hoists

steps

surface type

railings

water depth

available water space

aquatic support techniques and their application to different participant requirements, as specified in the Performance Evidence

communication techniques and the need to adapt to specific needs:

clear verbal communication

visual

tactile

use, care and maintenance of equipment used to support people with a disability

first aid and water rescue techniques to enable appropriate responses to participants or caregivers experiencing difficulties

cardiopulmonary resuscitation techniques to enable initial response to emergencies as per Australian Resuscitation Council (ARC) guidelines.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility or confined natural shallow water environment.

Assessment must ensure use of:

participants with a disability to whom services are provided

organisational policies and procedures appropriate to risk management

incident reporting documentation.

Assessment must ensure access to:

first aid facilities and equipment.

Assessment activities that allow the individual to:

respond to typical challenges that arise when providing support to people with a disability.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU013 Coordinate lifeguard service at an aquatic facility

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to implement and monitor lifeguard supervision requirements in an aquatic facility according to regulatory requirements.

This unit applies to managers and coordinators in aquatic environments, such as council or commercially operated aquatic and leisure centres, who are responsible for supervising the activities of staff. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

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. Identify lifeguard supervision requirements.	1.1 Identify and document use of aquatic facility or environment. 1.2 Access and interpret information to establish supervision requirements. 1.3 Allocate resources to meet identified supervision requirements. 1.4 Document details of supervision to be provided.
2. Implement supervision requirements.	2.1 Communicate policies, procedures, roles and responsibilities to staff. 2.2 Identify training requirements, current capability and fill gaps where required. 2.3 Monitor, evaluate, and provide feedback on staff performance. 2.4 Adjust supervision to meet changing requirements. 2.5 Inspect the facility regularly to identify potential risks and take action to minimise within scope of responsibility.
3. Manage emergency situations.	3.1 Communicate emergency procedures to staff. 3.2 Conduct emergency drills according to agreed procedures. 3.3 Assess and manage emergencies according to agreed procedures. 3.4 Contact and use emergency services, as required. 3.5 Record and report incidents.
4. Review and adapt lifeguard operations.	4.1 Evaluate lifeguard operations according to agreed mechanisms. 4.2 Review own performance and seek feedback from stakeholders. 4.3 Review and implement modifications to lifeguard operations in response to feedback.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCAQU416A Coordinate lifeguard service at an aquatic facility

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU013 Coordinate lifeguard service at an aquatic facility

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

identify and document supervision requirements for at least three different operational situations according to regulatory requirements

implement and monitor supervision requirements at an aquatic facility on at least three different occasions, involving at least three of the following situations:

where requirements change without notice

when there are groups of children in the facility

where inflatables are being used

during periods of high use

during periods of low use

assess, manage and report on at least two different emergency situations.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and organisational policies and procedures:

work health and safety/occupational health and safety

use and care of equipment

communication protocols

safety, rescue and emergency procedures

incident reporting

appropriate responses to potential risk

behaviour management

factors for consideration in planning supervision requirements and regulatory requirements:

level of use

pattern of use

profile of users

nature of the location

human resource management techniques in the context of lifeguard operations:

rostering

performance management

training

potential dangers or hazards commonly encountered in aquatic environments:

misuse of equipment

swimming in unsafe areas

behaving with disregard for the safety of others

facility or environment hazards and how these can be monitored through supervision

factors affecting the classification of emergencies:

nature and size

likely development

availability of support to enable an appropriate response

supervision techniques:

opening and closing procedures

rostering lifeguards

allocating duties and responsibilities

cleaning and maintenance

first aid, emergency and rescue procedures appropriate to the conditions.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic environment.

Assessment must ensure use of:

individuals to whom the candidate provides leadership, training and supervision

organisational policies and procedures appropriate to risk management

incident reporting documentation

Participants to be supervised by lifeguards, these can be:

participants in a workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities to allow the individual to:

monitor activities over a period of time

respond to problems typical of lifeguard service provision.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCAQU014 Operate self-contained breathing apparatus in an aquatic facility

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify and respond to emergency situations requiring the use of self-contained breathing apparatus (SCBA).

This unit applies to those working at aquatic facilities where chlorine gas is used. The Australian and New Zealand Safety Standard 2927 requires a SCBA to be kept at any public swimming pool or public place where chlorine is stored or used. The Western Australian Code of Practice for the Design, Construction, Operation, Management and Maintenance of Aquatic Facilities imposes conditions on Pool Operators of Group 1 Swimming Pools to hold this Unit of Competence.

With regard to other states and territories, no licensing, regulatory or certification requirements apply to this unit at the time of publication.

Pre-requisite Unit

Nil

Competency Field

Aquatics

Unit Sector

Community Recreation

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. Identify and evaluate emergency situations.	1.1 Identify emergencies requiring the use of self-contained breathing apparatus. 1.2 Communicate initial assessment of emergency to appropriate personnel and determine an appropriate response.
2. Use self-contained breathing apparatus.	2.1 Check self-contained breathing apparatus unit is operational. 2.2 Fit and operate self-contained breathing apparatus unit according to manufacturer instructions. 2.3 Connect chlorine gas regulator to cylinder or drum installation. 2.4 Perform leak detection test on chlorine gas regulator. 2.5 Record and report details of routine maintenance. 2.6 Isolate chlorine gas equipment in an emergency situation and notify emergency personnel in line with organisational requirements.
3. Check and maintain self-contained breathing apparatus.	3.1 Check self-contained breathing apparatus unit, report faults and take corrective action when required. 3.2 Clear and store the self-contained breathing apparatus unit after use if no maintenance action required. 3.3 Remove, replace or repair faulty equipment and defective parts according to manufacturer instructions and scope of responsibility.
4. Complete post-emergency responsibilities.	4.1 Record and report details of emergency incident according to organisational procedures. 4.2 Evaluate emergency procedures and recommend any changes required to improve response.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret technical documents such as manufacturer instructions for the use, care and maintenance of self-contained breathing apparatus units.
Numeracy skills to:	determine air supply limits of self-contained breathing apparatus units.

Unit Mapping Information

SISCAQU417A Operate self-contained breathing apparatus in an aquatic facility

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCAQU014 Operate self-contained breathing apparatus in an aquatic facility

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

identify, evaluate and respond to chlorine gas system operations and emergencies requiring the use of self-contained breathing apparatus according to legislative and organisational requirements on at least two occasions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and organisational policies and procedures:

work health and safety/occupational health and safety

codes of practice

use and care of equipment

communication protocols

safety, rescue and emergency procedures

incident reporting

appropriate responses to potential risk

safe use, care and routine maintenance of chlorine gas equipment

properties of chlorine gas

atmospheric conditions and how they can affect chlorine gas cylinders

responses to emergency situations involving the release of chlorine gas

how to use a self-contained breathing apparatus.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated aquatic facility where chlorine gas is used.

Assessment must ensure use of:

chlorine gas system

a self-contained breathing apparatus

organisational policies and procedures for risk management

incident and maintenance reporting documentation.

Assessment must ensure access to:

first aid facilities and equipment.

Assessment activities that allow the individual to:

respond to emergency situations in industry required timeframes.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCCRD001 Facilitate community recreation initiatives

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop, deliver and evaluate community recreation initiatives. Community recreation initiatives are diverse in nature and this unit is relevant to any type of community recreation initiative using community development principles around consultation, access and equity. Initiatives can be as targeted as increasing participation in local populations, or as broad as implementing a nationally recognised need within the community.

This unit applies to middle managers and volunteer coordinators who work autonomously in community recreation environments. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Community Recreation Development

Unit Sector

Community Recreation

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 community recreation initiatives.	1.1 Consult with stakeholders to identify community characteristics, needs and expectations. 1.2 Identify community groups with specific requirements. 1.3 Conduct meetings and consultations with community members to confirm needs and expected outcomes. 1.4 Identify barriers and risks to participation and develop appropriate strategies. 1.5 Develop and document strategies for communication and implementation of initiatives. 1.6 Prepare and distribute marketing materials to target group.
2. Deliver community recreation initiatives.	2.1 Identify and organise appropriate resources to implement initiatives. 2.2 Implement delivery strategies that ensure safety of participants. 2.3 Monitor access, participation and safety and adjust initiatives according to responses of specific community. 2.4 Encourage participants to provide feedback on initiatives.
3. Evaluate community recreation initiatives.	3.1 Seek and acknowledge feedback from relevant stakeholders. 3.2 Evaluate relevant components of initiatives against expected outcomes. 3.3 Identify potential areas for improvement and consult with key stakeholders to determine future directions.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILL	DESCRIPTION
Writing skills to:	prepare meeting documentation and targeted marketing communication materials.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCCRD001 Facilitate community recreation initiatives

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop, deliver and evaluate at least two different recreation initiatives for two different target groups.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and organisational policies and procedures that inform planning and delivery of recreation initiatives:

work health and safety

anti-discrimination and equal opportunity

privacy

working with children

communication protocols

principles of social justice and advocacy

social, political, cultural and historical issues relevant to specific communities and groups to a level required to develop appropriate initiatives:

cultural and linguistic diversity

urban, rural or remote location

family systems

schooling

consultation and communication mechanisms for working with communities

resources required for initiatives within an organisation or specific community and how they can be organised:

facilities

equipment

finance

personnel

volunteers

transport

marketing materials

factors that affect participation in community recreation activities for specific communities:

age

cultural and social

physical and intellectual characteristics

family structures

level of literacy and numeracy

financial

time and resource constraints

potential outcomes of initiatives:

increased participation

increased retention level

feelings of inclusiveness

evaluation processes to enable improvements to be made to the program.

Assessment Conditions

Skills must be demonstrated in:

an appropriate facility or venue within a community setting such as a community hall, aquatic or sport centre

a simulated community recreation environment.

Assessment must ensure use of:

participants for the recreation initiative; these can be:

participants in a community setting, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation

equipment and resources required for the implementation of the initiative

industry, community or organisational documentation such as community recreation plans, forms relating to resource and equipment, evaluation tools

legislation and organisational policies and procedures in relation to the conduct of recreational activities.

Assessment activities that allow the individual to:

facilitate recreation activities in situations that require the planning and problem solving skills reflective of the workplace.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISCCRO001 Plan and conduct recreation programs for older persons

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, safely conduct, and evaluate recreation programs for older persons, including frail and moderately active participants.

This unit applies to those working in environments such as community recreation centres and indoor or outdoor recreation facilities. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Community Recreation Operations

Unit Sector

Community Recreation

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. Establish participant needs and expectations.	1.1 Interpret information about participant characteristics, recreational needs and special requirements. 1.2 Encourage participants to articulate their own recreational needs and expectations. 1.3 Make assessments of participant capacity in consultation with relevant support personnel and within scope of own responsibility. 1.4 Identify potential barriers to participation. 1.5 Advise participants of factors preventing participation in a program.
2. Plan recreation programs.	2.1 Determine program activities and strategies appropriate to the context, participant needs and capabilities. 2.2 Assess likely demands of the program on participants in consultation with appropriate support personnel. 2.3 Identify and organise required human, physical and financial resources and support. 2.4 Recognise risks to participant safety and act to eliminate or minimise risks. 2.5 Identify and incorporate injury prevention strategies and support requirements. 2.6 Develop and document program plans that incorporate key information. 2.7 Seek agreement on program plan from relevant staff, participants and organisations as required.
3. Prepare for recreation programs.	3.1 Inspect and confirm set-up of location and equipment; report issues to person responsible. 3.2 Provide clear and accurate instructions and information using communication techniques suited to participants. 3.3 Confirm understanding and encourage participants to seek clarification as required. 3.4 Issue required equipment and aids and provide assistance with fitting where necessary. 3.5 Modify equipment for use by different participant groups. 3.6 Identify emerging risks to participant safety and take action to minimise these.
4. Conduct recreation programs.	4.1 Encourage participants to warm-up and cool-down through demonstration and instruction of safe and appropriate exercises. 4.2 Monitor technique, use of equipment and aids and provide feedback and assistance to participants. 4.3 Select and use communication techniques that encourage and support participants. 4.4 Modify program, as required according to participant needs. 4.5 Use techniques that motivate participants to maintain an appropriate participation rate.
5. Conclude recreation programs.	5.1 Conclude program at a pace appropriate to participants, their level of involvement and duration of the program. 5.2 Inform participants of follow-up programs, sources of information and further recreational opportunities. 5.3 Collect and check issued equipment for damage and wear and report problems to appropriate staff.
6. Evaluate recreation programs.	6.1 Request and respond to feedback from participants and identify further needs. 6.2 Evaluate program components and record outcomes. 6.3 Identify and document potential areas for improvement in future programs. 6.4 Review own performance and identify potential improvements.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILL	DESCRIPTION
Reading skills to:	interpret accompanying health documentation as required, using risk stratification processes.
Oral communication skills to:	use active listening and open and closed probe questioning to identify participant needs and preferences.

Unit Mapping Information

SISCCRO303A Plan and conduct recreation programs for older persons

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISCCRO001 Plan and conduct recreation programs for older persons

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, conduct and evaluate at least three different programs for older people, including both frail and moderately active participants

conduct programs that individually or cumulatively incorporate at least three of the following activity types:

stretching and mobility

strengthening or conditioning

posture

balance

chair-based work

floor work

use the following communication skills:

clear verbal communication

modelling and demonstration

motivational techniques.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements that support and facilitate safe conduct of recreation programs for older participants:

work health and safety/occupational health and safety

privacy and confidentiality

duty of care

equal opportunity and anti-discrimination

sexual harassment

organisational policies and procedures for planning and conducting an recreation programs for older participants:

appropriate use of equipment and venues

work health and safety/occupational health and safety

risk minimisation

privacy

duty of care

extent and limitations of responsibilities

time constraints and scheduling requirements

budget allocation

use of modified equipment

use of aids

screening processes of older persons for entry into programs or activities:

interviews with participants and carers

medical history

physical ability tests

general contraindications for participation

factors affecting participation in programs for older persons

potential types of participant needs and their impact on program planning:

physical

emotional

motivational

program planning techniques and information to be included in plans

psychological stages and impact of ageing on participation in recreation activities and the variations in older people’s abilities

risk analysis processes for assessing the potential impact of a planned recreation program on participant safety:

level of challenge and difficulty

behaviour of other participants

equipment failure

activity specific knowledge to match activities with client needs and capabilities:

suitable exercises for older persons:

stretching and mobility exercises

strengthening or conditioning

confidence building

posture

balance

chair based

floor work

variations in status of participants:

impact of medication

chronological age

physiological age

medical conditions

factors affecting group dynamics, conflict resolution and communication strategies:

verbal

modelling or demonstration

hand or arm signals

braille

modified equipment and aids for older participants and equipment testing and checking techniques

evaluation processes.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated environment.

Assessment must ensure use of:

equipment and resources required for the delivery of the program:

modified equipment and aids

industry or organisational documentation such as program plans, forms relating to equipment checks and equipment damage

legislation and organisational policies and procedures in relation to the conduct of programs for older persons

older participants to undertake recreation programs; these can be:

participants in a community setting, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

plan and conduct programs of a duration that reflects current industry practice.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT001 Provide health screening and fitness orientation

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify client fitness requirements, administer a pre-exercise health screening questionnaire and advise clients of appropriate fitness programs, services and facilities. This involves using industry endorsed risk stratification procedures when determining the provision of suitable advice regarding services and referral requirements.

This unit applies to fitness instructors who work in a variety of fitness locations such as fitness, leisure and community centres. These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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. Identify client fitness requirements.	1.1 Question clients to confirm fitness goals, expectations and preferences. 1.2 Confirm current and past physical activity participation. 1.3 Describe available programs, services and facilities relevant to client needs and expectations.
2. Administer pre-exercise health screening questionnaire.	2.1 Explain purpose of pre-exercise health screening questionnaire and risk stratification to client. 2.2 Provide and administer an industry standard pre-exercise health screening questionnaire to client. 2.3 Discuss client preferences and outcomes of pre-exercise health screening. 2.4 Refer client to medical practitioner or other appropriate professionals for further appraisal as required.
3. Advise benefits of fitness activities and exercise prescription.	3.1 Explain benefits of fitness activities and fitness programs. 3.2 Advise client regarding processes and suitability of relevant activities and programs, as required. 3.3 Document and update records of fitness orientation, pre-exercise screening and advice provided to client.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret pre-exercise health screening questionnaire requirements and processes to determine client level of risk interpret pre-exercise health screening questionnaire and accompanying documentation regarding its use, implementation and risk stratification processes.
Writing skills to:	prepare referral letters with appropriate information from client consultation and pre-exercise health screening questionnaire to general practitioners, personal trainers or advanced personal trainers.
Oral communication skills to:	provide client with a justified explanation for referral and identify with the client the appropriate person, such as the client’s general practitioner, for the referral use active listening and open and closed probe questioning to interact with clients in a polite and friendly manner.
Numeracy skills to:	conduct measurements and calculations, such as body mass index within industry standard pre-exercise health screening questionnaire provide clients with advice on appropriate exercise intensity guidelines and heart rate calculations based on pre-exercise health screening questionnaire results.
Problem-solving skills to:	determine need for client referral to a general practitioner or a personal trainer or an advanced personal trainer.

Unit Mapping Information

SISFFIT301A Provide fitness orientation and health screening

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT001 Provide health screening and fitness orientation

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include a period(s) totalling at least three hours of fitness orientation and health screening work comprising at least five different client contact sessions and:

use a risk stratification process for each client contact session for clients with differing needs, goals and preferences

conduct calculations and measurements to adequately complete health screening procedures:

waist circumference

waist to hip ratio

body mass index

explain available programs, services and facilities to match each client’s needs, goals and preferences

prepare referral letters with supporting pre-exercise health screening documentation for at least two clients to a relevant medical or appropriate allied health professional when guidance and feedback is required regarding exercise participation

prepare referral letter for at least one client to a more highly qualified fitness professional, such as a personal trainer, when either the:

client requests personal training services

client’s needs, goals and preferences are suited to the scope of practice of a fitness professional more highly qualified than a fitness instructor

interact with all clients in a professional manner

use appropriate communication strategies and organisational channels to collect and handle sensitive information.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and regulatory requirements:

appropriate collection and storage of client information

application of legal and ethical limitations of own role

work health and safety/occupational health and safety

industry endorsed client pre-exercise health screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements

features and benefits of fitness facilities, exercise programs and services

essential information and protocols for completion of referrals:

client details

rationale for referral

guidance being sought

a copy of the pre-exercise health screening tool

role of medical or allied health professionals for referral processes

role of relevant personnel for referral processes:

personal trainer

advanced personal trainer

considerations to be aware of in the following specific population client presentations:

asthma

children and their developmental stages

continence issues

depression

high cholesterol

hypertension

knee injuries

lower back pain

menopause

metabolic disease or conditions, including diabetes mellitus

neck issues

obesity

older populations and conditions associated with ageing process

osteoarthritis

osteoporosis

overweight

pre and postnatal

rheumatoid arthritis.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated fitness needs and expectations, including new and existing clients.

Assessment must ensure use of:

industry standard pre-exercise health screening questionnaire

informed consent forms

client record forms

referral letter

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment must ensure access to:

legislation and organisational policies and procedures in relation to health screening and fitness orientation.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Certificate IV in Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Certificate IV in Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT002 Recognise and apply exercise considerations for specific populations

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to recognise exercise considerations common to specific population groups. It requires the ability to understand anatomical and physiological considerations and apply that understanding to client exercise participation aimed at improving health-related components of fitness.

This unit applies to fitness instructors working within the industry endorsed scope of practice when providing advice regarding fitness services and referral requirements for clients from the following specific population groups:

children

women

older adults

clients with a disability

culturally and linguistically diverse (CALD) groups.

This unit does not apply to provision of exercise to higher risk specific population clients, or inappropriate exercise prescription for moderate risk clients.

This unit applies to fitness instructors who typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation including working with children and/or vulnerable people checks, and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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. Identify client fitness requirements.	1.1 Consider and confirm client needs, expectations and preferences using suitable questioning techniques. 1.2 Review and advise client of outcomes of pre-exercise health screening procedures. 1.3 Refer client to medical or allied health professionals as required. 1.4 Identify potential barriers to participation. 1.5 Develop and document client profile for re-evaluation purposes.
2. Develop program plans.	2.1 Determine type of training, training methods and equipment required to achieve client goals. 2.2 Incorporate guidance/advice from medical or allied health professionals into the provision of fitness advice/or planning of instruction. 2.3 Develop and document program plans that incorporate key instructional information to target components of fitness, including guidance from medical or allied health professionals if required. 2.4 Explain benefits of exercise and anticipated structural and physiological adaptations as they relate to client goals and needs. 2.5 Develop customised training sessions that include a variety of exercises and equipment to meet client needs. 2.6 Discuss and confirm client understanding of potential signs and symptoms of intolerance, precautions or contraindications to exercise and recommended precautions.
3. Conduct exercise sessions.	3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 3.2 Provide clear exercise instructions and confirm client understanding. 3.3 Demonstrate exercises, techniques and equipment to client. 3.4 Monitor participation and performance to identify signs of exercise intolerance and modify as required. 3.5 Monitor client intensity, techniques, posture and safety, and modify program as required. 3.6 Seek ongoing guidance from, or refer client to, medical or allied health professionals, as appropriate. 3.7 Select and use communication techniques that encourage and support clients. 3.8 Modify session as required considering basic mechanics, safety and fitness outcomes. 3.9 Respond to clients experiencing difficulties and answer questions as required. 3.10 Complete session documentation and progress notes.
4. Evaluate program.	4.1 Monitor and evaluate exercise program at appropriate intervals. 4.2 Provide written and verbal feedback to medical or allied health professionals, as required. 4.3 Request and respond to feedback from clients. 4.4 Review own performance and identify areas needing improvement. 4.5 Identify aspects needing further emphasis or attention in future sessions. 4.6 Evaluate program or activities and discuss modifications to program. 4.7 Document and update records of evaluation and modification of programs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	use active listening and open and closed probe questioning to identify specific population client needs and preferences explain course of action, including referral and fitness services, as required.
Numeracy skills to:	use heart rate calculations or other monitoring techniques during training, where relevant use body mass index calculations during pre-exercise screening, where relevant.
Learning skills to:	maintain current knowledge of specific population requirements within scope of practice.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT002 Recognise and apply exercise considerations for specific populations

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

use industry endorsed pre-exercise screening tools and risk stratification processes to identify the risk level of at least ten clients across the following specific population groups:

children and adolescents

women

older adults

clients with a disability

culturally and linguistically diverse (CALD) groups

prepare referral letters to relevant medical or appropriate allied health professionals with supporting pre-exercise health screening documentation for a client from each specific population group

plan, document, implement and evaluate suitable exercise programs within scope of practice for specific population clients:

five clients that don’t require guidance or instruction provided by medical or allied health professionals

five clients in response to guidance or instruction provided by medical or allied health professionals

conduct sessions that incorporate:

appropriate selection and monitoring of a range of gym-based cardiovascular and resistance equipment, according to industry guidelines

demonstration, explanation, and instruction of exercises

injury prevention strategies specific to client needs and program

suitable order and sequence of activities

session components that target the needs and goals of the individual

suitable duration, intensity, volume

ongoing clear and constructive feedback to clients and, where required, medical or allied health professionals

use of evidence based exercise adherence strategies specific to the population groups

modify programs for clients, addressing at least three of the following:

technical requirements

changing needs due to fitness adaptations

changing goals

client needs, objectives, likes and dislikes

technical difficulty adjustments of exercises

medical or allied health professional feedback

conduct periodic ongoing evaluation of outcomes from fitness programs in accordance with the established program goals and industry best practice.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding specific population exercise participation:

child protection

privacy

anti-discrimination

work health and safety/occupational health and safety

duty of care

organisational policies and procedures in regards to specific population exercise participation:

industry endorsed risk management protocols, exercise implications and referral requirements

overcrowding

ventilation and/or climate control

hygiene

emergency

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

industry endorsed client pre-exercise screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements for:

low-risk clients

moderate risk clients

higher risk clients

when there are extreme or multiple risk factors present and professional judgement to decide whether further medical advice is required identification of clients at high or higher risk of an adverse event occurring during exercise

physical activity and exercise intensity and frequency guidelines

precautions to exercise relevant to the specific population in accordance with industry guidelines where applicable

benefits versus risk of participation

situations where cessation of exercise program is required, this may include but is not limited to:

chest pain at rest or during activity

severe breathlessness/feeling faint/dizziness/loss of balance

unusual fatigue or shortness of breath

asthma aggravation/attack

significant muscle, bone or joint pain (beyond what is normally expected during exercise)

a situation whereby the fitness professional makes a judgement that continuing the session is beyond their professional capabilities and scope of practice, and could potentially compromise client health and safety

signs and symptoms of poor exercise tolerance or unstable condition

role of medical or allied health professionals for referral processes:

accredited exercise physiologist

accredited practising dietician

chiropractor

continence nurse advisor

general practitioner

occupational therapist

osteopath

physiotherapist

podiatrist

psychologist

remedial massage therapist

sports doctor

sports physician

typical anatomical and physiological considerations for the following specific population groups:

children

women

older adults

clients with a disability

CALD groups

appropriate management for signs and symptoms of intolerance or an unstable condition:

cease or modify exercise

refer to a medical or allied health professional

call an ambulance if required

potential or actual effect of the condition on exercise behaviour

exercise adherence strategies.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated fitness industry environment that offers a variety services and facilities suitable for specific population clients.

Assessment must ensure use of:

a variety of equipment appropriate for use by specific population clients

organisational policies and procedures related to specific population clients

manufacturer guidelines on equipment safety and usage

industry endorsed risk stratification procedures

documented session plans with inclusion of identified modifications/adjustments needed

learning and assessment tools validated by an accredited/registered allied health professional with at least two consecutive years experience in clinical practice

specific population clients and medical or allied health professionals for referral processes; these can be:

clients, and medical or allied health professionals in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

develop a variety of exercise programs for specific population clients over a period of time, ensuring adequate time to allow for the implementation of required modifications

provide advice regarding fitness services and facilities for specific population clients

complete and update client records:

pre-exercise screening documents

program as prescribed

modifications

client consent

copies of any communications.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors; and:

have a Certificate IV in Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Certificate IV in Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT003 Instruct fitness programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, knowledge and skills required to plan, instruct and evaluate a variety of fitness programs and circuit sessions aimed at the health-related components of fitness. It involves programming and instruction of cardiovascular, resistance and flexibility programs for low or moderate risk clients who have completed industry endorsed pre-exercise screening and risk stratification procedures.

This unit applies to fitness instructors who work in a variety of fitness locations such as fitness, leisure and community centres. These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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. Identify client fitness requirements.	1.1 Consider and confirm client needs, expectations and preferences using suitable questioning techniques. 1.2 Review and advise client of outcomes of pre-exercise health screening procedures. 1.3 Refer client to medical or allied health professionals as required. 1.4 Identify potential barriers to participation. 1.5 Develop and document client profile for re-evaluation purposes.
2. Develop program plans.	2.1 Determine type of training, training methods and equipment required to achieve client goals. 2.2 Calculate total training volume required to achieve client goals. 2.3 Develop and document program plans that incorporate key instructional information to target components of fitness. 2.4 Develop customised training sessions that include a variety of exercises and equipment to meet client needs.
3. Conduct exercise sessions.	3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 3.2 Provide clear exercise instructions and confirm client understanding. 3.3 Demonstrate exercises, techniques and equipment to client. 3.4 Monitor participation and performance to identify signs of exercise intolerance and modify as required. 3.5 Select and use communication techniques that encourage and support clients. 3.6 Modify session as required considering basic mechanics, safety and fitness outcomes. 3.7 Respond to clients experiencing difficulties and answer questions as required. 3.8 Complete session documentation and progress notes.
4. Evaluate program.	4.1 Monitor and evaluate exercise program at appropriate intervals. 4.2 Request and respond to feedback from clients. 4.3 Review own performance and identify areas needing improvement. 4.4 Identify aspects needing further emphasis or attention in future sessions. 4.5 Evaluate program or activities and discuss modifications to program. 4.6 Document and update records of evaluation and modification of programs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret fitness industry and equipment manufacturer guidelines interpret pre-exercise health screening results and documentation.
Oral communication skills to:	use active listening and questioning techniques to determine client preferences and offer and explain suitable exercises and programs.
Numeracy skills to:	calculate heart rate and use exercise intensity guidelines, including rate of perceived exertion determine availability and appropriate timing for area use determine safe and effective timing within sessions and programs.
Learning skills to:	maintain current knowledge of fitness training methods and equipment.
Problem-solving skills to:	modify session and program as required with consideration and awareness of expected training adaptations specific to client.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT003 Instruct fitness programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least eight hours comprising at least eight different client contact sessions, and:

plan, document, implement and evaluate at least five fitness programs using the principles of program design to suit the needs of clients with goals related to health-related components of fitness

plan, document, implement and evaluate at least three circuit training sessions with interrelated components

conduct sessions that individually or cumulatively incorporate:

demonstration, explanation, and instruction in the following:

cardiovascular exercises

dynamic warm-up and cool-down components

resistance exercises:

squat

static lunge

push-up

triceps dips

prone back extension

shoulder press

abdominal crunches

bent over row

lateral raise

modified dead lift

prone hover

flexibility exercises – static and dynamic stretches

injury prevention strategies specific to client needs and program

modify programs for clients, addressing at least three of the following:

technical requirements

changing needs due to fitness adaptations

changing goals

client needs, objectives, likes and dislikes

technical difficulty adjustments of exercises.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding fitness programs, sessions and circuit sessions:

work health and safety/occupational health and safety

duty of care

organisational policies and procedures in regards to:

pre-session screening

overcrowding

ventilation and/or climate control

hygiene

participant to instructor ratio

emergency

risk management

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

principles of program design:

FITT

overload

progression

specificity

fitness program planning for improvement of health-related components of fitness:

body composition

muscle endurance

muscle strength

cardiorespiratory endurance

flexibility

program design and variables relevant to health-related components of fitness and factors affecting program design

components of a circuit training session plan:

phases:

preparation

conditioning

recovery

adaptation

rest intervals

required equipment

floor plan for equipment arrangement

circuit training session planning considerations and inclusions:

equipment

layout

number of participants

phases of session

training methods and consideration of intensity, program types, sets and reps, circuits, matrices, super-sets, pre-fatigue and interval training

benefits of fitness sessions and circuit sessions

contraindications and precautions to participation in session, and suitable modification options for participants where the safety of the participant is not compromised

exercises and programming requirements for:

flexibility:

dynamic or active range of motion

static

muscular endurance and strength:

balance and coordination

body weight

equipment

cardiorespiratory endurance

effects of different exercises on the major body systems:

cardiovascular

muscular

nervous

skeletal

methods of monitoring exercise intensity, techniques and progression:

heart rate

rate of perceived exertion

observation of technique

completed sets and repetitions

loads lifted

manufacturer and exercise equipment specifications for safe use and techniques

signs and symptoms of exercise intolerance

motivational techniques and exercise adherence strategies.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals..

Assessment must ensure access to:

legislation and organisational policies and procedures in relation to fitness programs and circuit training

industry endorsed risk stratification procedures.

Assessment must ensure use of:

a variety of fitness industry standard equipment:

resistance

free weights

machines

proprioception and stability training equipment

cardiovascular training

an appropriate area for the delivery of circuit training sessions

client record forms

documented session plans with inclusion of identified modifications/adjustments needed

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment within a training organisation.

Assessment activities that allow the individual to:

develop a variety of fitness programs over a period of time suitable for ensuring adequate time for the client to achieve several health-related components of fitness goals

demonstrate ability to instruct a variety of circuit sessions, catering for :

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Certificate IV in Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Certificate IV in Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT004 Incorporate anatomy and physiology principles into fitness programming

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to incorporate an understanding of the human body structure and physiology into fitness instruction, programming and provision of fitness advice.

This unit applies to fitness instructors who work in a variety of fitness locations such as fitness, leisure and community centres. These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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 anatomy and physiology.	1.1 Source and access information on anatomy and physiology relevant to fitness outcomes. 1.2 Use knowledge of anatomy and physiology in day-to-day professional practice. 1.3 Discuss/explain how understanding of anatomy and physiology contribute to safe/optimum technique and skill development. 1.4 Use a wide range of anatomical terminology relevant to injury prevention and fitness outcomes. 1.5 Identify how anatomical structures respond to physical activity. 1.6 Apply a sound understanding of injury prevention techniques to fitness instruction and programming.
2. Apply knowledge to own professional practice.	2.1 Assess ways in which knowledge of anatomy and physiology may be used, adapted or challenged in instruction and provision of fitness advice. 2.2 Identify current and emerging knowledge of anatomy and physiology relevant to development of own professional practice. 2.3 Modify approach to fitness programming activities and advice as required.
3. Maintain and update knowledge of anatomy principles.	3.1 Identify and use opportunities to update and expand own knowledge of anatomy and physiology. 3.2 Monitor response to changes made to own professional practice or instruction. 3.3 Continue to adjust own practice to optimise results.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	source and comprehend often complex anatomical and physiological information such as anatomical charts and labels on anatomical models.
Problem-solving skills to:	make connections between own practice and conclusions drawn from information about principles of anatomy and physiology.
Learning skills to:	monitor sources of information to expand knowledge base on anatomy and physiology relevant to own practice.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT004 Incorporate anatomy and physiology principles into fitness programming

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

effectively use knowledge of the following body systems to improve own instructional practice to plan and instruct at least five different client sessions:

cardiovascular

respiratory

musculoskeletal, with attention to:

bone strength

muscle endurance

muscle strength

nervous

digestive

explain and demonstrate:

the major movements of the body, while identifying major muscles

actions of major joints during exercise

relevant information regarding structure and function of skeletal muscle, and process of muscle contraction during exercise

muscle actions and functions during different types of contractions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

anatomical terminology:

anatomical position

superior

inferior

proximal

distal

lateral

medial

superficial

deep

planes of movement – sagittal, frontal, horizontal

movement terminology and muscle actions:

flexion

extension

abduction

adduction

pronation

supination

dorsiflexion

plantarflexion

circumduction

inversion

eversion

structural levels of body organisation:

cells

tissues

organs

organisms

functions of major muscles during exercise and movement:

agonist

prime mover

antagonist

synergist

fixator

types of muscle contractions:

isotonic – concentric and eccentric

isokinetic

isometric

tissue types:

connective

muscle

nervous

epithelial

body systems, their interdependence and contribution to a healthy body:

cardiovascular

musculoskeletal

nervous

digestive

respiratory

structure and function of:

muscles:

types and classifications

global and local muscular systems

major muscle groups

contractibility and activation

nervous system:

nerves and nerve impulses

reflex arcs and relationship to stretching

role of nervous system in different types of training

skeletal system:

types of bones

major bones

bony landmarks

major joints

cardiovascular system:

heart and blood vessel anatomy

circulation pathways

role of blood

oxygen demands of fitness activities

relationships between exercise intensity and circulatory and ventilator responses

respiratory system:

mechanics of breathing

respiratory volumes and relationships to fitness levels and exercise

energy systems, pathways and substrates and relevant recovery options

thermoregulation of the human body:

consideration of the methods of cooling and warming

current environmental conditions

exercises to promote ideal postural alignment and prevent development of pathological postures, with consideration of:

spinal curves

muscle balance

joint alignment.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated fitness industry environment that offers a variety of fitness services and facilities for clients.

Assessment must ensure access to:

anatomical and physiological information and resources

anatomical models or images.

Assessment must ensure use of:

planning and evaluation documentation with inclusion of identified improvements to professional practice

clients for the purposes of explanation and demonstration in instruction; these can be:

clients in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

demonstrate ability to incorporate body system knowledge into the instruction of sessions, catering for:

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Certificate IV in Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Certificate IV in Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT005 Provide healthy eating information

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to provide healthy eating information and support healthy attitudes to eating and body composition. This is undertaken in accordance with recommended guidelines within industry endorsed scope of practice.

The scope of practice of a fitness instructor does not include:

the provision of specific or individualised dietary analysis or advice, or information regarding:

specific diets

fad diets

nutritional supplementation

sports foods

ergogenic aids

nutrition for exercise or sports performance

the provision of information or advice to people with medical conditions requiring specialised dietary advice, or to frail elderly people who are at risk of malnutrition

the provision of dietary information or advice for infants and toddlers.

The fitness instructor must refer clients to an Accredited Practising Dietitian, Accredited Sports Dietitian, or General Practitioner as appropriate.

This unit applies to fitness instructors who work in a variety of fitness locations such as fitness, leisure and community centres. These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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. Provide healthy eating information.	1.1 Access and provide information regarding healthy eating, health and fitness to clients. 1.2 Explain adverse effects of poor nutrition to clients. 1.3 Show sensitivity to cultural and social differences influencing food choices. 1.4 Identify and refer clients with specific dietary requirements or dietary concerns to an Accredited Practising Dietitian, Accredited Sports Dietitian or General Practitioner, as required. 1.5 Maintain records of client consultations.
2. Support positive attitudes to eating and body composition.	2.1 Discuss with clients the relationship between body composition and physical and mental health. 2.2 Incorporate an understanding of the relationship between attitudes to eating and physical and mental health in client interactions. 2.3 Model healthy eating behaviours and attitudes in personal practice. 2.4 Refer client to an Accredited Practising Dietitian, Accredited Sports Dietitian or General Practitioner, as required.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	extract applicable information from identified healthy eating resources.
Oral communication skills to:	use open and closed probe questioning techniques in a sensitive and appropriate manner, to: determine the influences of social and cultural factors on food choices clarify with the client the extent of information requested in order to determine the need to refer to an Accredited Practising Dietitian, Accredited Sports Dietitian or General Practitioner.
Learning skills to:	maintain current knowledge of the Australian Dietary Guidelines and any related updates.
Technology skills to:	access, download and print healthy eating information from identified healthy eating guidelines resources.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT005 Provide healthy eating information

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least two hours comprising at least five different client contact sessions, and:

access and provide each client with:

current healthy eating information from identified current healthy eating information resources

information on healthy eating related to the maintenance of health and prevention of chronic disease

answer client queries and concerns regarding interpretation of healthy eating information

collaborate with clients to implement healthy eating habits

identify and prepare referrals for at least five clients to an Accredited Practising Dietitian, Accredited Sports Dietitian and/or General Practitioner as required:

clients who have specific dietary requirements or dietary concerns

clients who need support regarding positive attitudes to eating.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

information to promote positive attitudes to eating and body composition:

relationship between fitness, health and appearance

relationship between healthy eating, physical and mental health

realistic expectations of nutrition and goal attainment

link between healthy eating and common client health conditions

current healthy information resources:

National Health and Medical Research Council (NHMRC) – Australian Dietary Guidelines

relevant current healthy eating information as outlined in the Australian Dietary Guidelines:

food groups and nutrients

balanced diet

own role and limitations in providing healthy eating information

role of Accredited Practising Dietitian, Accredited Sports Dietitian and General Practitioner for referring clients

effects of cultural and social influences on food choices

referral requirements for:

dietary trends

fad or popular diets

nutritional supplementation

sports foods

ergogenic aids

concept of metabolism and the factors affecting metabolism.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated healthy eating and fitness goals.

Assessment must ensure use of:

documented organisational policies and procedures related to providing nutrition information

workplace documents and systems for the documenting of client consultation and referral letters, as required

learning and assessment tools validated by:

an Accredited Practising Dietitian or an Accredited Sports Dietitian with at least two consecutive years experience in clinical practice

current healthy information resources:

National Health and Medical Research Council (NHMRC) – Australian Dietary Guidelines

clients and medical or allied health professionals for referral processes; these can be:

clients, and medical or allied health professionals in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation

Assessment activities that allow the individual to:

provide clients with current healthy eating information from identified resources within commercially realistic consultation timing

identify at least five situations whereby the client’s requirements are beyond the scope of a fitness instructor, and refer client to an Accredited Practising Dietitian, Accredited Sports Dietitian and/or General Practitioner, as appropriate.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Certificate IV in Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Certificate IV in Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT006 Conduct fitness appraisals

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and conduct fitness appraisals, related to the health-related components of fitness. It requires the ability to determine positive behavioural change strategies in preparation for an exercise program and use fitness appraisal equipment according to manufacturer guidelines.

This occurs after the completion of an industry endorsed risk stratification process and the subsequent referral of clients where required.

This unit applies to fitness instructors who work in a variety of fitness locations such as fitness, leisure and community centres. These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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. Identify client fitness goals.	1.1 Clarify significance of fitness appraisal in relation to program development and seek client consent. 1.2 Review pre-exercise health screening, and health assessment procedures as required. 1.3 Discuss client health-related goals and acquire additional client information as required. 1.4 Refer client to a medical or allied health professional as required.
2. Plan and conduct fitness appraisal.	2.1 Determine tools and methods to conduct health and fitness assessments. 2.2 Conduct required health and fitness assessments in a safe and timely manner. 2.3 Implement strategies to overcome client cultural and social differences and behavioural patterns as required. 2.4 Select and use communication techniques that encourage and support the client. 2.5 Monitor client for signs and symptoms of intolerance and discontinue fitness assessments as required. 2.6 Explain results of fitness assessments and recommend an appropriate exercise program. 2.7 Match fitness goals to products and services available in the fitness industry. 2.8 Develop a client profile and record outcomes of appraisal and exercise program recommendations. 2.9 Review individualised exercise goals and implement adjustments to goals due to fitness appraisal results, as required.
3. Evaluate fitness appraisal.	3.1 Request and respond to feedback from client. 3.2 Identify and document aspects needing further attention.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret manufacturer guidelines for the use and maintenance of fitness assessment equipment.
Oral communication skills to:	use active listening and open and closed probe questioning to: elicit information from clients about their needs and expectations consult with clients about fitness goals clarify screening information provided by clients.
Numeracy skills to:	use calculations in fitness testing or assessment methods, such as body mass index and estimations of maximal oxygen consumption from submaximal testing set appropriate timeframes in goal setting work within a time schedule to provide fitness assessments review calculations from pre-test orientation and screening information.
Problem-solving skills to:	determine referral requirements after reviewing pre-exercise health screening information and acquiring any additional health and fitness information from client before fitness appraisal.
Technology skills to:	use fitness assessment equipment and equipment for fitness appraisal.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT006 Conduct fitness appraisals

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least five hours comprising at least five different client contact sessions, and:

plan and conduct health and fitness appraisals incorporating the following assessments for each client:

cardiorespiratory endurance (submaximal oxygen consumption)

blood pressure

range of movement/flexibility

strength

weight

height

body mass index

waist to hip ratio

girth measurements

use the following fitness appraisal equipment appropriately and safely:

tape measure

scales

sit and reach tools

bicycle, treadmill or rowing ergometer

heart rate monitor

blood pressure equipment – sphygmomanometer

stop watch.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and regulatory requirements relevant to:

fitness assessments and collection of client information

negligence and duty of care

appropriate collection and storage of client information

application of legal and ethical limitations of own role

work health and safety/occupational health and safety

organisational policies and procedures relevant to:

fitness assessments and collection of personal information

conduct of fitness appraisals

industry endorsed client pre-exercise health screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements

features and benefits of fitness facilities, exercise programs and services

role of medical or allied health professionals for referral processes

health-related components of fitness:

body composition

muscle endurance

muscle strength

cardiovascular endurance

flexibility

contraindications and precautions to participation in health and fitness assessments

benefits of fitness appraisal procedures and testing

signs and symptoms of exercise intolerance

interpretation of results from the following health and fitness assessments:

cardiorespiratory endurance (maximal and sub-maximal oxygen consumption)

blood pressure

range of movement/flexibility

strength

weight

height

body mass index

waist to hip ratio

girth measurements

skin fold measurements

methods for measuring exercise intensity:

heart rate response

respiration rate response

rate of perceived exertion

work output

products and services available in the fitness industry that could be used to meet client goals

exercise adherence and behavioural change strategies:

habits

intrinsic and extrinsic motivation

goal setting.

Assessment Conditions

Skills must be demonstrated:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

legislation and organisational policies and procedures in relation to fitness appraisals

manufacturer guidelines on equipment safety and usage.

Assessment must ensure use of:

client record forms

fitness industry standard appraisal equipment suitable for assessing health-related components of fitness:

heart rate monitor

tape measure

scales

sit and reach tools

bicycle, treadmill, rowing ergometer or step-up box

sphygmomanometer

stop watch

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Certificate IV in Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Certificate IV in Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT007 Instruct group exercise sessions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, instruct, monitor and evaluate group exercise sessions, with or without music. It requires the ability to plan the selection, sequencing and progression of exercises and appropriate music to ensure safe participation in activities.

This unit applies to fitness instructors who work in a variety of fitness locations such as fitness, leisure and community centres. These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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 session plans.	1.1 Consider participant group characteristics and identify expected fitness outcomes and session type. 1.2 Determine appropriate phases, exercises or choreography to meet group needs. 1.3 Select and sequence music, as required, according to duration, concepts and phases of session. 1.4 Incorporate motivational techniques to maximise exercise program adherence. 1.5 Develop and document session plans that incorporate instructional information.
2. Conduct session.	2.1 Confirm availability of area, assemble resources and prepare environment appropriately. 2.2 Check equipment for maintenance requirements, as required. 2.3 Confirm capacity to independently participate in session and modify as required to suit specific needs. 2.4 Provide clear instructions using effective communication and instructional principles. 2.5 Demonstrate exercises, techniques and equipment, and monitor participation and performance of each participant. 2.6 Modify activity, as required to cater for a multi-level group. 2.7 Respond to participants experiencing difficulties and answer questions as required. 2.8 Encourage group cohesion and manage conflicts as they arise.
3. Evaluate session.	3.1 Seek and acknowledge feedback from participants. 3.2 Evaluate participant response and feedback. 3.3 Evaluate own performance and identify areas needing improvement. 3.4 Implement modifications to future sessions where relevant to meet participant needs. 3.5 Update session documentation.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret manufacturer guidelines to maintain and use equipment.
Numeracy skills to:	use the beat of the music to time sessions, ensure safety and enjoyment, as well as effective exercise monitor intensity of exercise using methods such as heart rate or rate of perceived exertion, if required.
Learning skills to:	maintain current knowledge of group exercise training session methods.
Problem-solving skills to:	manage participant conflicts and behavioural concerns identify participant problems during session and implement modifications required implement injury prevention strategies.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT007 Instruct group exercise sessions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, instruct and evaluate at least five group exercise sessions

conduct sessions that individually or cumulatively incorporate:

pre-session instructions

safe and effective instructional techniques

modification of exercise options to meet individual needs

music to match participant needs

monitor exercise intensity during every session using at least one of the following methods:

heart rate response

perceived rate of exertion

talk test

use the following communication skills:

clear verbal communication

modelling and demonstration

use motivational techniques.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding group exercise sessions and group circuit sessions:

work health and safety/occupational health and safety

duty of care

copyright

licensing

organisational policies and procedures in regards to:

pre-session screening

overcrowding

ventilation and/or climate control

hygiene

participant to instructor ratio

emergency

risk management

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

benefits of group exercise sessions

contraindications and precautions to participation in selected group exercise session, and suitable modification options for participants where the safety of the participant is not compromised

industry accepted guidelines and recommendations for determining contra-indications and precautions

potentially harmful practices to be avoided:

hyperextension of joints

exercising while sick

exercising in extremes of temperature

ballistic movements

high impact movements for clients with incontinence or musculoskeletal conditions

intervention strategies:

stopping or modifying the exercise

modifying equipment or its use

variations to group exercise sessions:

choreographed to music

with or without music

with equipment

without equipment

circuit style

freestyle

phases of group exercise sessions:

warm-up:

pulse raise

mobility

main cardiovascular workout:

using aerobic curve

pulse raise

main workout

build down

muscle strength and endurance

flexibility

function and safety of equipment suitable for group exercise to music

motivational techniques relevant to group exercise sessions

current industry guidelines relevant to group exercise sessions

principles of exercise program design:

muscle action

loading and volume

exercise selection and order

rest periods

repetition velocity

frequency

industry recognised repertoire for targeting cardiovascular, strength and conditioning and flexibility goals

the use of music in a group exercise to music session, with consideration of appropriate use of:

beats per minute

rhythm

phrasing

volume

realistic timings of original choreography for sessions, or parts of sessions, and sequencing of choreography to suit session type in regards to:

add on

32 count phrase

verse and chorus

layering

safe and effective exercises and combinations of exercises in group sessions to suit the needs of beginners, intermediate and advanced participants

group management techniques to assist individuals within the group to achieve desired outcomes.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

legislation and organisational policies and procedures in relation to group exercise and circuit training

manufacturer guidelines regarding equipment usage and safety, as required.

Assessment must ensure use of:

equipment and resources required for the delivery of the session:

appropriate music and music equipment, as required

appropriate area for instruction of group exercise sessions

group exercise participants; these can be:

group exercise participants in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a workplace

Assessment activities that allow the individual to:

demonstrate the ability to instruct a variety of group exercise sessions:

with and without music

with and without equipment

using music for choreography or motivation, if required

catering for :

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have at least 2 years consecutive industry experience in the application of the skills and knowledge of this unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT008 Instruct water-based fitness activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, knowledge and skills required to plan, instruct, monitor and evaluate group water-based exercise sessions. It requires the ability to use aquatic exercise and instructional techniques, and hydrodynamic principles to ensure safe and effective fitness outcomes. This unit does not apply to the provision of hydrotherapy.

This involves using industry endorsed risk stratification procedures when determining the provision of suitable advice regarding services and referral requirements.

This unit applies to fitness instructors who work in a variety of fitness or aquatic locations such as fitness, leisure and community centres. These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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 water-based session plans.	1.1 Consider participant group characteristics and identify expected fitness outcomes and session type. 1.2 Determine appropriate phases, exercises, or choreography to meet group needs. 1.3 Select and sequence appropriate water-based fitness activities for participant group. 1.4 Incorporate motivational techniques to maximise exercise program adherence. 1.5 Develop and document session plans that incorporate instructional information.
2. Conduct water-based session.	2.1 Identify site aspects and pool design that may impact on the conduct of activities. 2.2 Confirm availability of area, assemble resources and prepare environment appropriately. 2.3 Check equipment for maintenance requirements, as required. 2.4 Confirm capacity to independently participate in session. 2.5 Provide clear instructions using effective communication and instructional principles. 2.6 Demonstrate exercises, techniques and equipment, and monitor participation and performance of each participant. 2.7 Modify activity, as required to cater for a multi-level group. 2.8 Explain effects of water on client movement responses. 2.9 Monitor client technique and safety within appropriate hydrodynamic principles, and modify as required. 2.10 Show sensitivity to participant cultural and social differences. 2.11 Respond to participants experiencing difficulties and answer questions as required. 2.12 Encourage group cohesion and manage conflicts as they arise.
3. Evaluate water-based session.	3.1 Seek and acknowledge feedback from participants. 3.2 Evaluate participant response and feedback. 3.3 Evaluate own performance and identify areas needing improvement. 3.4 Implement modifications to future sessions where relevant to meet participant needs. 3.5 Update session documentation.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret best practice principles of aquatic activities, organisational policies and procedures and legislation requirements.
Numeracy skills to:	maintain timing of exercises appropriate to session ability and, where required, music speed and tempo calculate and monitor intensity of workout for participants, if required.
Learning skills to:	maintain current knowledge of water based fitness activities, training methods and water safety principles and codes of practice.
Problem-solving skills to:	determine how to effectively instruct water based fitness activities from outside of the pool considering hydrodynamic principles which emulate demonstration of exercises at water speed apply principles of hydrodynamics to the adjustment of client aquatic activities and implementation of contingencies when problems arise, or other changes are required such as: client in ability to cope with session, activities, turbulence in water, or level of support provided client requires more energetic movements to achieve a more effective workout.

Unit Mapping Information

SISFFIT310A Plan and deliver water based fitness activities

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT008 Instruct water-based fitness activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least eight hours comprising at least eight different water based fitness sessions and:

plan, instruct and evaluate at least eight water-based fitness sessions:

five on pool deck

three in water

conduct sessions that individually or cumulatively incorporate:

pre-session instructions

safe and effective instructional techniques in water-based fitness:

formations

instructor preservation techniques

visual and verbal cueing

mirror imagine

emulating water movements

anchored and weighted movements

active and energetic movements

propulsion or turbulent actions

suspended movements in deep or shallow water

efficient learning curves

establishing rapport

appropriate teaching positioning in regards to clients, pool and deck, sound system and sun glare

clear and encouraging instructions

modification of exercise options to meet individual needs

appropriate components of water-based circuit training

monitor exercise intensity during sessions using at least one of the following methods:

heart rate response

perceived rate of exertion

talk test.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and regulatory requirements in regards to:

work health and safety/occupational health and safety

duty of care

copyright

licensing industry registration

organisational policies and procedures to ensure safety of clients and other facility users in regards to:

overcrowding

ventilation

hygiene

climate control

energy

standards of personal presentation

swimwear and pool footwear

use, care and maintenance of pool equipment

properties of water:

mass

density

viscosity

hydrostatic pressure

forces that act upon the body in water:

buoyancy

resistance

turbulence

propulsion

inertia

industry endorsed client pre-exercise health screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements

common barrier to exercise participation

contraindications and precautions that may affect water based participation

participant cultural and social differences and potential impacts of participation

best practice principles of aquatic activities.

Assessment Conditions

Skills must be demonstrated in:

an industry workplace or simulated environment with participants with real or simulated fitness needs and expectations.

Assessment must ensure use of:

an industry workplace or simulated environment with the appropriate environmental features:

indoor or outdoor swimming pool in a controlled environment

swimming pool entry and exit points

wet decks

ramps

steps

bulk heads

surface of pool and concourse

pool floor gradient

water temperature

railings

chemical additives

ambient temperature

safety equipment relevant to local regulatory and organisational policies and procedures

appropriate participant equipment

appropriate organisational documentation and resources such as equipment checklists and session plan templates

appropriate music for instructing water-based fitness sessions:

motivating

themed

phrased and unphrased

appropriate beats per minute

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment must ensure access to:

documentation such as manufacturer specifications for equipment use and maintenance

legislation, best practice principles, and organisational policies and procedures in relation to aquatic activities.

Assessment activities that allow the individual to:

demonstrate the ability to instruct a variety of water based fitness sessions:

using industry realistic timeframes

catering for:

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have at least 2 years consecutive industry experience in the application of the skills and knowledge of this unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT009 Deliver pre-choreographed or prescribed community fitness

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to instruct pre-choreographed community fitness programs according to the training guidelines provided by the program developer. Program evaluation remains the responsibility of the approving authority.

This unit applies to group exercise leaders working in a variety of locations and with a range of clients in diverse environments including aquatic, recreation, leisure, fitness, gym and community centres.

These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for community fitness program delivery.	1.1 Confirm licensing and provider requirements of the program. 1.2 Confirm facility and resource requirements for program delivery. 1.3 Confirm access to venue or facility meets needs and requirements of clients.
2. Conduct pre-choreographed community fitness program.	2.1 Confirm availability of area, assemble resources and prepare environment appropriately. 2.2 Check equipment for maintenance requirements according to program guidelines, as required. 2.3 Confirm capacity to independently participate in session and modify as required to suit specific needs. 2.4 Provide clear instructions according to program requirements using effective communication and instructional principles. 2.5 Demonstrate exercises, techniques and equipment, and monitor participation and performance of each participant. 2.6 Modify activity, as required to cater for a multi-level group according to program guidelines. 2.7 Respond to participants experiencing difficulties and answer questions as required.
3. Evaluate program.	3.1 Seek and acknowledge feedback from participants. 3.2 Evaluate participant response and feedback. 3.3 Evaluate own performance and identify areas needing improvement. 3.4 Update session documentation. 3.5 Maintain records of sessions according to program guidelines.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret training guidelines provided by the program developer.
Learning skills to:	update and maintain knowledge of program requirements.
Planning and organising skills to:	work within time schedules of facilities and program requirements.

Unit Mapping Information

SISFFIT332 Deliver pre-choreographed or prescribed community exercise program

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT009 Deliver pre-choreographed or prescribed community fitness

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

instruct three pre-choreographed or prescribed community fitness programs, that individually or cumulatively incorporate:

clear and accurate instructions and pre-session information:

personal introduction

verbal pre-screen

session level outline and demonstration and explanation of exercises

well-timed visual and verbal cueing

class organisation and formation

emergency procedures

appropriate and safe footwear and clothing

rests

correct exercise techniques and breathing

modification of exercise options to meet individual needs

sensitivity to social and cultural differences or needs

regular encouragement and feedback to clients during session

monitor client exercise intensity and appropriateness of exercise using at least one of the following suitable techniques:

talk test

heart rate

breathing frequency

rate of perceived exertion

use the following communication skills:

clear verbal communication

modelling and demonstration

motivational techniques.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding pre-choreographed or prescribed community fitness programs:

work health and safety/occupational health and safety

duty of care

copyright

licensing

organisational policies and procedures in regards to:

pre-session screening

overcrowding

ventilation and/or climate control

hygiene

participant to instructor ratio

emergency

risk management

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

venue hire

recording and reporting requirements

communication protocol

security

pre-choreographed or prescribed community fitness programs:

benefits

purpose

aims

target group

acceptable program modifications

equipment requirements and safe usage

instructional techniques to enable effective delivery and monitoring of program

general characteristics of main cultural and social groups in Australian society and key aspects that relate to client cultural and religious protocols and preferences for exercise

injury prevention strategies to maximise client participation in the program.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment that offers appropriate services and facilities relevant to provision of pre-choreographed or prescribed community fitness programs.

Assessment must ensure access to:

legislation and organisational policies and procedures in relation to pre-choreographed or prescribed community fitness programs

manufacturer guidelines regarding equipment usage and safety, as required.

Assessment must ensure use of:

equipment and resources required for the delivery of the program

documentation related to pre-choreographed or prescribed community fitness programs

participants in pre-choreographed or prescribed community fitness programs; these can be:

participants in a community setting, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

demonstrate the ability to instruct pre-choreographed or prescribed community fitness programs catering for :

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have at least 2 years consecutive industry experience in the application of the skills and knowledge of this unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT010 Deliver pre-choreographed or prescribed group exercise to music

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to instruct pre-choreographed or prescribed group exercise to music classes according to the training guidelines provided by the program developer. Program evaluation remains the responsibility of the approving authority.

This unit applies to group exercise leaders who are required to use appropriately licensed music.

This unit applies to group exercise leaders working in a variety of locations and with a range of clients in diverse environments including aquatic, recreation, leisure, fitness, gym and community centres. These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for group exercise to music class delivery.	1.1 Confirm licensing and provider requirements of the program. 1.2 Confirm facility and resource requirements for program delivery. 1.3 Confirm access to venue or facility meets needs and requirements of clients. 1.4 Determine exercise repertoire or choreography, using appropriate movement terminology and application of relevant anatomical and physiological principles. 1.5 Access, select and sequence music according to training guidelines. 1.6 Prepare movement sequences and choreography.
2. Conduct pre-choreographed group exercise to music class.	2.1 Confirm availability of area, assemble resources and prepare environment appropriately. 2.2 Check equipment for maintenance requirements according to program guidelines, as required. 2.3 Confirm capacity to independently participate in session and modify as required to suit specific needs. 2.4 Provide clear instructions according to program requirements using effective communication and instructional principles. 2.5 Demonstrate exercises, techniques and equipment, and monitor participation and performance of each participant. 2.6 Modify activity, as required to cater for a multi-level group according to program guidelines. 2.7 Respond to participants experiencing difficulties and answer questions as required. 2.8 Encourage group cohesion and manage conflicts as they arise.
3. Evaluate program delivery.	3.1 Seek and acknowledge feedback from participants. 3.2 Evaluate participant response and feedback. 3.3 Evaluate own performance and identify areas needing improvement. 3.4 Update session documentation. 3.5 Maintain records of sessions according to program guidelines.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret training guidelines provided by the program developer.
Numeracy skills to:	understand beat of music and how to use the beat to time the session to ensure safety and enjoyment, as well as effective exercise.
Learning skills to:	maintain current knowledge of group exercise session methods.
Problem-solving skills to:	manage participant conflicts and behavioural concerns as required identify participant problems during session and implement modifications required implement injury prevention strategies.

Unit Mapping Information

SISFFIT333 Deliver pre-choreographed or prescribed group exercise to music classes

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT010 Deliver pre-choreographed or prescribed group exercise to music

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

instruct three pre-choreographed or prescribed group exercise to music classes that incorporate:

pre-session instructions:

verbal pre-screen

personal introduction

type of session

modifications and recovery

spacing and organisation of equipment

safe and effective instructional techniques:

demonstration and explanation of exercise

well-timed cueing

establishing rapport

teaching positioning

session organisation and formation

visual and verbal cueing

communication techniques:

clear verbal communication

body language

mirror imaging

monitoring and encouraging session response

negotiation

conflict resolution

appropriate movement sequences:

combinations

movement breakdown techniques

use of learning curves

modification of exercise options to meet individual needs

regular encouragement and feedback to clients during session

monitor exercise intensity during every session using at least one of the following methods:

heart rate response

perceived rate of exertion

talk test

use the following communication skills:

clear verbal communication

modelling and demonstration

motivational techniques.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding pre-choreographed or prescribed group exercise to music classes:

work health and safety/occupational health and safety

duty of care

copyright

licensing

organisational policies and procedures in regards to:

pre-session screening

overcrowding

ventilation and/or climate control

hygiene

participant to instructor ratio

emergency

risk management

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

venue hire

recording and reporting requirements

communication protocol

security

pre-choreographed or prescribed group exercise to music benefits:

purpose

aims

target group

acceptable program modifications

equipment requirements and safe usage

instructional techniques to enable effective delivery and monitoring of session

injury prevention strategies to maximise client participation in the program

potentially harmful practices to be avoided:

hyperextension of joints

exercising while sick

exercising in extremes of temperature

ballistic movements

high impact movements for clients with incontinence or musculoskeletal conditions

intervention strategies:

stopping or modifying the exercise

modifying equipment or its use

variations to pre-choreographed or prescribed group exercise to music classes:

choreographed to music

with equipment

without equipment

phases of pre-choreographed or prescribed group exercise to music classes:

warm-up:

pulse raise

mobility

main cardiovascular workout:

using aerobic curve

pulse raise

main workout

build down

muscle strength and endurance

flexibility

function and safety of equipment suitable for group exercise to music

current industry guidelines relevant to pre-choreographed or prescribed group exercise to music classes

principles of exercise program design:

muscle action

loading and volume

exercise selection and order

rest periods

repetition velocity

frequency

the use of music in a group exercise to music session or group circuit session, with consideration of appropriate use of:

beats per minute

rhythm

phrasing

volume

realistic timings of choreography for sessions, in regards to:

add on

32 count phrase

verse and chorus

layering.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

legislation and organisational policies and procedures in relation to pre-choreographed or prescribed group exercise to music classes

manufacturer guidelines regarding equipment usage and safety, as required.

Assessment must ensure use of:

equipment and resources required for the delivery of the session:

appropriate music and music equipment, as required

appropriate area for instruction of pre-choreographed or prescribed group exercise to music class

group exercise participants; these can be:

group exercise participants in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a workplace.

Assessment activities that allow the individual to:

demonstrate the ability to instruct a variety of pre-choreographed or prescribed group exercise to music classes:

with music

with and without equipment

catering for :

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have at least 2 years consecutive industry experience in the application of the skills and knowledge of this unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT011 Instruct approved community fitness programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to instruct an approved community fitness program designed to promote wellbeing and increase physical activity levels in community groups. Program evaluation is the responsibility of the approving authority.

This unit applies to fitness and recreation program instructors who work with a range of clients in a variety of locations including aquatic, recreation, leisure, fitness, gym and community centres.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for community fitness program delivery.	1.1 Confirm licensing and provider requirements of the program. 1.2 Confirm facility and resource requirements for program delivery. 1.3 Confirm access to venue or facility meets needs and requirements of clients.
2. Conduct approved community fitness program.	2.1 Confirm availability of area, assemble resources and prepare environment appropriately. 2.2 Check equipment for maintenance requirements according to program guidelines, as required. 2.3 Confirm capacity to independently participate in session and modify as required to suit specific needs. 2.4 Provide clear instructions according to program requirements using effective communication and instructional principles. 2.5 Demonstrate exercises, techniques and equipment participants. 2.6 Monitor exercise intensity, technique and safety of clients throughout program according to program guidelines. 2.7 Modify activities as required to meet needs and requirements of clients and minimise risk of injury. 2.8 Respond to participants experiencing difficulties and answer questions as required.
3. Evaluate program.	3.1 Seek and acknowledge feedback from participants. 3.2 Evaluate participant response and feedback. 3.3 Evaluate own performance and identify areas needing improvement. 3.4 Update session documentation. 3.5 Maintain records of sessions according to program guidelines.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Learning skills to:	update and maintain knowledge of program requirements.
Numeracy skills to:	work within time schedules of facilities and program requirements.

Unit Mapping Information

SISFFIT311A Deliver approved community fitness programs

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT011 Instruct approved community fitness programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

instruct three approved community fitness programs, that individually or cumulatively incorporate:

clear and accurate instructions and pre-session information:

personal introduction

verbal pre-screen

session level outline and demonstration and explanation of exercises

well-timed visual and verbal cueing

class organisation and formation

emergency procedures

appropriate and safe footwear and clothing

rests

correct exercise techniques and breathing

modification of exercise options to meet individual needs

sensitivity to social and cultural differences or needs

regular encouragement and feedback to clients during session

use the following communication skills:

clear verbal communication

modelling and demonstration

motivational techniques.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding community fitness programs:

work health and safety/occupational health and safety

duty of care

copyright

licensing

organisational policies and procedures in regards to:

pre-session screening

overcrowding

ventilation and/or climate control

hygiene

participant to instructor ratio

emergency

risk management

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

venue hire

recording and reporting requirements

communication protocol

security

approved community fitness programs:

benefits

purpose

aims

target group

acceptable program modifications

equipment requirements and safe usage

instructional techniques to enable effective delivery and monitoring of program

general characteristics of main cultural and social groups in Australian society and key aspects that relate to client cultural and religious protocols and preferences for exercise

injury prevention strategies to maximise client participation in the program.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment that offers appropriate services and facilities relevant to provision of an approved community fitness program.

Assessment must ensure access to:

legislation and organisational policies and procedures in relation to approved community fitness programs

manufacturer guidelines regarding equipment usage and safety, as required.

Assessment must ensure use of:

equipment and resources required for the delivery of the program

documentation related to an approved community fitness program

participants in an approved community fitness program; these can be:

participants in a community setting, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

demonstrate the ability to instruct an approved community fitness program catering for:

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have at least 2 years consecutive industry experience in the application of the skills and knowledge of this unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT012 Instruct movement programs to children aged 5 to 12 years

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, instruct and evaluate movement programs for children aged between five and twelve years. It requires the ability to supervise young children in small groups participating in movement programs designed to promote functional movement, physical activity and general health.

This unit does not apply to the instruction of children in the use of fitness or gym equipment typically found in gyms and other fitness facilities.

This unit applies to fitness instructors who work in a variety of fitness locations such as fitness, leisure and community centres. These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation including working with children and/or vulnerable people checks, and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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 the movement requirements of children.	1.1 Consider and confirm needs, expectations and preferences of participants, parents and/or carers using suitable questioning techniques. 1.2 Implement appropriate pre-exercise screening or assessment procedures for children prior to participation in movement program. 1.3 Clarify any risk factors or precautions identified in pre-exercise screening or assessment in consultation with parents and/or carers. 1.4 Refer children to medical or allied health professionals as required. 1.5 Select and use appropriate baseline functional activity assessments, as required.
2. Plan movement session.	2.1 Determine type of training, training methods and equipment required to achieve movement program goals. 2.2 Identify and discuss the need for parent/carer assistance and/or attendance during the session. 2.3 Select suitable functional movement activities and games for active play to meet participant needs. 2.4 Determine instructional techniques appropriate to participants. 2.5 Develop and document movement session plans that incorporate consideration of precautions and instructional information.
3. Instruct movement session.	3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 3.2 Provide clear exercise instructions and communicate benefits of movement and active play for participants and parents and/or carers. 3.3 Demonstrate movement techniques, activities or games including equipment where appropriate. 3.4 Monitor participation and provide children with assistance to perform movements, activities or games as required. 3.5 Select and use communication techniques that encourage a fun, interactive and inclusive environment for participation. 3.6 Monitor participation to ensure safety and optimise effectiveness and enjoyment and modify as required. 3.7 Identify signs of intolerance during movement activity and modify or cease as appropriate. 3.8 Respond to children and parents and/or carers questions as required. 3.9 Complete movement session documentation.
4. Evaluate movement session.	4.1 Monitor and evaluate movement session at appropriate intervals. 4.2 Evaluate exercise session according to participant, parent or carer feedback, professional judgement and outcomes of sessions. 4.3 Review own performance and identify areas needing improvement. 4.4 Identify aspects needing further emphasis or attention in future sessions. 4.5 Evaluate program or activities and discuss modifications to future sessions with parent and/or carer. 4.6 Document and update records of evaluation and modification.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret organisational policies and procedures to determine and confirm roles and responsibilities in regards to movement program and supervision of children within the fitness facility or organisation.
Oral communication skills to:	provide accurate information to children and parents and/or carers interact with children and parents and/or carers in an appropriate manner encourage participants in a manner appropriate to child’s age and understanding.
Numeracy skills to:	work within time schedules of facilities and program requirements allow sufficient time for children to complete movement games or activities, whilst maintaining suitable timing of session.
Planning and organising skills to:	select and prepare appropriate movement repertoire, games and equipment for movement sessions suitable to the needs, coordination, size and abilities of young children.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT012 Instruct movement programs to children aged 5 to 12 years

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, document, implement and evaluate at least five suitable movement programs based around active play and promotion of movement experience for children

conduct small group movement sessions that incorporate:

use of industry endorsed pre-exercise screening or assessment procedures for children prior to participation

functional movements, games and play that reflect appropriate developmental stages of children:

throwing

jumping

kicking

running

skipping

hopping

climbing

demonstration, explanation, and instruction of activities and games relevant to age group

suitable order and sequence of activities

appropriate session structure variations

suitable duration, intensity, volume

appropriate equipment, if applicable

appropriate music selection, where appropriate

developmental stages of children and adolescents and age variations in physical, mental and social abilities

movement correction, as required

modify movement programs, addressing at least two of the following:

feedback received from children, parents and/or carers

signs and symptoms of intolerance

physical changes and health conditions

accommodation of the social changes that occur with children.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding specific population exercise participation:

working with children and vulnerable people

privacy

anti-discrimination

work health and safety/occupational health and safety

duty of care

organisational policies and procedures in regards to specific population exercise participation:

overcrowding

ventilation and/or climate control

hygiene

emergency

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

industry endorsed client pre-exercise screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements for:

low-risk clients

moderate risk clients

higher risk clients

when there are extreme or multiple risk factors present and professional judgement to decide whether further medical advice is required identification of clients at high or higher risk of an adverse event occurring during exercise

physical activity and exercise intensity and frequency guidelines

signs and symptoms of exercise intolerance and appropriate management strategies

anatomy and physiology related to children:

thermoregulation

cardiovascular system

musculoskeletal system

nervous system

respiratory system

principles of paediatric and exercise science to enable selection of exercises appropriate to participant characteristics and needs:

growth and maturation

coordination development and control

stability

posture in children

fundamental skills

aerobic capacity

stages of growth and development in children to enable effective planning of programs and selection of games or activities:

physical

social

emotional

principles of exercise program design to enable development of a program for a specific age group

signs and symptoms of injuries typical to children aged twelve years and under:

sprains

osteochondroses (severs, patellofemoral pain syndrome, legg-calve-perthes)

shoulder instability

joint hypermobility

appropriate considerations for the selection of exercise repertoire relevant to stages of growth and development, age variation and risk of injury to participants incorporating:

contraindications and modifications

variations to provide different intensities

level of participant skill required

potential for combinations

movement implications of age and stages of growth and development:

changes in growth rate

effect of exercise on:

growth and development

social development

coordination and motor development

behavioural change and social needs

physiological characteristics of the child through developmental stages

communication and instructional skill difficulties

movement requirements for different stages of development

injury risks related to movement participation of children:

inadequate skill and physical preparation

overtraining

biomechanics and movement technique

physical and mental preparation

fatigue and recovery

suitable alternative options to suggest to parents and/or careers in situations where the child:

cannot participate safely

negatively affects the safety of other participants

has needs beyond the aims of the program

motivational techniques suitable for children:

goal setting

positive feedback

foundation of play in session prescription.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment that offers a variety of appropriate services and facilities and equipment suitable for children.

Assessment must ensure use of:

a variety of equipment appropriate for use by children, e.g. balls and skipping ropes

organisational policies and procedures related to working with children

manufacturer guidelines on equipment safety and usage

industry endorsed risk stratification procedures

session plan templates with space to identify modifications/adjustments needed

an appropriate area for the delivery of movement programs

participants; these can be:

participants in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Certificate IV in Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Certificate IV in Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT013 Instruct exercise to young people aged 13 to 17 years

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, instruct and evaluate exercise for young people aged thirteen to seventeen years. It requires the ability to supervise young people using fitness facilities and relevant equipment to promote functional capacity and fitness.

It involves using industry endorsed risk management protocols when determining the provision of suitable exercise services. This may include guidance from relevant medical or allied health professionals.

This unit applies to personal trainers who work in a variety of fitness locations such as fitness, leisure and community centres. These individuals typically work autonomously in controlled and uncontrolled fitness environments.

Work is performed according to relevant legislation including working with children or vulnerable people checks, and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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. Identify fitness requirements.	1.1 Consider and discuss needs, expectations and preferences using suitable questioning techniques. 1.2 Review and advise participant and parent or carer of outcomes of pre-exercise health screening procedures. 1.3 Refer participant to medical or allied health professionals as required. 1.4 Select and use appropriate baseline functional capacity or fitness assessments, as required. 1.5 Identify potential barriers to participation. 1.6 Develop and document client profile for re-evaluation purposes.
2. Plan exercise session.	2.1 Determine type of training, training methods and equipment required to achieve participant goals. 2.2 Gain parent or carer consent for participation in specified exercise program. 2.3 Develop and document program plans that incorporate participant goals, abilities, and stage of growth and development within instructional information. 2.4 Develop customised training sessions that include a variety of exercises and equipment to meet participant needs.
3. Instruct exercise session.	3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 3.2 Provide clear exercise instructions and confirm participant understanding. 3.3 Demonstrate exercises, techniques and equipment to participant. 3.4 Monitor participation and performance to identify signs of exercise intolerance and modify as required. 3.5 Select and use communication techniques that encourage and support participants. 3.6 Modify session as required considering basic mechanics, safety and fitness outcomes. 3.7 Respond to participants experiencing difficulties and answer questions as required. 3.8 Complete session documentation and progress notes.
4. Evaluate exercise session.	4.1 Monitor and evaluate exercise session at appropriate intervals. 4.2 Evaluate exercise session according to participant, parent or carer feedback, professional judgement and outcomes of sessions. 4.3 Review own performance and identify areas needing improvement. 4.4 Identify aspects needing further emphasis or attention in future sessions. 4.5 Evaluate program or activities and discuss modifications to future sessions. 4.6 Document and update records of evaluation and modification.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret equipment manufacturer guidelines to determine: appropriate use of equipment and facilities to instruct children and adolescents required adaptations to equipment, facilities or exercise to maximise safety, participation and enjoyment of sessions comprehend organisational policies and procedures regarding roles and responsibilities in exercise prescription and supervision of children and adolescents within the fitness facility or organisation.
Oral communication skills to:	provide accurate information to children, adolescents, and parents or carers interact with children, adolescents and parents or carers in an appropriate manner encourage children and adolescents to participate in an active lifestyle and exercise program.
Numeracy skills to:	work within time schedules of facilities and program requirements.
Learning skills to:	maintain knowledge of current industry methods of pre-exercise screening, baseline assessments of fitness and functional capacity and exercise training methods for children and adolescents.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

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

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

conduct age and skill appropriate baseline assessments:

functional motor skills

cardiovascular

strength

agility

flexibility

plan, implement and evaluate at least five fitness programs for young people that reflect appropriate developmental stages, age and ability variations that incorporate:

appropriate selection and monitoring of a range of gym-based cardiovascular and resistance equipment, according to industry guidelines

demonstration, explanation, and instruction of exercises relevant to age group

suitable order and sequence of activities

session components that target the needs and goals of the individual

suitable duration, intensity, volume

appropriate music selection, where appropriate

developmental stages of children and adolescents and age variations in physical, mental and social abilities

monitoring of client intensity, techniques, posture and safety

technique correction

use the following communication skills:

clear verbal communication

modelling and demonstration

motivational techniques.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding safe and appropriate conduct of exercise for children and young adolescents:

work health and safety/occupational health and safety

duty of care

working with children and/or vulnerable people

privacy

anti-discrimination

organisational policies and procedures in regards to:

industry endorsed risk management protocols, exercise implications and referral requirements

ventilation and/or climate control

hygiene

emergency

risk management

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

equipment use and maintenance

client supervision

incident reporting

exercise programming and progression principles:

FITT

overload

specificity

phasing

warm-up

conditioning

cool down

health-related components of fitness:

cardiorespiratory endurance

muscular endurance

muscular strength

flexibility

body composition

functional exercises for motor skills related to participant needs:

hopping, jumping, throwing, kicking, running, walking, skipping

agility, proprioception, balance, reaction time and speed based exercises

purpose and use of gym equipment:

free weights

pin-loaded resistance equipment

skipping ropes

balls, including medicine and fit balls

resistance bands

mats

cardiovascular equipment, for example treadmill and stepper

anatomy and physiology related to children and adolescents:

thermoregulation

cardiovascular system

musculoskeletal system

nervous system

respiratory system

principles of paediatric and exercise science to enable selection of exercises appropriate to participant characteristics and needs:

growth and maturation

coordination development and control

stability

posture in children

fundamental skills

aerobic capacity

stages of growth and development in children and adolescents to enable effective planning of programs and selection of exercises:

physical

social

emotional

exercise implications of age and stages of growth and development:

changes in growth rate

effect of exercise on growth and development

social development

physiological characteristics of the child through developmental stages

session structures for different ages and/or abilities

coordination and motor development

communication and instructional skill difficulties

behavioural change and social needs

exercise requirements for different stages of development

signs and symptoms of major types of injuries typical to children and young adolescents:

sprains

osteochondroses (severs, patellofemoral pain syndrome, legg-calve-perthes)

shoulder instability

joint hypermobility

injury risks related to exercise participation of children and young adolescents

motivational techniques which incorporate:

goal setting

positive feedback

foundation of play in exercise prescription

signs and symptoms of exercise intolerance and appropriate management strategies

the medical and allied health sector to enable appropriate recommendations or referrals be made to parents or carers.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment that offers a variety of appropriate services and facilities suitable for youth aged 13-17 years.

Assessment must ensure use of:

a variety of equipment appropriate for use by children and young adolescents

industry endorsed risk stratification procedures

organisational policies and procedures related to working with children

session plan templates with space to identify modifications/adjustments needed

participants aged 13-17 years; these can be:

participants in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment must ensure access to:

manufacturer guidelines on equipment safety and usage.

Assessment activities that allow the individual to:

use fitness industry endorsed risk stratification procedures and conduct baseline assessments suitable for adolescents aged 13 years and over:

functional motor skills, i.e. hopping, jumping, throwing, kicking, running, walking, skipping

cardiovascular endurance

muscle strength and endurance

agility

flexibility

body composition, if appropriate.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT014 Instruct exercise to older clients

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, instruct and evaluate exercise for male clients aged forty five and over, and female clients aged fifty five and over. It requires the ability to provide instruction of exercise programs aimed at improving health and fitness for older clients, with consideration of aspects of healthy ageing. It also covers promotion of incidental physical activity to clients to minimise the risk of developing sedentary lifestyle behaviours. It involves using industry endorsed risk stratification procedures when determining the provision of suitable advice and referral requirements.

This unit applies to fitness instructors who work in a variety of fitness locations such as fitness, leisure and community centres. These individuals typically work independently with some level of autonomy in a controlled environment.

Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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. Identify client fitness requirements.	1.1 Consider and confirm client needs, expectations and preferences using suitable questioning techniques. 1.2 Review and advise client of outcomes of pre-exercise health screening procedures. 1.3 Refer client to medical or allied health professionals as required. 1.4 Select and use appropriate baseline functional capacity or fitness assessments, as required. 1.5 Identify common barriers to exercise participation by older clients. 1.6 Recognise and explain benefits of exercise for older populations and the role of exercise in reducing risks associated with ageing. 1.7 Receive guidance from medical or allied health professionals for exercise participation, as required. 1.8 Develop and document client profile for re-evaluation purposes.
2. Develop program plans.	2.1 Identify settings and program considerations that support safe and sustainable exercise participation for older clients. 2.2 Determine type of training, training methods and equipment required to achieve client goals. 2.3 Develop and document program plans that incorporate instructional information and guidance from medical or allied health professionals if required. 2.4 Explain benefits of exercise and anticipated structural and physiological adaptations as they relate to client goals and needs. 2.5 Develop customised training sessions that include a variety of exercises and equipment to meet client needs. 2.6 Discuss and confirm client understanding of potential signs and symptoms of intolerance contraindications to exercise and recommended precautions.
3. Instruct exercise session.	3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 3.2 Provide clear exercise instructions and confirm client understanding. 3.3 Demonstrate exercises, techniques and equipment to client. 3.4 Explain any precautions for exercise relevant to client age, ability and risk status. 3.5 Monitor participation and performance to identify signs of exercise intolerance and modify as required. 3.6 Monitor client intensity, techniques, posture and safety, and modify program as required. 3.7 Seek ongoing guidance from, or refer client to, medical or allied health professionals, as appropriate. 3.8 Select and use communication techniques that encourage and support clients. 3.9 Modify session as required considering basic mechanics, safety and fitness outcomes. 3.10 Respond to clients experiencing difficulties and answer questions as required. 3.11 Complete session documentation and progress notes.
4. Evaluate program.	4.1 Monitor and evaluate exercise program at appropriate intervals. 4.2 Provide written and verbal feedback to medical or allied health professionals, as required. 4.3 Request and respond to feedback from clients. 4.4 Review own performance and identify areas needing improvement. 4.5 Identify aspects needing further emphasis or attention in future sessions. 4.6 Evaluate program or activities and discuss modifications to program. 4.7 Document and update records of evaluation and modification of programs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret and evaluate pre-exercise screening and baseline assessment results.
Oral communication skills to:	explain course of action, including referral and fitness services, as required.
Numeracy skills to:	use heart rate calculations or other monitoring techniques during training, where relevant use body mass index calculations during pre-exercise screening, where relevant.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT014 Instruct exercise to older clients

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least five hours comprising at least five different client contact sessions and:

use industry endorsed pre-exercise screening tools and risk stratification processes to identify the risk level of at least ten older clients

prepare referral letters to relevant medical or appropriate allied health professionals with supporting pre-exercise health screening documentation for at least two older clients

plan, document, implement and evaluate suitable exercise programs within scope of practice for older clients:

three clients that don’t require guidance or instruction provided by medical or allied health professionals

two clients in response to guidance or instruction provided by medical or allied health professionals

conduct sessions that incorporate:

appropriate selection and monitoring of a range of equipment appropriate for the client’s functional ability, according to industry guidelines

demonstration, explanation, and instruction of exercises

injury prevention strategies specific to client needs and to minimise the risk of falls

suitable order and sequence of activities

session components that target the needs and goals of the individual

suitable duration, intensity, volume

ongoing clear and constructive feedback to clients and, where required, medical or allied health professionals

use of evidence based exercise adherence strategies

minimise the risk of falls

variations and structure suitable to the needs of the older client

provision of hydration and rest opportunities as required

explanation of the role of exercise and incidental physical activity in prevention of chronic diseases and functional decline that may or may not be associated with ageing and reducing the risk of falls

modify programs for clients, addressing at least three of the following:

technical requirements

changing needs due to fitness adaptations

changing goals

client needs, objectives, likes and dislikes

technical difficulty adjustments of exercises

medical or allied health professional feedback

conduct periodic ongoing evaluation of outcomes from fitness programs in accordance with the established program goals and industry best practice.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding specific population exercise participation:

privacy

anti-discrimination

work health and safety/occupational health and safety

duty of care

organisational policies and procedures in regards to specific population exercise participation:

industry endorsed risk management protocols, exercise implications and referral requirements

overcrowding

ventilation and/or climate control

hygiene

emergency

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

precautions to exercise relevant to the older adults in accordance with industry guidelines where applicable

signs and symptoms of exercise intolerance and appropriate management strategies

situations where cessation of exercise program is required, this may include but is not limited to:

chest pain at rest or during activity

severe breathlessness/feeling faint/dizziness/loss of balance

unusual fatigue or shortness of breath

asthma aggravation/attack

significant muscle, bone or joint pain (beyond what is normally expected during exercise)

situation whereby the fitness professional makes a judgement that continuing the session is beyond their professional capabilities and scope of practice, and could potentially compromise client health and safety

role of medical or allied health professionals for referral processes:

accredited exercise physiologist

accredited practising dietician

chiropractor

continence nurse advisor

general practitioner

occupational therapist

osteopath

physiotherapist

podiatrist

psychologist

remedial massage therapist

sports doctor

typical anatomical and physiological considerations for older adults

common barrier to exercise participation:

perceived versus actual barriers

initial low fitness level

time and access to facilities

self-consciousness in client

methods to overcome barriers to exercise adherence:

goal setting

feedback

healthy habits

health-related components of fitness:

body composition

flexibility

muscle strength

muscle endurance

cardiovascular endurance

awareness of major types of injuries or conditions that may present in older clients that may require referral to a relevant medical or appropriate allied health professional:

sprains

musculoskeletal

cardiovascular

respiratory

other

importance of strength and balance training in falls prevention

exercise considerations in regards to the following components of ageing process, injuries and conditions:

physiological

biomechanical

psychological

behavioural change and social needs

lifestyle and cultural

general population characteristics

awareness of the following injury risks or considerations that may be related to older clients:

inadequate skill and physical preparation

overtraining

biomechanics and exercise technique

physical and mental preparation

poor core and postural awareness

fatigue and recovery

history of falls

incontinence

benefits of exercise related to older populations:

increased muscle mass

maintenance of bone health

joint health

minimising fat levels to prevent disease

improved ability to function in everyday tasks and reduced risk of functional decline that is often associated with ageing

prevention of chronic disease related to sedentary lifestyles and ageing

reduced risk of falls

concepts of healthy ageing

risks of leading a sedentary ageing lifestyle:

falls

low bone density

cardiovascular deficiency.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

organisational policies and procedures related to older clients

manufacturer guidelines on equipment safety and usage.

Assessment must ensure use of:

a variety of equipment appropriate for use by older clients

industry endorsed risk stratification procedures

session plan templates with space to identify modifications/adjustments needed

older clients; these can be:

older clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

develop a variety of exercise programs for older clients over a period of time, ensuring adequate time to allow for the implementation of required modifications

provide advice regarding fitness services and facilities for older clients

complete and update client records:

pre-exercise screening documents

program as prescribed

modifications

client consent

copies of any communications.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Certificate IV in Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Certificate IV in Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT015 Collaborate with medical and allied health professionals in a fitness context

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify situations and conditions requiring guidance from, or the need to work with, medical or allied health professionals. This unit requires the ability to undertake referrals, and interpret and implement instructions from medical or allied health professionals to ensure appropriate exercise planning and delivery within industry endorsed scope of practice.

This unit applies to personal trainers who require guidance from an appropriate medical or allied health professional following industry endorsed pre-exercise screening and risk stratification, or resulting from professional judgement.

These individuals typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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. Refer to medical or allied health professional.	1.1 Analyse client pre-exercise screening, risk stratification, and relevant fitness testing results. 1.2 Collect relevant health information from client as required. 1.3 Identify need for referral and guidance from medical practitioner or appropriate allied health professional. 1.4 Determine appropriate medical or allied health professional for client referral. 1.5 Obtain informed consent from client for the purpose of sharing client information with health professionals, including referrals. 1.6 Conduct referral in accordance with industry endorsed referral procedures.
2. Receive and respond to referrals.	2.1 Receive guidance from medical or allied health professional. 2.2 Seek verbal or written clarification from medical or allied health professional, if required. 2.3 Clarify recommendations with client and answer queries as required.
3. Deliver and monitor client fitness program.	3.1 Deliver exercise in accordance with guidance received from medical or allied health professional, within industry endorsed scope of practice. 3.2 Monitor client responses to exercise and make appropriate adjustments as required. 3.3 Respond to signs and symptoms of exercise intolerance and take appropriate action within scope of practice. 3.4 Refer client to appropriate medical practitioner or allied health professional if required.
4. Report on client progress.	4.1 Maintain records of client participation and progress. 4.2 Provide feedback to relevant medical or allied health professional in a timely manner using industry endorsed referral reporting procedures. 4.3 Receive further guidance from medical or allied health professional and modify exercise program and delivery as required. 4.4 Provide feedback to client on progress and any recommended adjustments to exercise program.
5. Maintain client records.	5.1 Identify and record information for communication and reporting to relevant medical or allied health professionals. 5.2 Update and maintain current client.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret and analyse pre-test screening, referral letters, requests and other relevant health information to determine implications for client exercise participation.
Writing skills to:	prepare referral letters using appropriate industry terminology, and inclusion of relevant information from client consultation, as required.
Oral communication skills to:	clarify information collected from client with medical or allied health professional if required determine participant preferences and offer suitable products under the guidance of a medical or allied health professional.
Numeracy skills to:	use heart rate calculations or other monitoring techniques during training, where relevant use body mass index calculations during pre-exercise screening, where relevant.
Learning skills to:	maintain knowledge of roles of medical and allied health professional suitable for referral of clients.
Initiative and enterprise skills to:	develop professional working relationships with medical or allied health professionals to be able to seek guidance on client needs and refer clients beyond the scope of practice of a personal trainer.
Planning and organising skills to:	select and prepare appropriate exercise repertoire and equipment for exercise sessions under guidance of a medical or allied health professional.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT015 Collaborate with medical and allied health professionals in a fitness context

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

prepare referral letters for at least ten clients across a range of the following appropriate medical or allied health professionals when guidance and feedback is required regarding exercise participation:

accredited exercise physiologist

accredited practising dietician

chiropractor

continence nurse advisor

general practitioner

occupational therapist

osteopath

physiotherapist

podiatrist

psychologist

remedial massage therapist

sports physician

deliver at least five suitable exercise programs in response to guidance or instruction provided by medical or allied health professionals

maintain and store the following professional records:

parental or guardian consent, if relevant

pre-exercise screening results

other client health information

client informed consent

documented guidance provided by medical or allied health professional

clinical test results, as required

fitness test results, as required

exercise program

client participation

provide ongoing clear and constructive feedback to clients and medical or allied health professionals, in a timely manner and in accordance with industry endorsed referral and communication reporting procedures including:

client health and fitness status

program progress

questions and concerns, if any

client response to exercise

client goals.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding:

privacy

anti-discrimination

work health and safety/occupational health and safety

duty of care

business licenses and practices

consumer protection

civil liability law

organisational policies and procedures in regards to:

industry endorsed risk management protocols, exercise implications and referral requirements

confidentiality

privacy

recording client information

hygiene

emergency

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

industry endorsed risk stratification procedures, exercise implications and referral requirements for:

low-risk clients

moderate risk clients

higher risk clients

when there are extreme or multiple risk factors present and professional judgement to decide whether further medical advice is required identification of clients at high or higher risk of an adverse event occurring during exercise

physical activity and exercise intensity and frequency guidelines

role of medical or allied health professionals and their areas of expertise to enable appropriate and timely referrals for clients:

sports physician

registered general practitioner

registered physiotherapist

accredited exercise physiologist

occupational therapist

remedial massage therapist

registered chiropractor

registered osteopath

podiatrist

accredited practising dietician

registered psychologist

continence nurse advisor

the Health Practitioner Regulation National Law, Australian Health Practitioner Regulation Agency (AHPRA) and searchable practitioner registers

risk factors requiring client referral in accordance with industry endorsed pre-exercise screening and risk stratification processes

signs and symptoms of exercise intolerance or medical conditions requiring referral to appropriate medical practitioner or allied health professional, this may include but is not limited to:

chest pain at rest or during activity

severe breathlessness/feeling faint/dizziness/loss of balance

unusual fatigue or shortness of breath

asthma aggravation/attack

significant muscle, bone or joint pain (beyond what is normally expected during exercise)

recent rapid weight change

frequent or persistent headaches

visual problems such as diploplia or visual aura

balance or coordination deficit

a situation whereby the fitness professional makes a judgement that continuing the session is beyond their professional capabilities and scope of practice, and could potentially compromise client health and safety.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated fitness industry environment that offers a variety of services and facilities suitable for working collaboratively with medical and allied health professionals.

Assessment must ensure use of:

a variety of equipment appropriate for use by clients

industry endorsed screening and risk stratification procedures

session plan templates with space to identify modifications/adjustments needed

learning and assessment tools validated by an accredited/registered allied health professional with at least two consecutive years' experience in clinical practice

clients and medical or allied health professionals for referral processes; these can be:

clients, and medical or allied health professionals in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment must ensure access to:

industry endorsed scope of practice.

manufacturer guidelines on equipment safety and usage

organisational policies and procedures related to working with medical and allied health professionals.

Assessment activities that allow the individual to:

deliver a variety of exercise programs for clients where the personal trainer requires guidance from a medical or allied health professional to work within scope of practice

deliver programs over a period of time, ensuring adequate time to allow for the implementation of required modifications

complete and update client records:

pre-exercise screening documents

program as prescribed

modifications

client consent

copies of any communications.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors; and

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT016 Provide motivation to positively influence exercise behaviour

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to promote exercise and incorporate behaviour change strategies into fitness instruction, programming and provision of fitness advice.

This unit applies to personal trainers who work in controlled and uncontrolled environments. These individuals typically work independently with some level of autonomy. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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 behaviour change strategies.	1.1 Source and access information on motivation and behaviour change relevant to fitness outcomes. 1.2 Use knowledge of motivation and behaviour change in day-to-day professional practice. 1.3 Discuss/explain how understanding of motivation and behaviour change contribute to client commitment and confidence. 1.4 Use a wide range of motivation and behaviour change relevant to fitness outcomes.
2. Apply knowledge to own professional practice.	2.1 Assess ways in which knowledge of motivation and behaviour change may be used, adapted or challenged in instruction and provision of fitness advice. 2.2 Identify current and emerging knowledge of motivation and behaviour change relevant to development of own professional practice. 2.3 Modify approach to fitness programming activities and advice as required.
3. Maintain and update knowledge of motivation and behaviour change.	3.1 Identify and use opportunities to update and expand own knowledge of motivation and behaviour change. 3.2 Monitor response to changes made to own professional practice or instruction. 3.3 Continue to adjust own practice to optimise results.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	source and comprehend often complex motivation and behaviour change information.
Oral communication skills to:	provide guidelines and suggestions tailored to client to increase incidental physical activity and adhere to regular exercise program use open and closed probe questioning with clients to: discuss client needs, expectations and goals acquire information about current exercise behaviour, attitude, perceived barriers to exercise and determinants of exercise adherence determine level of motivation, commitment and confidence to make positive fitness changes.
Problem-solving skills to:	make connections between own practice and conclusions drawn from information about principles of behaviour change.
Planning and organising skills to:	determine lifestyle modifications and strategies to promote behaviour changes and modifications.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT016 Provide motivation to positively influence exercise behaviour

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least three hours comprising at least three different client contact sessions and:

use knowledge of exercise behaviour change strategies to improve own instructional practice to improve exercise adherence of clients:

collect information from each client regarding attitude towards exercise:

belief systems and values

client expectations

coping techniques

social support systems

stage of readiness for change

perceived barriers to exercise participation and adherence

implement behaviour change models

provide guidance relevant to client characteristics

consider personal and situational factors

motivate clients during exercise programs using:

principles of goal setting

arousal control techniques

positive feedback.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures in relation to:

work health and safety/occupational health and safety

confidentiality of client information

ethical considerations

strategies to promote exercise behaviour change:

contracting

prompts

reinforcement

perceived choice

feedback

rewards

self-monitoring

goal setting

social support

decision balance sheet

physical setting

exercise variety

minimised discomfort and injury

group training

enjoyment

periodic fitness and health assessment

progress charts

components of motivation to enable effective assessment of progress:

direction of effort

intensity of effort

persistence of behaviour

role of intrinsic and extrinsic motivation in exercise behaviour

methods of evaluating self-motivation, self-efficacy and stages of change

personal and situational factors that may affect behaviour and/or exercise adherence:

family, cultural and social situation

habits

lifestyle

personality

self concept

stages of change:

pre-contemplation

contemplation

preparation

action

maintenance

relapse

principles of goal setting:

short, medium and long term goals

SMART goals

outcome, process and performance goals

goal achievement strategies

goal support

evaluation and feedback

recording goals

arousal control techniques:

anxiety management

progressive relaxation

stress management

visualisation

self-talk

common barriers to exercise participation:

perceived versus actual barriers

initial low fitness level

time and access to facilities

self-consciousness in client

methods of collecting information about client’s attitude towards exercise

scope of practice for a personal trainer.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

motivation and behaviour change information and resources.

Assessment must ensure use of:

planning and evaluation templates with space to identify improvements to professional practice

client record forms:

appropriate documentation suitable for acquiring client information regarding exercise and lifestyle factors

appropriate documentation for goal setting and monitoring of client progress and changes

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

demonstrate ability to incorporate motivation and behaviour change knowledge into the instruction of sessions, catering for:

beginners, intermediate and advanced participants

improve client exercise adherence and motivate clients within industry realistic timeframes.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT017 Instruct long-term exercise programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, knowledge and skills required to plan, instruct and evaluate long-term exercise programs for clients. It requires the ability to apply the principles of training and program design to achieve goals in relation to health and skill-related components of fitness. It applies to the use of a variety of training techniques and cardiovascular, free weights and contemporary training equipment, in client programs.

This unit does not cover exercise prescription or instruction of uncontrolled movements. The personal trainer must only implement instruction and monitoring of power exercises that are controlled and only in situations where the client is prepared. This unit does not apply to the use of Olympic lifts.

This unit applies to personal trainers who work in controlled and uncontrolled environments. These individuals typically work independently with some level of autonomy. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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. Identify client fitness goals.	1.1 Discuss client health-related and skill-related goals. 1.2 Explain the need to incorporate an increase in physical activity and a decrease in physical inactivity, as required, to clients. 1.3 Conduct pre-exercise health screening, and health assessment procedures as required. 1.4 Explain training adaptations expected when participating in long-term exercise program. 1.5 Develop objectives for long-term program and each phase of program, in consultation with client where required.
2. Develop program plans.	2.1 Determine type of training, training methods and equipment required to achieve client goals. 2.2 Calculate total training volume required to achieve client goals. 2.3 Develop and document a long-term exercise plan that incorporates key instructional information. 2.4 Develop customised and contemporary training sessions to meet client specific needs.
3. Conduct exercise sessions.	3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 3.2 Provide clear and accurate exercise instruction and confirm client understanding. 3.3 Demonstrate skills and techniques to client. 3.4 Observe and monitor participation and performance of client and adjust as required. 3.5 Select and use communication techniques that encourage and support client. 3.6 Monitor client for signs and symptoms of intolerance. 3.7 Seek feedback from client during exercise sessions. 3.8 Modify session as required, according to specific fitness outcomes, or for safety, using consideration of basic mechanics. 3.9 Respond to clients experiencing difficulties, and answer questions as required. 3.10 Complete session documentation and progress notes.
4. Evaluate program.	4.1 Monitor and evaluate exercise program at appropriate intervals. 4.2 Request and respond to feedback from client. 4.3 Identify aspects needing further emphasis or attention in future sessions. 4.4 Review own performance and identify areas needing improvement. 4.5 Implement modifications to future instruction and discuss changes to the client’s long-term exercise plan. 4.6 Maintain and store records of evaluation and modification of program.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	develop and maintain detailed structure and layout of long-term exercise programs.
Oral communication skills to:	use active listening and questioning techniques to: identify clients’ specific long term needs confirm objectives of long-term exercise program.
Numeracy skills to:	select and calculate training volumes interpret and use calculations to assess fitness levels interpret fitness testing and performance results from equipment.
Learning skills to:	maintain current knowledge of contemporary exercise equipment and methods of training.
Problem-solving skills to:	modify session and program as required with consideration and awareness of expected training adaptations specific to client.
Initiative and enterprise skills to:	provide training programs and exercises that are current and maintain the interest of clients.
Technology skills to:	use a variety of exercise equipment including electrical and non-electrical.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT017 Instruct long-term exercise programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include a period(s) totalling at least ten hours comprising at least ten different client contact sessions and:

plan, implement and evaluate at least five long-term exercise programs using the principles of program design to suit the needs of clients with goals related to a combination of health- and skill-related components of fitness

conduct sessions that individually or cumulatively incorporate:

use of a variety of all of the following equipment:

cardiovascular

free weight

gym

contemporary exercise equipment

demonstration, explanation, and instruction in the following:

cardiovascular, with and without electrical or non-electrical equipment

resistance, using body weight, free weights and contemporary fitness equipment, and a combination of compound and isolation exercises

flexibility – static, dynamic and proprioceptive neuromuscular facilitation (PNF)

injury prevention strategies specific to client needs and program

competition or performance strategy into at least one of the programs

exercises to develop:

skill

agility

proprioception

balance

coordination

reaction time

controlled power movements, for example in plyometric-style exercises

modify at least three existing exercise plans for clients, addressing at least four of the following:

technical requirements

changing needs due to fitness adaptations

changing goals

client needs, objectives, likes and dislikes

technical difficulty adjustments of exercises

document exercise plans and exercise programs for all clients using clear and structured forms.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

long-term exercise program planning for improvement of health- and skill-related components of fitness:

body composition

muscle endurance

muscle strength

flexibility

cardiovascular endurance

balance

reaction time

coordination

power

speed

agility

proprioception

safety and preparation considerations for the use of plyometric training in client programs

program design and variables relevant to the combination of health- and skill-related components of fitness in the client’s program:

muscle actions

loads and volumes

exercise selection and order

rest periods

repetition velocity

frequency

training principles relevant to the health- and skill-related components of fitness in the client’s program:

overload

progression

adaptation

specificity

individualisation

maintenance

training methods and consideration of intensity, program types, sets and reps, circuits, matrices, super-sets, pre-fatigue and interval training

types of conditioning and training, and expected adaptations, including timing, for:

speed

power

strength

flexibility

cardiovascular endurance

hypertrophy

muscle endurance

weight loss

agility

reaction time

balance

coordination

client considerations and needs:

client details

fitness levels and goals

training history

targeted adaptations

anticipated rate of client adaptation

number and nature of session programs

equipment requirements

facility requirements

review dates

application of exercise science, anatomy, physiology, biomechanics considerations to fitness activities and long-term exercise programming:

aerobic endurance and responses

hypertrophy training and types of muscle fibres

muscle tension

local muscle endurance training and recovery

neuromuscular coordination training, safety, skill and recovery

strength training, recovery times and techniques

stretching and flexibility methods, techniques and recovery times

predicted rate of adaptation

progression

recovery rate

reversibility

specificity

training threshold

manufacturer and exercise equipment specifications for safe use and techniques

signs and symptoms of exercise intolerance and overtraining such as unusual fatigue

physiological changes that occur from long-term exercise training:

cardiovascular changes

energy system and substrate utilisation

nervous system changes

pulmonary changes

thermoregulation.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated long-term health and fitness goals.

Assessment must ensure use of:

a variety of cardiovascular (electrical or non-electrical) equipment, free weights, such as barbells, dumbbells and plates, and contemporary equipment, such as fit balls

resistance training methods that are aimed at a variety of client goals, such as muscle hypertrophy and muscle strength

clients that are considered capable of participating in exercise sessions from long-term exercise programs with:

cardiovascular training methods, such as continuous and interval training

resistance training methods using body weight, free weights and contemporary exercise equipment

stretching techniques that involve the client performing the stretches independently and the use of the fitness trainer’s skills to conduct partner-based PNF stretching

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment must ensure access to:

legislation and organisational policies and procedures in relation to the conduct of long-term exercise programs.

Assessment activities that allow the individual to:

develop a variety of long-term exercise programs over a period of time suitable for ensuring adequate time for the client to achieve several health- and skill-related components of fitness goals.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT018 Promote functional movement capacity

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assess client movement and exercise capacity and develop an appropriate exercise program. It requires the use of functional movement knowledge in day-to-day professional practice to encourage healthy posture, effective movement patterns and safe exercise technique for clients.

This unit applies to personal trainers who offer exercise programs to improve functional movement for general populations, including older adults and young people. These clients are those with no unstable health conditions, pain or injury as identified through industry endorsed pre-exercise screening and risk stratification protocols.

This unit does not apply to the provision of postural assessment, advice or treatment for an injury, disease or condition. The personal trainer is expected to refer clients requiring guidance, advice or treatment to an appropriate allied health professional.

This unit applies to personal trainers who typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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 functional movement.	1.1 Source and access information on functional movement relevant to fitness outcomes in line with accepted movement and exercise technique standards. 1.2 Use knowledge of functional movement in day-to-day professional practice. 1.3 Discuss/explain how understanding of functional movement contributes to safe/optimum technique and skill development. 1.4 Use a wide range of functional movement terminology relevant to injury prevention and fitness outcomes.
2. Inform clients of importance of functional movement.	2.1 Review pre-exercise health screening, risk stratification, and health assessment procedures as required. 2.2 Discuss client health-related goals and acquire additional client information as required. 2.3 Refer client to a medical or allied health professional as required. 2.4 Discuss importance of identifying postural variances and explain relationship between posture and injury prevention to clients. 2.5 Provide information about common causes of poor posture and movement capacity to client. 2.6 Inform clients of legal and ethical limitations of a personal trainer.
3. Recognise and analyse client functional movement.	3.1 Provide clear and accurate instruction and demonstration during relevant movements and exercises. 3.2 Explain the importance of functional movement and correct technique and dynamic posture during exercise. 3.3 Observe functional movement, range of movement and exercise capacity to identify any joint mobility or movement restrictions. 3.4 Observe strength and muscle activation outputs to identify any muscle activation concerns and/or strength limitation or imbalance. 3.5 Observe and record any client balance, stability or coordination limitations. 3.6 Monitor participation and performance to identify ineffective movement patterns and exercise technique. 3.7 Determine need for further evaluation and seek guidance from an appropriate allied health professional as required. 3.8 Document observations and discuss with client.
4. Consider static posture.	4.1 Apply understanding of postural mechanisms and symptoms of poor posture to client observation and consultation. 4.2 Observe client static posture and identify issues that may be relevant in a dynamic setting. 4.3 Identify and document joints, muscles and connective tissues that would benefit from functional exercise strategies. 4.4 Seek guidance from an appropriate allied health professional as required.
5. Implement functional exercise strategies.	5.1 Develop strategies to promote functional movement, exercise performance and reduce likelihood of injury. 5.2 Advise client of exercises or activities that are contraindicated or may further exacerbate any postural variance. 5.3 Modify client exercise technique and dynamic posture as required. 5.4 Seek guidance from an appropriate allied health professional as required.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	use active listening and open and closed probe questioning to: elicit information from clients about their needs and expectations consult with clients about functional movement activities clarify screening information provided by clients.
Learning skills to:	reflect on results and redesign new approaches to exercise as relevant for client.
Problem-solving skills to:	interpret and critically analyse client functional movement determine referral requirements after reviewing pre-exercise health screening information and as a result of functional movement observations.
Teamwork skills to:	collaborate with various professionals and client in order to establish and follow through with the most appropriate functional exercise strategies for the client, if required.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT018 Promote functional movement capacity

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least eight hours comprising at least five different client contact sessions, and:

observe and analyse functional movement capacity for at least five clients in line with accepted movement and technique standards incorporating the following for each client:

at least three functional movements

movement and exercise observation in the following movement patterns and scenarios:

push

pull

squat

lunge

rotate

overhead press

overhead pull

with and without equipment

loaded and unloaded

identification of joint mobility or movement restrictions against typical range of movement for major joint complexes, with consideration of:

joint movement

muscle action

passive range

active range

functional range

joint and muscle interactions

stability of major joint complexes, relevant to the client’s needs, level of risk and experience

balance and coordination, relevant to the client’s needs, level of risk and experience

a variety of functional movement measurement tools to support dynamic posture analysis:

flexometer

goniometer

plumb line

grid

plurimeter

pressure biofeedback unit

photographic technology

video analysis

tape measure

identify each client’s capacity to activate and achieve good muscle function in all of the following muscle groups, using at least three muscle activation exercises per client:

core abdominals

glutes

hamstrings

hip flexors

rotator cuff

chest

back

modify incorrect client exercise technique and poor dynamic posture of at least three clients

explain and document functional movement observations and encourage a healthy posture for all clients:

identified posture, movement, strength and neuromuscular deviations, limitations and imbalances

significance of results for exercise programming, technique and prevention of injury

precautions to exercise relevant to functional movement observations and client risk status, in accordance with industry guidelines or guidance from medical or allied health professionals where applicable

recommend appropriate exercise strategies to clients to promote functional movement and reduce the likelihood of injury, in accordance with functional movement observations and client risk status, including the following strategies:

flexibility

functional strength training

proprioception development

education to develop correct exercise techniques or daily living postures.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative obligations and organisational policies and procedures in relation to:

duty of care

work health and safety/occupational health and safety

confidentiality of client information

professional ethics

appropriate collection and storage of client information

the relationship between injury, injury prevention and the following postural variances:

structural and functional variances

kyphosis

rounded shoulders

winging of scapula

increased or decreased lordosis

excessive posterior or anterior pelvic tilt

scoliosis

genu varum or genu valgum

increased pronation of foot or ankle complex

increased supination of foot or ankle complex

hyperextension of knees

lateral tilt of pelvis or head

forward head posture

rotated patella

ideal postural alignment:

normal spinal curves

straight line running though:

ear lobe

anterior shoulder joint

vertebral bodies of L1-5

posterior hip joint

anterior knee joint

anterior ankle joint

transverse abdominus

pelvic floor muscles

relationship of poor posture and risk of injury and muscular deficits:

diminished muscle strength or endurance

increased muscle tension/tone

limited flexibility

limited function

postural influences affecting dysfunctional movement patterns and exercise technique

typical range of movement for major joint complexes

deviations in posture or functional limitations at commencement, during, at completion of exercise or movement:

asymmetrical muscle tone

spinal curvature – lordosis, kyphosis, scoliosis

scapula setting:

winging of scapula

anterior tipping/tilting

upward/downward rotation

pelvis position:

anterior/posterior

rotation

knee alignment:

varus/valgus

foot alignment:

internal/external rotation

pronation/supination

forward head

sitting/standing/supine

locomotive gait – walking, jogging, running

role of muscles in contractions:

agonist/prime mover

antagonist

fixator

assistor/synergist

causes of poor posture:

congenial abnormalities of the musculoskeletal system

poor muscle strength

poor muscle endurance

muscle imbalance

lack of mobility

damage to bony structures

damage to connective tissue including ligaments and cartilage

muscle activation, correct execution, and teaching points for primal functional movement patterns:

push

pull

squat

lunge

rotate

overhead press

overhead pull

role of muscle activation in functional movement and exercise performance:

muscle sensory reception

reciprocal inhibition

normal range of movement for major joint complexes

characteristics of balance and balance exercise:

base of support

centre of gravity

limits of stability

components of balance maintenance

variation of stance

variation of surfaces or equipment

balance disturbance

progression of balance exercises

characteristics of coordination and agility:

fine motor skills

gross motor skills

hand-eye skills

progression of coordination or agility exercises

changes to centre of gravity caused by:

pregnancy

overweight

inappropriate footwear

behaviours

work practices

sport or leisure activities

industry endorsed scope of practice for a personal trainer

industry endorsed pre-exercise screening and risk stratification protocols

role of medical or allied health professionals for referral or guidance

reasons for referral to an appropriate medical or allied health professional:

pain upon presentation to initial session/induction

history of uncontrolled/unresolved pain

abnormal/inconsistent pain patterns which may point towards a pathology

pain during movement or exercise

static postural deviations

an inability to correct static or dynamic posture

restricted joint range of movement, strength imbalance or balance, stability or coordination concern that is limiting function

a diagnosed muscle, bone or joint problem with medical or allied health advice that the problem could be made worse by participating in physical activity/exercise

identified through industry endorsed pre-exercise screening and risk stratification.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

legislation and organisational policies and procedures in relation to functional movement observation and improvement

industry endorsed risk stratification procedures.

Assessment must ensure use of:

a variety of appropriate equipment to demonstrate and observe functional movement patterns, dynamic posture, joint range of movement, muscle activation and strength, balance, stability and coordination:

flexometer

goniometer

plumb line

grid

plurimeter

tape measure

client record forms

documented plans with inclusion of identified modifications/adjustments needed

photographic technology

video analysis

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

observe multiple clients functional movement, identify issues and provide functional exercise strategies within the scope of practice.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors; and

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT019 Incorporate exercise science principles into fitness programming

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to incorporate an understanding of exercise science principles into fitness instruction, programming and provision of fitness advice.

This unit applies to the use of physiological and mechanical principles in training to improve the health- and skill-related components of fitness of clients who have recently completed industry endorsed pre-exercise screening and risk stratification procedures.

This unit applies to personal trainers who typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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 exercise science principles.	1.1 Source and access information on exercise science principles relevant to fitness outcomes. 1.2 Discuss/explain how understanding of exercise science principles contribute to safe/optimum technique and skill development. 1.3 Use a wide range of terminology relevant to exercise science principles and fitness outcomes.
2. Apply knowledge to own professional practice.	2.1 Assess ways in which knowledge of exercise science principles may be used, adapted or challenged in instruction and provision of fitness advice. 2.2 Identify current and emerging knowledge of exercise science principles relevant to development of own professional practice. 2.3 Use knowledge of exercise science principles in day-to-day professional practice. 2.4 Modify approach to fitness programming activities and advice as required.
3. Maintain and update knowledge of exercise science principles.	3.1 Identify and use opportunities to update and expand own knowledge of exercise science principles. 3.2 Monitor response to changes made to own professional practice or instruction. 3.3 Continue to adjust own practice to optimise results.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	provide clients with information related to exercise in a manner which they can understand and implement to their exercise sessions.
Numeracy skills to:	calculate forces and implement basic biomechanical concepts and mathematical equations interpret how equipment and body position can be changed to alter the forces applied to the body.
Learning skills to:	ensure application of up-to-date exercise science principles.
Problem-solving skills to:	accommodate the changing anatomical and physiological responses of the body to exercise programming and instruction determine how equipment and body position can be changed to alter the forces applied to the body.
Planning and organising skills to:	develop exercise programs that incorporate complex understanding of the anatomical and physiological adaptations that occur from different types of exercise.

Unit Mapping Information

SISFFIT419A Apply exercise science principles to planning exercise

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT019 Incorporate exercise science principles into fitness programming

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least five hours comprising at least five different client contact sessions in a mixture of controlled and uncontrolled environments, and:

effectively use knowledge of exercise science principles to improve own instructional practice to plan and instruct at least five different client sessions

conduct sessions that individually or cumulatively incorporate:

a variety of exercises which are targeted at health- and skill-related components of fitness, for achieving improvements and adaptations in:

muscle contractility and force

bone strength

nervous system activation

submaximal and resting heart rates

cardiovascular system adaptations

variations of exercise

with and without equipment

exercises to change:

joint action

stabilisation of the body

forces which act on the body during exercise

variations in the contribution of energy from three different energy systems

consideration of:

musculoskeletal anatomy and physiology

mechanical principles

physiology concepts.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures in relation to:

work health and safety/occupational health and safety

confidentiality of client information

ethical considerations

industry endorsed client pre-exercise health screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements

the physiology related to achieving improvements in the following health-related components of fitness:

body composition

flexibility

muscle strength

muscle endurance

cardiorespiratory endurance

the physiology related to achieving improvements in the following skill-related components of fitness:

balance

agility

power

speed

reaction time

coordination

proprioception

musculoskeletal anatomy and physiology related to achieving improvements in fitness:

structure and function of the skeleton

joints in the skeleton

cellular structure of muscle fibres

sliding filament theory

effects of different types of exercises on muscle fibre types

muscle attachment sites for the major muscles of the body

structure, range of motion and function of muscles, muscle groups and directional terms

location and function of skeletal muscle involved in physical activity

anatomical axis and planes with regard to joint actions and different exercises

joint actions brought about by specific muscle group contractions

joints/joint structure with regard to range of motion/movement and injury risk

joint movement potential and joint actions

the specific roles of the nervous system in controlling skeletal muscle:

the central nervous system

the peripheral nervous system including somatic and autonomic nervous systems

nervous control and transmission of a nervous impulse

structure and function of a neuron

role of a motor unit

function of muscle proprioceptors and the stretch reflect

reciprocal inhibition and its relevance to exercise

the neuromuscular adaptations associated with exercise training

the benefits of improved neuromuscular coordination/efficiency to exercise performance

concepts and principles of mechanics relevant to fitness:

forces which act on the body during exercise

common biomechanical terms

lever system in the body

structure and function of the stabilising ligaments and muscles of the spine

the local muscle changes that can take place due to insufficient stabilisation

the potential effects of poor posture on movement efficiency

the potential problems that can occur as a result of postural deviations

the benefits, risks and applications of the following types of stretching: static (passive and active) and dynamic

proprioceptive neuromuscular facilitation (PNF)

different exercises that can improve posture

concepts and principles of the physiology of the body in relation to fitness:

the function of heart valves

coronary circulation

short and long term effects of exercise on blood pressure

the effects of exercise on bones and joints including the significance of weight bearing exercise

delayed onset muscle soreness (DOMS)

exercises or techniques likely to cause delayed onset muscle soreness

the short and long term effects of different types of exercise on muscle

the benefits and limitations of different methods of monitoring exercise intensity including: talk test, rate of perceived exertion

heart rate monitoring and the use of different hear t rate zones

physiological responses to physical activity in various environmental conditions

the expected physiological responses, and appropriate action, to:

a single bout of exercise

physical activity in various environmental conditions

long term exercise programs

scope of practice for a personal trainer.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

current industry endorsed best practice for client pre-exercise health screening and risk stratification

organisational policies and procedures relevant to incorporating exercise science principles into fitness programming.

Assessment must ensure use of:

informed consent forms

client record forms

planning and evaluation documentation with inclusion of identified improvements to professional practice

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

demonstrate ability to incorporate exercise science principles into the instruction of sessions catering for:

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT020 Instruct exercise programs for body composition goals

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to design exercise plans and programs to change and maintain desired and realistic body composition of clients.

It applies to exercise programs aimed at health-related components of fitness, with particular attention to body composition. This unit does not directly apply to provision of healthy eating information regarding body composition goals, however it does cover the calculation of energy expenditure to enable planning and instruction of appropriate programs to achieve identified goals.

This unit applies to the planning of programs for clients who have completed industry endorsed pre-exercise screening and risk stratification procedures.

This unit applies to personal trainers who typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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. Identify client body composition requirements.	1.1 Consider and confirm client body composition goals, expectations and preferences using suitable questioning techniques. 1.2 Review and advise client of outcomes of pre-exercise health screening procedures. 1.3 Refer client to medical or allied health professionals as required. 1.4 Identify potential barriers to achieving needs and goals. 1.5 Provide information to client on the relationship between healthy eating, exercise and health. 1.6 Determine daily energy expenditure of client. 1.7 Measure body composition of client using anthropometric standards. 1.8 Develop and document client profile for re-evaluation purposes.
2. Develop exercise plan to improve body composition.	2.1 Determine type of training, training methods and equipment required to achieve client body composition goals. 2.2 Develop client personalised strategies to increase exercise adherence. 2.3 Develop and document program plans that incorporate key instructional information and short and long-term body composition goals. 2.4 Set realistic guidelines and confirm exercise plan with client. 2.5 Develop customised training sessions that include a variety of exercises and equipment to meet client goals.
3. Implement exercise plan.	3.1 Instruct client in specific programs and exercises. 3.2 Select and use motivational techniques that encourage exercise, and healthy eating adherence. 3.3 Respond to clients experiencing difficulties and answer questions as required. 3.4 Monitor and record client progress.
4. Evaluate exercise plan.	4.1 Monitor and evaluate exercise program at appropriate intervals. 4.2 Reappraise client body composition at agreed stages of program. 4.3 Review client short and long-term goals and exercise plan. 4.4 Evaluate program or activities and discuss modifications to program. 4.5 Modify exercise plan for client and document evaluation and modification of programs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret and critically analyse body composition appraisal results.
Oral communication skills to:	explain and discuss relationships between body composition management and specific client plan collaborate with client to establish goals and motivate towards desired outcomes.
Numeracy skills to:	extract and evaluate information from calculations of daily energy requirements and pre-exercise health screening information.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT020 Instruct exercise programs for body composition goals

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least ten hours comprising at least ten different client contact sessions, and:

plan, document, implement and evaluate at least five exercise plans that meet specific body composition needs and goals of individual clients

conduct sessions that consider each client’s:

training schedule

likes and dislikes

financial constraints

specific responses to questionnaire

religious restrictions

injuries

medical and exercise history

functional limitations

correctly measure body composition for each client using appropriate measures:

weight

height

hip circumference

waist circumference

skin folds

bioelectrical impedance analysis

body mass indices

appropriately use and apply anthropometric standards:

somatotypes

skin fold indices

body mass indices

waist-hip ratios

healthy weight range charts

use appropriate and motivating instructional techniques with each client to increase exercise adherence and positive health and fitness habits:

goal setting

intrinsic an extrinsic motivation

establishment of habits

positive reinforcement.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding exercise planning for body composition goals:

work health and safety/occupational health and safety

duty of care

privacy

anti-discrimination

Australian consumer law

business registration and licences

organisational policies and procedures in regards to:

ventilation and/or climate control

hygiene

emergency

risk management

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

client supervision

communication protocols

records management and security

industry endorsed client pre-exercise health screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements

client considerations for planning exercise programs to target body composition goals:

training schedule

likes and dislikes

financial constraints

specific responses to questionnaire

religious restrictions

injuries

medical and exercise history

functional limitations

exercise programming principles to target body composition goals:

muscle hypertrophy

fat loss

lean body mass

barriers to achieving goals:

unhealthy eating

physically inactive

exercise patterns

lack of good quality sleep

stress management

management of body composition:

metabolism

energy expenditure

energy intake

balance between energy intake and energy expenditure

resting metabolic rate

thermogenesis

adaptive thermogenesis

thermic effect of food

thermic effect of exercise

changes to body composition

fat loss

muscle gain

factors affecting ‘weight’ on scales:

lean body mass

water

fat

clothing

role of medical or allied health professionals in relation to body composition programming

motivational techniques and strategies to support body composition goals:

building rapport

questioning techniques

feedback

goal setting

reinforcement

benefits and limitations of body composition appraisal methods.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated body composition goals.

Assessment must ensure access to:

industry endorsed risk stratification procedures

manufacturer guidelines on equipment safety and usage

current industry endorsed best practice for client pre-exercise health screening and risk stratification.

Assessment must ensure use of:

organisational policies and procedures:

privacy

work health and safety/occupational health and safety

confidentiality

referral forms and processes

recording and storage of information

body composition appraisal methods to suit the goals of clients

anthropometric standards

current fitness industry recognised methods for achieving body composition outcomes

session plan templates with space to identify modifications/adjustments needed

client record forms

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

develop a variety of body composition exercise programs over a period of time suitable for ensuring adequate time for the client to achieve several health and fitness-related body composition goals including:

fat loss

muscle hypertrophy

demonstrate ability to instruct sessions that cater for:

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT021 Instruct personal training programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, instruct and evaluate personal training programs for a variety of clients in both controlled and uncontrolled environments. It requires the ability to plan individualised programs for clients who have completed industry endorsed pre-exercise screening and risk stratification procedures.

This unit applies to personal trainers who typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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. Identify client fitness requirements.	1.1 Consider and confirm client needs, expectations and preferences using suitable questioning techniques. 1.2 Review and advise client of outcomes of pre-exercise health screening procedures and fitness appraisal. 1.3 Refer client to medical or allied health professionals as required. 1.4 Identify potential barriers to achieving needs and goals. 1.5 Develop and document client profile for re-evaluation purposes.
2. Develop personal training exercise plan and program.	2.1 Determine type of training, training methods and equipment required to achieve client goals. 2.2 Develop client personalised strategies to increase exercise adherence. 2.3 Develop and document program plans that incorporate key instructional information to match client preferences. 2.4 Develop customised training sessions that include a variety of exercises and equipment to meet client needs. 2.5 Select appropriate session assessment techniques. 2.6 Obtain permission for use of public spaces if required. 2.7 Document personal training plans for client.
3. Conduct personal training sessions.	3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 3.2 Determine client prior knowledge and skills in the fitness activity. 3.3 Provide clear exercise instructions and confirm client understanding. 3.4 Demonstrate exercises, techniques and equipment to client. 3.5 Relate location and function of major bones and major joints to movement when instructing client. 3.6 Identify major target muscles acting at major joints when instructing clients through exercises. 3.7 Monitor participation and performance to identify signs of exercise intolerance and modify as required. 3.8 Monitor client intensity, techniques, posture and safety, and modify program as required. 3.9 Select and use motivational techniques that increase client performance and adherence to exercise. 3.10 Respond to clients experiencing difficulties and answer questions as required. 3.11 Complete session documentation and progress notes.
4. Evaluate personal training program.	4.1 Monitor and evaluate exercise program at appropriate intervals. 4.2 Request and respond to feedback from client. 4.3 Conduct follow up client fitness assessments as required. 4.4 Review own performance and identify areas needing improvement. 4.5 Identify aspects needing further emphasis or attention in future sessions. 4.6 Evaluate program or activities and discuss modifications to program. 4.7 Modify personal training plan for client and prepare new exercise program. 4.8 Document and update records of evaluation and modification of program.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	evaluate and integrate collected information and ideas to construct personal training programs.
Oral communication skills to:	use active listening and questioning techniques to: determine client needs and preferences offer and explain suitable exercises and programs demonstrate and explain the safe performance of exercises to clients using appropriate terminology.
Learning skills to:	design, reflect on and redesign approaches to personal training as an integral part of the review process adapt exercise programs and strategies to individual clients.
Problem-solving skills to:	determine the need for spotting of client exercises at the appropriate time.
Planning and organising skills to:	determine which personal training sessions or exercise that the client can independently perform, with and without direct supervision.
Self-management skills to:	organise client and facility schedules.

Unit Mapping Information

SISFFIT421A Plan and deliver personal training

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT021 Instruct personal training programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least ten hours comprising at least ten different client contact sessions in a mixture of controlled and uncontrolled environments, and:

plan, document, implement and evaluate at least five personal training plans that meet specific needs and goals of individual clients

conduct sessions that individually or cumulatively incorporate:

a variety of indoor and outdoor training environments, methods, and equipment:

ensures promotion of sustainability of the environment

choice of resources to minimise environmental impact

permission for use of public spaces, as required

flexibility training:

dynamic

static

proprioceptive neuromuscular facilitation

resistance training:

free weights

gym equipment

body weight resistance only

cardiovascular training techniques:

continuous

interval

demonstration, explanation, and instruction of exercises

injury prevention strategies specific to client needs and program

appropriate and motivating instructional techniques to increase exercise adherence and positive health and fitness habits:

goal setting

intrinsic an extrinsic motivation

establishment of habits

positive reinforcement

modify personal training plans for clients, addressing at least three of the following:

technical requirements

changing needs due to fitness adaptations

changing goals

client needs, objectives, likes and dislikes

technical difficulty adjustments of exercises.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding personal training, equipment use and selection:

work health and safety/occupational health and safety

duty of care

privacy

anti-discrimination

working with children and/or vulnerable people check

organisational policies and procedures in regards to:

ventilation and/or climate control

hygiene

emergency

risk management

standards of personal presentation

participant clothing and footwear

use, care and maintenance of equipment

client supervision

communication protocols

records management and security

industry endorsed client pre-exercise health screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements

program planning for improvement of health- and skill-related components of fitness:

body composition

muscle endurance

muscle strength

flexibility

cardiovascular endurance

balance

reaction time

coordination

power

speed

agility

proprioception

safety and preparation considerations for the use of plyometric training in personal training

program design and variables relevant to the combination of health- and skill-related components of fitness in the client’s program:

muscle actions

loads and volumes

exercise selection and order

rest periods

repetition velocity

frequency

suitable training and monitoring techniques and exercises to achieve improved functioning of:

musculoskeletal system

cardiovascular system

nervous system

training principles relevant to the health- and skill-related components of fitness in the client’s program:

overload

progression

adaptation

specificity

individualisation

maintenance

training methods and consideration of intensity, program types, sets and reps, circuits, matrices, super-sets, pre-fatigue and interval training

types of conditioning and training, and expected adaptations, including timing, for:

speed

power

strength

flexibility

cardiovascular endurance

hypertrophy

muscle endurance

weight loss

agility

reaction time

balance

coordination

client considerations and needs:

client details

fitness levels and goals

training history

targeted adaptations

anticipated rate of client adaptation

number and nature of session programs

equipment requirements

facility requirements

review dates

application of exercise science, anatomy, physiology, biomechanics considerations to fitness activities and personal training programs:

aerobic endurance and responses

hypertrophy training and types of muscle fibres

muscle tension

local muscle endurance training and recovery

neuromuscular coordination training, safety, skill and recovery

strength training, recovery times and techniques

stretching and flexibility methods, techniques and recovery times

predicted rate of adaptation

progression

recovery rate

reversibility

specificity

training threshold

manufacturer and exercise equipment specifications for safe use and techniques

signs and symptoms of exercise intolerance and appropriate management strategies

common barriers to exercise participation:

perceived versus actual barriers

initial low fitness level

time and access to facilities

self-consciousness in client

different learning styles of clients and methods to adapt training to suit these learning styles

motivational techniques:

goal setting

intrinsic an extrinsic motivation

establishment of habits

positive reinforcement.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

industry endorsed risk stratification procedures

manufacturer guidelines on equipment safety and usage

current industry endorsed best practice for client pre-exercise health screening and risk stratification

organisational policies and procedures regarding the use of equipment and locations for personal training sessions.

Assessment must ensure use of:

client record forms

equipment and resources required for the delivery of the personal training program:

resistance equipment

program cards

resistance bands

gym and fitness equipment

session plan templates with space to identify modifications/adjustments needed

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

develop a variety of personal training programs over a period of time suitable for ensuring adequate time for the client to achieve several health and fitness related goals

demonstrate ability to instruct a variety of personal training sessions where a variety of exercise modes and equipment are available:

weights gym

exercise room

an outdoor environment

demonstrate ability to instruct sessions that cater for:

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT022 Instruct aquatic sessions for specific population groups

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and deliver safe and effective aquatic exercise sessions to specific population groups. It requires the ability to understand anatomical and physiological considerations and apply that understanding to client exercise participation aimed at improving health-related components of fitness.

This unit applies to fitness instructors working within the industry endorsed scope of practice when providing advice regarding fitness services and referral requirements for clients from the following specific population groups:

children

women

older adults

clients with a disability

culturally and linguistically diverse (CALD) groups.

This unit does not apply to provision of exercise to higher risk specific population clients, or inappropriate exercise prescription for moderate risk clients. This unit does not apply to the provision of hydrotherapy.

This unit applies to fitness instructors who work in a variety of fitness or aquatic locations such as fitness, leisure and community centres. These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation, including working with children and/or vulnerable people checks, and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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. Identify client fitness requirements.	1.1 Consider and confirm client needs, expectations and preferences using suitable questioning techniques. 1.2 Review and advise client of outcomes of pre-exercise health screening procedures. 1.3 Refer client to medical or allied health professionals as required. 1.4 Assess suitability of pool environment for participants and development strategies to maximise participant safety and enjoyment. 1.5 Explain benefits of aquatic exercise and identify potential barriers to participation. 1.6 Develop and document client profile for re-evaluation.
2. Develop aquatic exercise plan and program.	2.1 Determine type of aquatic training methods and equipment required to achieve client goals. 2.2 Develop and document program plans that incorporate key instructional information. 2.3 Incorporate guidance/advice from medical or allied health professionals into the provision of fitness advice/or planning of aquatic instruction. 2.4 Develop customised training sessions that include a variety of aquatic exercises and equipment to meet needs and characteristics of client.
3. Conduct aquatic session.	3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 3.2 Provide clear exercise instructions and confirm client understanding. 3.3 Demonstrate exercises, techniques and equipment to client. 3.4 Monitor participation and performance to identify signs of exercise intolerance and modify as required. 3.5 Provide movement pattern alternatives for participants that present with limited water familiarisation, mobility or ability in an aquatic environment. 3.6 Monitor client technique and safety within appropriate hydrodynamic principles, and modify as required. 3.7 Seek ongoing guidance from, or refer client to, medical or allied health professionals, as appropriate. 3.8 Select and use communication techniques that encourage and support clients. 3.9 Respond to clients experiencing difficulties and answer questions as required. 3.10 Complete session documentation and progress notes.
4. Evaluate program.	4.1 Monitor and evaluate exercise program at appropriate intervals. 4.2 Provide written and verbal feedback to medical or allied health professionals, as required. 4.3 Request and respond to feedback from clients. 4.4 Review own performance and identify areas needing improvement. 4.5 Identify aspects needing further emphasis or attention in future sessions. 4.6 Evaluate program or activities and discuss modifications to program. 4.7 Document and update records of evaluation and modification of programs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret best practice principles of aquatic activities, organisational policies and procedures and legislation requirements.
Oral communication skills to:	provide suitable modifications to participant exercises, use of equipment and spacing as required.
Learning skills to:	maintain current knowledge of water-based fitness activities, training methods and water safety principles and codes of practice.
Problem-solving skills to:	determine how to effectively instruct water-based fitness activities from outside of the pool considering hydrodynamic principles which emulate demonstration of exercises at water speed apply principles of hydrodynamics to the adjustment of client aquatic activities and implementation of contingencies when problems arise, or other changes are required such as: client inability to cope with session or activities client inability to cope with turbulence in water client inability to cope with level of support provided client requires more energetic movements to achieve a more effective workout determine level of support required for each client in the water as determined by individual needs, aquatic environment and hydrodynamic principles.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT022 Instruct aquatic sessions for specific population groups

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, document, implement and evaluate suitable aquatic exercise programs within scope of practice for specific population clients:

five clients that don’t require guidance or instruction provided by medical or allied health professionals

five clients in response to guidance or instruction provided by medical or allied health professionals

conduct aquatic sessions that individually or cumulatively incorporate:

appropriate selection and monitoring of client use of a range of water-based fitness equipment

demonstration, explanation, and instruction of exercises

injury prevention strategies specific to client needs and program

suitable order and sequence of activities

session components that target the needs and goals of the individual

suitable duration, intensity, volume

ongoing clear and constructive feedback to clients and, where required, medical or allied health professionals

use of evidence based exercise adherence strategies specific to the population groups

safe and effective instructional techniques in water-based fitness:

formations

instructor preservation techniques

visual and verbal cueing

mirror imagine

emulating water movements

anchored and weighted movements

active and energetic movements

propulsion or turbulent actions

suspended movements in deep or shallow water

efficient learning curves

appropriate teaching positioning in regards to clients, pool and deck, sound system and sun glare

clear and encouraging instructions

modify programs for clients, addressing at least three of the following:

technical requirements

changing needs due to fitness adaptations

changing goals

client needs, objectives, likes and dislikes

technical difficulty adjustments of exercises

medical or allied health professional feedback.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and regulatory requirements in regards to:

work health and safety/occupational health and safety

duty of care

organisational policies and procedures to ensure safety of clients and other facility users in regards to:

overcrowding

ventilation

hygiene

climate control

energy

standards of personal presentation

swimwear and pool footwear

use, care and maintenance of pool equipment

properties of water:

mass

density

viscosity

hydrostatic pressure

forces that act upon the body in water:

buoyancy

resistance

turbulence

propulsion

inertia

industry endorsed client pre-exercise health screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements for:

low-risk clients

moderate risk clients

higher risk clients

when there are extreme or multiple risk factors present and professional judgement to decide whether further medical advice is required identification of clients at high or higher risk of an adverse event occurring during exercise

physical activity and exercise intensity and frequency guidelines

common barrier to exercise participation

contraindications and precautions that may affect water based participation

participant cultural and social differences and potential impacts of participation

precautions to exercise relevant to the specific population in accordance with industry guidelines where applicable

benefits versus risk of participation

situations where cessation of exercise program is required, this may include but is not limited to:

chest pain at rest or during activity

severe breathlessness/feeling faint/dizziness/loss of balance

unusual fatigue or shortness of breath

asthma aggravation/attack

significant muscle, bone or joint pain (beyond what is normally expected during exercise)

a situation whereby the fitness professional makes a judgement that continuing the session is beyond their professional capabilities and scope of practice, and could potentially compromise client health and safety

signs and symptoms of poor exercise tolerance or unstable condition

role of medical or allied health professionals for referral processes:

accredited exercise physiologist

accredited practising dietician

chiropractor

continence nurse advisor

general practitioner

occupational therapist

osteopath

physiotherapist

podiatrist

psychologist

remedial massage therapist

sports doctor

sports physician

typical anatomical and physiological considerations for the following specific population groups:

children

women

older adults

clients with a disability

CALD groups

appropriate management for signs and symptoms of intolerance or an unstable condition:

cease or modify exercise

refer to a medical or allied health professional

call an ambulance if required

potential or actual effect of the condition on exercise behaviour

exercise adherence strategies. instructional strategies appropriate to risk status for participant group to enable effective and safe conduct of aquatic activities:

visual and or verbal and or aural and or tactile communication

multi-sensory

guided discovery

repeating instructions

breaking tasks into smaller activities

positive reinforcement

directive

best practice principles of aquatic activities

effective teaching strategies appropriate to specific population group:

breaking tasks into smaller activities

directive

guided discovery

multi-sensory

positive reinforcement

repeating instructions

visual, verbal, aural and tactile.

Assessment Conditions

Skills must be demonstrated in:

an industry workplace or simulated environment that offers aquatic services and facilities suitable for specific population clients.

Assessment must ensure use of:

an industry workplace with the appropriate environmental features:

indoor or outdoor swimming pool in a controlled environment

swimming pool entry and exit points

wet decks

ramps

steps

bulk heads

surface of pool and concourse

pool floor gradient

water temperature

railings

chemical additives

ambient temperature

safety equipment relevant to local regulatory and organisational policies and procedures

a variety of equipment appropriate for use in water by specific population clients

industry endorsed risk stratification procedures

session plan templates with space to identify modifications/adjustments needed

appropriate organisational documentation and resources such as equipment checklists and session plan templates

specific population clients and medical or allied health professionals for referral processes; these can be:

clients, and medical or allied health professionals in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment must ensure access to:

documentation such as manufacturer specifications for equipment use and maintenance

legislation, best practice principles, and organisational policies and procedures in relation to aquatic activities.

Assessment activities that allow the individual to:

develop a variety of aquatic exercise programs for specific population clients over a period of time, ensuring adequate time to allow for the implementation of required modifications

demonstrate the ability to instruct a variety of water based fitness sessions:

using industry realistic timeframes

catering for:

beginners, intermediate and advanced participants

low and high impact

taking into consideration:

participant characteristics, specific population conditions and functional ability

participant goals

depth of water

fitness and ability of participant

water safety and awareness.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have at least 2 years consecutive industry experience in the application of the skills and knowledge of this unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT023 Instruct group personal training programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, instruct and evaluate group personal training programs for a variety of clients in both controlled and uncontrolled environments. It requires the ability to plan individualised programs for clients who have completed industry endorsed pre-exercise screening and risk stratification procedures.

It requires the ability to instruct personal training sessions and programs to a group of people, whilst taking into account individual goals, programming requirements, personality and fitness level. The personal trainer ensures that the supervision ratio to client adheres to organisation policies and procedures.

This unit applies to personal trainers who typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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. Identify group personal training program requirements.	1.1 Consider and confirm compatibility of client needs, expectations and preferences using suitable questioning techniques. 1.2 Review and advise clients of outcomes of pre-exercise screening procedures and fitness appraisals. 1.3 Refer clients to medical or allied health professionals as required. 1.4 Establish exercise intensities appropriate for each client within the group. 1.5 Identify potential barriers to achieving needs and goals of individuals within the group. 1.6 Develop and document client profiles for re-evaluation purposes.
2. Develop group personal training exercise plan and program.	2.1 Determine type of training, training methods and equipment required to achieve client goals. 2.2 Develop client personalised strategies to maximise group coherence and increase exercise adherence. 2.3 Develop and document program plans that incorporate key instructional information appropriate to group training and match client preferences. 2.4 Develop customised training sessions that include a variety of exercises and equipment to meet client needs. 2.5 Select appropriate session assessment techniques. 2.6 Obtain permission for use of public spaces if required. 2.7 Document group personal training plans.
3. Conduct group personal training sessions	3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 3.2 Determine client prior knowledge and skills in the fitness activity. 3.3 Provide clear exercise instructions to the group and confirm individual client understanding. 3.4 Demonstrate exercises, techniques and equipment to the group, providing individual assistance if required. 3.5 Relate location and function of major bones and major joints to movement when instructing the group. 3.6 Identify major muscles acting at major joints when instructing the group. 3.7 Manage the use of different equipment by different clients within the same session, in a timely and safe manner. 3.8 Supervise clients performing a variety of exercises or variations in exercises, at the same time. 3.9 Monitor participation and performance and modify as required. 3.10 Select and use motivational techniques for group personal training to increase performance and adherence to exercise. 3.11 Respond to clients experiencing difficulties and answer questions as required. 3.12 Complete session documentation and progress notes.
4. Evaluate personal training program.	4.1 Monitor and evaluate exercise program at appropriate intervals. 4.2 Request and respond to feedback from clients. 4.3 Perform follow up fitness assessments on each client, individually or as a group, as required. 4.4 Review own performance and identify areas needing improvement. 4.5 Identify aspects needing further emphasis or attention in future sessions. 4.6 Evaluate program or activities and discuss modifications to program. 4.7 Modify personal training plan for individual clients, or group, as required and prepare new exercise program. 4.8 Document and update records of evaluation and modification of program.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	evaluate and integrate collected information and ideas to construct group personal training programs.
Oral communication skills to:	use active listening and questioning techniques to: determine client needs and preferences identify suitable products and services for clients motivate clients instruct clients from a variety of different positions, that are constantly changing according to the needs of the group and individuals within the group demonstrate and explain the safe performance of exercises to clients using appropriate terminology and confirm client understanding.
Learning skills to:	design, reflect on and redesign approaches to group personal training as an integral part of the review process.
Problem-solving skills to:	work with various personalities, learning styles and fitness levels of clients within one group determine how to safely work with more than one client at a time, in constantly changing conditions where clients move about, within an appropriate space.
Planning and organising skills to:	prepare personal training plans that are appropriate for a variety of clients within one group, with consideration of personalities, goals and fitness levels of each client determine appropriate training environments for clients within a group.
Self-management skills to:	organise client schedules, and facility schedules.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT023 Instruct group personal training programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least ten hours comprising at least ten different client contact sessions in a mixture of controlled and uncontrolled environments, and:

plan, document, implement and evaluate at least three group personal training plans and exercise programs for groups of three to twelve people that meet specific needs and goals of each individual within the group

conduct sessions that individually or cumulatively incorporate:

a variety of indoor and outdoor training environments, methods, and equipment:

ensures promotion of sustainability of the environment

choice of resources to minimise environmental impact

permission for use of public spaces, as required

flexibility training:

dynamic

static

proprioceptive neuromuscular facilitation

resistance training:

free weights

gym equipment

body weight resistance only

cardiovascular training techniques:

continuous

interval

adequate spacing between clients

appropriate line of sight for clients

appropriate motivating instructional techniques to increase exercise adherence and positive health and fitness habits of the group:

goal setting

intrinsic an extrinsic motivation

establishment of habits

positive reinforcement

modify personal training plans for clients, addressing at least three of the following:

technical requirements

changing needs due to fitness adaptations

changing goals

client needs, objectives, likes and dislikes

technical difficulty adjustments of exercises.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding group personal training, equipment use and selection:

work health and safety/occupational health and safety

duty of care

privacy

anti-discrimination

working with children and/or vulnerable people check

organisational policies and procedures in regards to:

ventilation and/or climate control

hygiene

emergency

risk management

standards of personal presentation

participant clothing and footwear

use, care and maintenance of equipment

client supervision

communication protocols

records management and security

maximum number of clients within a group

client supervision in a group

industry endorsed client pre-exercise screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements

program planning for improvement of health- and skill-related components of fitness:

body composition

muscle endurance

muscle strength

flexibility

cardiovascular endurance

balance

reaction time

coordination

power

speed

agility

proprioception

safety and preparation considerations for the use of plyometric training in group personal training

suitable training and monitoring techniques and exercises to achieve improved functioning of:

musculoskeletal system

cardiovascular system

nervous system

training principles relevant to the health- and skill-related components of fitness in the client’s program:

overload

progression

adaptation

specificity

individualisation

maintenance

training methods and consideration of intensity, program types, sets and reps, circuits, matrices, super-sets, pre-fatigue and interval training

types of conditioning and training, and expected adaptations, including timing, for:

speed

power

strength

flexibility

cardiovascular endurance

hypertrophy

muscle endurance

weight loss

agility

reaction time

balance

coordination

client considerations and needs:

client details

fitness levels and goals

training history

targeted adaptations

anticipated rate of client adaptation

number and nature of session programs

equipment requirements

facility requirements

review dates

application of exercise science, anatomy, physiology, biomechanics considerations to fitness activities and group personal training programs:

aerobic endurance and responses

hypertrophy training and types of muscle fibres

muscle tension

local muscle endurance training and recovery

neuromuscular coordination training, safety, skill and recovery

strength training, recovery times and techniques

stretching and flexibility methods, techniques and recovery times

predicted rate of adaptation

progression

recovery rate

reversibility

specificity

training threshold

manufacturer and exercise equipment specifications for safe use and techniques

signs and symptoms of exercise intolerance and appropriate management strategies

common barriers to exercise participation:

perceived versus actual barriers

initial low fitness level

time and access to facilities

self-consciousness in client

different learning styles of clients and methods to adapt training to suit these learning styles

motivational techniques:

goal setting

intrinsic an extrinsic motivation

establishment of habits

positive reinforcement.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

industry endorsed risk stratification procedures

manufacturer guidelines on equipment safety and usage

current industry endorsed best practice for client pre-exercise screening and risk stratification

organisational policies and procedures regarding the use of equipment and locations for group personal training sessions.

Assessment must ensure use of:

client record forms

equipment and resources required for the delivery of the group personal training program:

resistance equipment

program cards

resistance bands

gym and fitness equipment

session plan templates with space to identify modifications/adjustments needed

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

develop a variety of group personal training programs over a period of time suitable for ensuring adequate time for group to achieve several health and fitness related goals

demonstrate ability to instruct a variety of group personal training sessions where a variety of exercise modes and equipment are available:

weights gym

exercise room

an outdoor environment

demonstrate ability to instruct sessions that cater for:

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT024 Instruct endurance programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, instruct and evaluate endurance training programs for clients who have completed industry endorsed pre-exercise screening and risk stratification procedures. It requires the ability to identify and analyse specific client needs, instruct specialised endurance tests, and organise and implement a range of endurance training methods to achieve identified goals.

This unit does not cover the more complex methods of extensive speed training, power training, agility training or plyometric training.

This unit applies to personal trainers who work in controlled and uncontrolled environments. These individuals typically work independently with some level of autonomy. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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. Identify client fitness requirements.	1.1 Consider and confirm client needs, expectations and preferences using suitable questioning techniques. 1.2 Review and advise client of outcomes of pre-exercise screening and fitness appraisal. 1.3 Refer client to medical or allied health professional as required. 1.4 Identify potential barriers to participation. 1.5 Develop and document client profile for re-evaluation purposes.
2. Develop program plans.	2.1 Determine type of training, methods and equipment required to achieve client goals. 2.2 Calculate total training volume required to achieve client goals. 2.3 Develop and document an endurance program incorporating key instructional information, phases of sessions, and adherence strategies. 2.4 Develop customised and contemporary training sessions to meet client specific needs.
3. Conduct endurance sessions.	3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 3.2 Provide clear and accurate endurance training exercise instruction and confirm client understanding. 3.3 Demonstrate skills, techniques and equipment to client. 3.4 Monitor participation and performance of client and adjust as required. 3.5 Select and use communication techniques that encourage and support client. 3.6 Recognise signs and symptoms of overtraining and implement appropriate intervention and prevention strategies. 3.7 Monitor temperature regulation and implement appropriate strategies to prevent adverse reactions to environmental conditions. 3.8 Monitor client for signs and symptoms of intolerance. 3.9 Seek feedback and answer questions during exercise sessions. 3.10 Complete session documentation and progress notes.
4. Evaluate endurance program.	4.1 Monitor and evaluate program at appropriate intervals. 4.2 Request and respond to feedback from client. 4.3 Review own performance and identify areas needing improvement. 4.4 Identify aspects needing further emphasis or attention in future sessions. 4.5 Implement modifications to future instruction and discuss changes with client. 4.6 Document and update program and evaluation records.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	interact with clients to: achieve appropriate rapport ensure client is adequately prepared for training session provide motivation and feedback to client at well-timed intervals discuss endurance training program requirements.
Numeracy skills to:	calculate heart rate and use exercise intensity guidelines, including rate of perceived exertion determine training schedule and timing requirements allocate phases to the endurance training program.
Problem-solving skills to:	manage signs and symptoms of overtraining, where applicable.
Planning and organising skills to:	determine appropriate endurance training program within appropriate environment to suit client needs and abilities.
Technology skills to:	use and check safety of equipment.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT024 Instruct endurance programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, implement and evaluate at least five endurance training programs that meet specific needs and goals of individuals, groups or teams

conduct sessions that individually or cumulatively incorporate:

appropriate selection, sequencing and monitoring of a range of current equipment

appropriate and effective use of phases of training:

warm-up

conditioning

cool-down

demonstration, explanation, and instruction of exercises in at least four of the following:

aerobic training

interval training

circuit training

gym based training

fartlek

anaerobic threshold

strength

lactate tolerance

injury prevention strategies specific to client needs and program

temperature regulation of client

monitor exercise intensity during each session using at least one of the following methods:

heart rate response

perceived rate of exertion

talk test

modify at least three existing exercise plans for clients, addressing at least four of the following:

technical requirements

changing needs due to fitness adaptations

changing goals

client needs, objectives, likes and dislikes

technical difficulty adjustments of exercises

document exercise plans and exercise programs for all clients using clear and structured forms

use the following communication skills:

clear verbal communication

modelling and demonstration

motivational techniques.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding endurance programs:

work health and safety/occupational health and safety

duty of care

organisational policies and procedures in regards to:

industry endorsed client pre-exercise screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements

ventilation and/or climate control

hygiene

emergency

risk management

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

equipment use and maintenance

client supervision

incident reporting

endurance training program exercise methods:

aerobic training

interval training

circuit training

gym based training

fartlek

anaerobic threshold

strength

lactate tolerance

phases of training:

warm-up

conditioning

cool-down

specialised fitness tests related to endurance training programs:

cardiorespiratory

anaerobic threshold

muscle endurance

major body systems, bones, joints muscles and their function to enable the selection, instruction and adjustment of appropriate exercises to meet needs of clients

signs and symptoms of exercise intolerance and overtraining, and appropriate management strategies

motivational techniques to maximise program adherence and encourage clients:

intrinsic and extrinsic motivation

goal setting

feedback

rewards

habit forming

training principles relevant to endurance programs:

overload

progression

adaptation

specificity

individualisation

maintenance

injury prevention strategies and resources suitable for endurance training programs

anatomical terminology relevant to the planning and instruction of endurance training programs

potentially harmful practices to avoid:

hyperextension

exercising while sick

exercising in extreme environmental conditions

inappropriate prescription of exercise to client

adaptations that occur as a result of endurance training programs:

physiological:

cardiovascular changes

thermoregulation (hot and cold environments)

energy system and substrate utilisation

pulmonary and nervous system changes

musculoskeletal

respiratory

psychological:

increased self esteem

increased confidence

biomechanical

environmental considerations of training:

heat

cold

wind

water

humidity

snow.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

legislation and organisational policies and procedures in relation to endurance programs and sessions

manufacturer guidelines regarding equipment usage and safety, as required

appropriate technology for instruction and record keeping of endurance training programs.

Assessment must ensure use of:

equipment and resources required for the delivery of the program:

resistance equipment

heart rate monitor

program cards

resistance bands

gym and fitness equipment

clients with real or simulated needs and goals and a range of fitness and experience levels; these can be:

clients in a workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT025 Recognise the dangers of providing nutrition advice to clients

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify when the provision of nutritional advice is beyond the scope of practice of a personal trainer.

It requires the ability to recognise the dangers of providing nutrition advice in a fitness setting and when a client requires referral to an Accredited Practising Dietitian, Accredited Sports Dietitian or General Practitioner.

This unit covers recognition of appropriate information sources to apply to the provision of food advice, and when the provision of such advice is unethical and beyond the scope of practice.

This unit applies to personal trainers who typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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. Comply with the scope of practice in provision of nutrition advice.	1.1 Identify the role of medical and allied health professionals in providing and applying nutritional information and advice to clients. 1.2 Recognise appropriate sources of information for provision of healthy eating information to clients. 1.3 Recognise clients with specific nutritional needs. 1.4 Recognise dangers of providing inappropriate nutrition advice to general and specific population clients.
2. Identify situations outside of scope of practice.	2.1 Identify need for referral and guidance from medical practitioner or appropriate allied health professional for nutrition and body composition advice. 2.2 Conduct referral in accordance with organisational policies and procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret healthy eating information to determine suitability of use for clients interpret organisational policies and procedures in regards to the role of a personal trainer providing nutritional advice to clients.
Learning skills to:	maintain currency of knowledge of healthy eating guidelines and the current role of medical or allied health professionals in providing nutrition information to clients develop strategies to recognise when a client requires referral to a medical practitioner or appropriate allied health professional.
Problem-solving skills to:	determine the dangers of providing dietary advice to clients who require specialised advice from an Accredited Practising Dietitian, Accredited Sports Dietitian or a General Practitioner.
Technology skills to:	access and download current Australian Dietary Guidelines to use in determining if working within scope of practice of a personal trainer maintain records of information on computer software.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT025 Recognise the dangers of providing nutrition advice to clients

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

identify at least ten client situations when referral to an Accredited Practising Dietitian, Accredited Sports Dietitian or General Practitioner is required:

record the details of the client situation/reason for referral

identify the appropriate health professional for the situation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

purpose, use and limitations of the Australian Dietary Guidelines:

food groups

guidelines

Australian guide to healthy eating and the template for adaptation for clients

the role and professional boundaries of the personal trainer, medical and allied health professionals in providing nutritional advice, weight loss support and exercise prescription

the role of the personal trainer in providing nutritional advice within appropriate guidelines of Eat for Health Program incorporating the Australian Dietary Guidelines

situations when referral to an Accredited Practising Dietitian, Accredited Sports Dietitian or General Practitioner is required, and which professional is most appropriate for the situation:

when individuals ask for specific information regarding weight management or indicate interest in more information on weight loss

when clients have specific questions regarding dieting, diet trends and supplementation

when clients have specific questions regarding the suitability of participating in an available nutrition program when specific health indicators demonstrate increased health risks after pre-exercise screening and client reporting

when the client’s eating patterns are extreme and not meeting nutritional requirements e.g. removing / limiting inappropriately food groups

when the client may benefit from attending a structured support program

when the client is having difficulty achieving weight loss goals

when the client has high intensity or high level training or sports performance requirements

when the client needs support regarding attitudes to eating and may benefit from additional assistance

risks of providing nutritional information to the following specific population clients:

pregnant or lactating women

very underweight, overweight or obese

impaired Glucose Tolerance, Impaired Fasting Glucose or strong family history of Type 2 Diabetes

Type 1 or Type 2 diabetes

cardiovascular disease, Renal disease or Liver disease

food allergies and intolerances

diagnosed with, undergoing treatment for, or recovering from cancer

frail elderly

mental illness

high intensity and high volume exercise or sport

other health conditions affected by nutrition.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment where clients are seeking information regarding health and fitness, including nutrition information and guidance.

Assessment must ensure use of:

documented organisational policies and procedures

industry endorsed scope of practice for the role and scope of a personal trainer

workplace documents and systems for client consultations and referral letters

scope of practice documents of medical and allied health professionals

current healthy information resources:

National Health and Medical Research Council (NHMRC) – Australian Dietary Guidelines

up-to-date resources for researching the role of various health professionals and the risks of providing nutritional information to various clients

learning and assessment tools validated by:

an Accredited Practising Dietitian or an Accredited Sports Dietitian with at least two consecutive years experience in clinical practice

clients and medical or allied health professionals for referral processes; these can be:

clients, and medical or allied health professionals in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

identify situations where the client must be referred to a medical or allied health professional for nutritional or other lifestyle advice

recognise the dangers of providing nutritional information to clients in at least ten client situations or interactions.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT026 Support healthy eating through the Eat for Health Program

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to use the Eat for Health Program to support clients who do not have special dietary needs. It covers assisting clients to adapt the Australian Dietary Guidelines to suit their lifestyles and food choice influences using the Eat for Health Program as a guide.

This unit requires the ability to provide healthy eating information and assist clients within industry endorsed scope of practice following completion of industry endorsed pre-exercise screening.

The scope of practice of a personal trainer does not include:

the provision of specific or individualised dietary analysis or advice, or information regarding:

specific diets

fad diets

nutritional supplementation

sports foods

ergogenic aids

nutrition for exercise or sports performance

the provision of information or advice to people with medical conditions requiring specialised dietary advice, or to frail elderly people who are at risk of malnutrition

the provision of dietary information or advice for infants and toddlers.

The personal trainer must refer clients to an Accredited Practising Dietitian, Accredited Sports Dietitian, or General Practitioner as appropriate.

This unit applies to personal trainers who typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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. Identify client needs within the Eat for Health Program.	1.1 Consider and confirm client goals, expectations and preferences using suitable questioning techniques. 1.2 Identify current sedentary and incidental physical activity patterns of client. 1.3 Explain benefits of combining regular moderate intensity physical activity and healthy eating. 1.4 Explain limitations as a personal trainer in providing the Eat for Health Program to a client. 1.5 Refer client to an Accredited Practising Dietitian or Accredited Sports Dietitian, as required.
2. Develop client profiles of food choices and eating patterns.	2.1 Determine daily eating patterns of client in format of the Australian Dietary Guidelines. 2.2 Identify influences of food choices using the Eat for Health Educator Guide.
3. Provide eating pattern and health status information.	3.1 Compare client eating patterns with recommendations in the Eat for Health Educator Guide. 3.2 Provide feedback on eating patterns and alignment with Australian Dietary Guidelines to client. 3.3 Discuss advantages and disadvantages of eating patterns using the Eat for Health Educator Guide.
4. Influence healthier eating patterns.	4.1 Assist client to make changes to eating patterns to more closely align with their goals using the template for adapting the Australian Guide to Healthy Eating. 4.2 Educate client regarding food labels to support healthy choices using the Eat for Health Educator Guide. 4.3 Maintain records of all assistance provided to client.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret the Scope of Practice of a personal trainer to ensure that work related to health eating is performed within scope interpret the Educator Guide from the Eat for Health program to select appropriate information to provide client regard their food choice influences.
Writing skills to:	complete the template for adapting the Australian Guide to Healthy Eating.
Oral communication skills to:	use open and closed probe questioning techniques to acquire accurate information regarding physical activity patterns, and eating patterns.
Numeracy skills to:	interpret Eat for Health Educator Guide to determine energy requirements of client based on their physical activity levels, including the use of the concepts of Total Diet and Foundation Diet.
Learning skills to:	maintain currency of knowledge regarding food options in Australia.
Technology skills to:	source information including the Australian Dietary Guidelines, the Eat for Health Program and the Eat for Health Educator Guide.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT026 Support healthy eating through the Eat for Health Program

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least five hours comprising at least five different client contact sessions, and:

identify the daily eating patterns of at least five clients in the format of the Australian Dietary Guidelines

compare each client’s eating patterns with the recommendations in the Eat for Health Educator Guide relative to their goals, body composition, lifestyle group, and current level of physical activity, using Foundation and Total Diets

provide suggestions for achieving healthy dietary patterns to each client in accordance with the Eat for Health Educator Guide

apply organisational policies and procedures and legal and ethical limitations to client contact sessions:

maintain client confidentiality

maintain clear and accurate records of client consultations

identify the need for and prepare referrals for at least five clients to an Accredited Practising Dietitian, Accredited Sports Dietitian and/or medical practitioner as required:

clients who have specific dietary requirements or dietary concerns

clients who are not achieving their goals when following the Australian Dietary Guidelines

clients who need support regarding attitudes to eating.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

purpose and use of the Australian Dietary Guidelines:

food groups

guidelines

Australian guide to healthy eating and the template for adaptation for clients

purpose and use of the Eat for Health Program and Eat for Health Educator Guide to:

support implementation of the Australian Dietary Guidelines

use concepts such as the Foundation Diet and Total Diet that assist clients to plan healthy eating

how to read and understand food labels to support healthy food choices according to the Eat for Health Educator Guide

how to use the template for adapting the Australian guide to healthy eating to assist clients to make informed food choices

role of Accredited Practising Dietitian, Accredited Sports Dietitian and General Practitioner for referring clients

referral requirements for:

clients with very high volume or high intensity training loads, or participation in organised sport,

clients with specific or special dietary needs

clients seeking information or advice about:

dietary trends

fad or popular diets

nutritional supplementation

sports foods

ergogenic aids

scope of practice of a personal trainer in regards to providing nutritional information

the modelling of Foundation diets on a weekly basis in the Eat for Health Educator Guide allowing for flexibility in their daily implementation

the benefits of combining healthy eating and moderate physical activity

use of the Eat for Health Program, within Scope of Practice, according to the lifestyle group and different levels of physical activity:

sedentary activities

light activities

moderate activities

vigorous activities.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated healthy eating and fitness goals.

Assessment must ensure access to:

documented organisational policies and procedures related to providing nutrition information.

Assessment must ensure use of:

industry endorsed scope of practice for a personal trainer

current healthy information resources:

National Health and Medical Research Council (NHMRC) – Australian Dietary Guidelines

Eat for Health Educator Guide

workplace documents and systems for the documenting of client consultation and referral letters

learning and assessment tools validated by:

an Accredited Practising Dietitian or an Accredited Sports Dietitian with at least two consecutive years experience in clinical practice

clients and medical or allied health professionals for referral processes; these can be:

clients, and medical or allied health professionals in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

provide clients with current healthy eating information from identified resources

identify situations whereby the client’s nutritional requirements are beyond the scope of a personal trainer, and refer client to an Accredited Practising Dietitian or Accredited Sports Dietitian as appropriate.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT027 Conduct health promotion activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and incorporate education activities that promote physical activity and other healthy lifestyle recommendations. It requires the ability to deliver appropriate exercise levels within the context of public health recommendations in order to decrease risk factors and prevent chronic disease.

This unit applies to advanced personal trainers working in a sport, fitness, recreation or aquatic environment. They work autonomously according to relevant legislation and regulatory requirement and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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. Identify health promotion information requirements.	1.1 Source and access information on physical activity and health promotion information relevant to the fitness industry. 1.2 Discuss/explain how understanding of health promotion strategies contribute to decreased risk factors and prevention of chronic disease. 1.3 Identify current and emerging knowledge of health promotion relevant to development of own professional practice. 1.4 Identify specific issues relating to health problems of target groups and suggest strategies to address issues.
2. Plan educational activities.	2.1 Locate relevant available promotion and prevention resources. 2.2 Recognise and support the importance of access and equity in provision of physical activity initiatives. 2.3 Plan multifaceted educational activities including healthy lifestyle education and skill building according to needs of target group.
3. Incorporate educational activities into own professional practice.	3.1 Assess ways in which health promotion and education activities may be used, adapted or challenged in instruction and provision of fitness advice. 3.2 Work collaboratively with clients, team members and relevant partners to implement effective health promotion activities. 3.3 Conduct health promotion and education activities that directly affect reduction of risk factors and prevention of chronic disease. 3.4 Provide client support materials and access to relevant information to improve health status. 3.5 Ensure health promotion and education activities support clients to take a self-care approach to health in line with individual needs.
4. Maintain and update knowledge of health promotion.	4.1 Identify and use opportunities to update and expand own knowledge of health promotion activities. 4.2 Monitor response to changes made to own professional practice or instruction. 4.3 Continue to adjust own practice to optimise results.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	source and comprehend often complex health promotion information and evidence based research.
Writing skills to:	develop supporting resources for health promotion activities such as brochures, assessment tools, videos.
Oral communication skills to:	deliver health promotion activities to a variety of clients of differing ages and with various needs.
Problem-solving skills to:	make connections between own practice and conclusions drawn from health promotion information.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT027 Conduct health promotion activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least five hours comprising at least three different client contact sessions, and:

develop and implement health promotion activities for at least two target groups with different health issues and needs

conduct activities that individually or cumulatively incorporate:

consultation with key stakeholders

information regarding the factors motivating each target group to be physically active:

client needs and preferences

barriers to participation

overweight

cultural, social and financial influences

different delivery methods

at least four of the following health promotion strategies and delivery methods:

education and skill development

social marketing

health information

environmental approaches

public policy

workforce initiatives

community action

use of knowledge relating to health promotion strategies to improve own instructional practice in at least three different client sessions

records of health promotion activities:

questionnaires

pre-exercise screening forms

medical clearance and referral

physical activity recall

exercise programming cards

diaries

attendance records.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

appropriate content for health promotion activities, including promotion of the following lifestyle modifications:

moderation of alcohol consumption

cessation of smoking

increased incidental activity

stress reduction

provision of healthy eating guidelines

provision of healthy eating choices

major causes of disease and disability in Australian adults, including the chronic lifestyle diseases or disabilities:

hypertension

type 2 diabetes

obesity

cardiovascular disease

dyslipidaemia

musculoskeletal conditions

mental health problems

asthma

chronic obstructive pulmonary disease

osteoporosis

sarcopenia

risk factors for disease:

family history

smoking

hypertension

hypercholesterolaemia

impaired fasting glucose

obesity

sedentary lifestyle

alcohol

dietary imbalances

age

co-morbidities

factors affecting health and well-being

social determinants of health

national health priority areas

factors affecting participation in physical activity:

personal

social

environmental

cultural

educational factors

burden of disease and burden attributable to risk factors

role of physical activity in the prevention and management of disease and disability:

major causes of disease and disability in Australian adults and the effects of physical activity in prevention, and management of disease and disability

mechanisms by which physical activity alters disease risk

answer questions by clients about health benefits of physical activity

current physical activity recommendations:

position statements and recommendations by recognised bodies

national physical activity guidelines

evidence based research

methods used to measure physical activity

industry endorsed client pre-exercise health screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements

health promotion practice and principles

behaviour change models relevant to motivating clients to change behaviour and adhere to exercise:

social cognitive model

self efficacy

trans-theoretical model

population sub-groups considered ‘at risk’:

a group identified through statistics to be less likely to be physically active or able to access or afford programs or facilities that encourage active participation

young adolescents

people with chronic disease or disability

indigenous Australians

people from non-English speaking backgrounds

older adults

women especially mothers with young children

middle age

adults with low education

adults with low socioeconomic status

the role of health and community stakeholders to be able to develop effective working relationships.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

current industry endorsed best practice for client pre-exercise health screening and risk stratification

organisational policies and procedures regarding health promotion activities.

Assessment must ensure use of

planning and evaluation documentation with inclusion of identified improvements to professional practice

relevant health promotion information and resources

session plan templates with space for inclusion of identified health promotion modifications/adjustments

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

demonstrate ability to incorporate relevant health promotion knowledge into the instruction of sessions, catering for:

beginners, intermediate and advanced participants

low and high impact

create health promotion materials for target groups.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 2 years consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT028 Apply evidence-based practice to exercise programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to source and evaluate evidence for contemporary exercise programs and apply findings to the prescription of exercise.

It requires the ability to identify, analyse, synthesise and action data from relevant information sources to plan and implement current approaches supported by evidence.

This unit applies to advanced personal trainers who typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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. Plan information gathering.	1.1 Identify opportunities where research may be used to support and improve own professional practice. 1.2 Evaluate recent issues, trends, and events impacting fitness industry and exercise programming. 1.3 Identify appropriate research methodology to address research topic, type of data collection and analysis to be undertaken and potential uses of data. 1.4 Identify credible primary and secondary sources of information.
2. Research and analyse information.	2.1 Access and analyse suitable evidence-based information and data for required information. 2.2 Facilitate analysis by organising information in a way that supports analysis and future use. 2.3 Compare and contrast different sources of information to support analysis. 2.4 Assess strength, relevance, reliability and currency of information in the context of own work. 2.5 Assess feasibility, benefits and risks associated with the information. 2.6 Extract relevant information and integrate into development and modification of exercise strategies.
3. Apply research findings to own professional practice.	3.1 Assess ways in which research findings may be used, adapted or challenged in instruction and provision of fitness advice. 3.2 Modify approach to fitness programing activities and advice as required. 3.3 Monitor response to changes made to own professional practice or instruction. 3.4 Continue to adjust own practice to optimise results. 3.5 Maintain records of research findings and application to exercise.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret and critically analyse data from research sites and primary and secondary information texts apply appropriate strategies to construct relevant meaning from research findings organise, evaluate and critique ideas and information from a range of complex texts.
Writing skills to:	integrate research findings into contemporary exercise programs, using appropriate vocabulary, grammar and conventions.
Numeracy skills to:	extract and evaluate relevant mathematical information and data embedded within information sources recognise statistical terminology and understand the significance of common statistical analysis.
Learning skills to:	continue with self-directed learning to ensure exercise management strategies implemented are relevant to current research findings.
Problem-solving skills to:	extract relevant information from research findings and integrate into development and modification of contemporary exercise strategies.
Self-management skills to:	maintain currency of exercise management strategies continually access, evaluate and apply research literature suitable to client needs.
Technology skills to:	access, organise and update research findings.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT028 Apply evidence-based practice to exercise programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

source, evaluate and apply relevant evidence-based information in at least five contemporary exercise programs, incorporating:

different issues related to meeting health and fitness goals of clients

documented comparison of evidence presented by two sources and evaluation of credibility and validity of data, including the checking of references and assessment of usefulness for each

modification of at least two exercise programs to meet short and long-term client goals

principles and models of evidence-based practice

suitable technology

at least ten of the following relevant established and reputable primary and secondary sources of information:

clinical research studies

peer reviewed medical, allied health and/or complementary medicine journals

reference texts

peer reviewed conference presentations

other journals

abstracts

popular media (magazines, newsletters, books)

other conferences and presentations

internet

surveys

annual public health reports

existing epidemiological and socio-demographic data

position statements

scientific review

epidemiological observation studies

cohort studies

controlled trials.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

current evidence-based exercise programs or activities to meet the needs of clients with goals related to improving health and skill related components of fitness

research strategies and techniques to source evidence based information and data

recent issues and events affecting the industry and exercise programming

relevant reference works

established and reputable sources of information:

Sports Medicine Australia

Australian Physiotherapy Association

National Heart Foundation

Dieticians Association of Australia

Exercise and Sports Science Australia

American College of Sports Medicine

American Heart Association

clinical texts

reference works

recognised teachings

data analysis, statistical analysis and methods to justify the use of information for exercise programming

commonly used research methodologies

common terminology used in medical, allied health and complementary medicine research

reasons for undertaking research:

comparison

hypothesis testing

trend identification

own knowledge extension

to strengthen quality of own practice

sources of information, including established information:

books

journals

surveys

annual public health reports

existing epidemiological and socio-demographic data

current published research within own area of practice

principles and models of evidence-based practice:

rules of evidence

duty of care requirements associated with evidence-based practice

difference between evidence-based practice, continuous quality improvement and research

ways to evaluate the validity of information sources

cultural and ethical considerations for research

processes that support analysis of information and how to use them:

comparing

contrasting

challenging

reflecting

distinguishing relevant from irrelevant

drawing interdisciplinary connections.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment that offers a variety of fitness services and facilities for clients.

Assessment must ensure access to:

organisational policies and procedures relevant to using research to support and improve professional practice.

Assessment must ensure use of:

suitable technology for the research processes

established and reputable primary and secondary sources of information

planning and evaluation templates with space for inclusion of evidence-based improvements to professional practice

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

demonstrate ability to incorporate evidence based information into contemporary exercise programs, catering for:

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 2 years consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT029 Apply anatomy and physiology to advanced personal training

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to incorporate a progressed understanding of anatomy and physiology to exercise programming within scope of practice.

This unit applies to advanced personal trainers who use knowledge of the musculoskeletal, neuromuscular, cardiorespiratory and endocrine systems to support delivery of functional, effective and safe exercise programs.

This unit does not apply to the delivery of exercise programs for clients with unstable health conditions, pain or injury as identified through industry endorsed pre-exercise screening and risk stratification protocols.

This unit applies to advanced personal trainers who typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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 anatomy and physiology.	1.1 Source and access information on the musculoskeletal, neuromuscular, cardiorespiratory and endocrine systems. 1.2 Discuss/explain how understanding of functional anatomy contributes to safe/optimum exercise performance. 1.4 Use a wide range of terminology relevant to anatomy and physiology and fitness outcomes.
2. Apply knowledge to own professional practice.	2.1 Assess ways in which knowledge of anatomy and physiology may be used, adapted or challenged in instruction and provision of fitness advice. 2.2 Identify current and emerging knowledge of exercise principles relevant to professional development within scope of practice. 2.3 Use progressed knowledge of anatomy and physiology in day-to-day professional practice. 2.4 Modify approach to fitness programming activities and advice as required.
3. Maintain and update knowledge of anatomy and physiology.	3.1 Identify and use opportunities to update and expand own knowledge of anatomy and physiology. 3.2 Monitor response to changes made to own professional practice or instruction. 3.3 Continue to adjust own practice to optimise results.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	source and comprehend often complex anatomical and physiological information such as anatomical charts and labels on anatomical models.
Oral communication skills to:	provide clients with anatomy and physiology information related to exercise in a manner which they can understand and implement to their exercise sessions.
Learning skills to:	monitor sources of information to expand knowledge base on anatomy and physiology relevant to own practice.
Problem-solving skills to:	accommodate the changing anatomical and physiological responses of the body to exercise programming and instruction make connections between own practice and conclusions drawn from information about principles of anatomy and physiology.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT029 Apply anatomy and physiology to advanced personal training

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

effectively use knowledge of the following body systems to improve own instructional practice to plan and instruct at least five functional training programs:

nervous system

musculoskeletal system

endocrine system

cardiorespiratory system

conduct sessions that individually or cumulatively incorporate:

types of training:

strength

speed

plyometric

balance

stability

coordination

evidence for the physiological responses of the major body systems

variations in exercise technique

fitness testing with clients performing high-intensity exercise to determine the physiological responses of the major body systems

analysis of client movement capacity to support safe exercise participation in high intensity programs.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

industry endorsed pre-exercise screening and risk stratification protocols

industry endorsed risk stratification procedures, exercise implications and referral requirements

methods of determining fitness levels of clients, and the appropriate exercise intensity and programming to achieve desired goals

screening of movement capacity to determine complexity and loading of exercises

characteristics of high intensity exercise:

mechanical stress

overload

fatigue/failure

high intensity aerobic, anaerobic and strength training methods

single bout versus longer term exposure

characteristics of functional training

considerations and responses to high intensity exercise and mechanical stress:

musculoskeletal:

structure and mechanics of bone, muscle and connective tissue

biomechanical properties of bone

acute and chronic musculoskeletal responses to aerobic, anaerobic and strength training

responses of bone and muscle tissue to weight bearing activities

bone remodelling

muscle tissue damage and repair

ligament and tendon strength

neuromuscular:

main features of nerves and nervous system related to exercise

nervous system classification and structure

afferent and efferent nervous system signals

voluntary and involuntary nature of nervous system

structure of a motor neuron

conduction of a motor impulse

types of muscle contraction and relationship between muscle force and external location

size principles of muscle and nervous system activation

muscle fibre types and relative involvement in different types of exercise and training programs

acute and chronic neuromuscular responses to aerobic, anaerobic and strength training

central

adaptations of motor units, including size principles and selective recruitment

muscle growth

muscle fibre type changes

structural and architectural changes to muscles

connective tissue adaptations

change in cross sectional area

nerve-muscle connections

timing of contractions

resistance to fatigue

capillary density

mitochondrial density

motor learning

physiological:

acute and chronic physiological adaptations to aerobic, anaerobic and strength training

heart rate response

blood volume

blood pressure

stroke volume

cardiac output

oxygen capacity

body system response

regulations of blood flow during exercise

shifts in distribution of blood to various areas of the body during exercise

energy metabolism/depletion

the transfer of metabolites between blood and muscles

substrates used by each energy system and patterns of substrate depletion and repletion with various activities

ammonia and lactate metabolism

mitochondrial adaptations to fuel utilisation (including transport and metabolism)

glucose control

recovery

thermoregulation/dehydration/hyperthermia

sodium

fatigue

homeostasis

endocrine system:

role of receptors in mediating hormonal changes

acute and chronic hormonal responses to resistance training and cardiovascular training

growth hormone

insulin

adrenal hormones

acute responses and chronic adaptations of the endocrine system to anaerobic training

endocrine system adaptations to fatigue

cardiovascular system:

structure and function of the respiratory system

exchange of air

inspiration and expiration at rest and during exercise

exchange of respiratory gases

structure and function of the cardiovascular system

anatomical components

circulation pathways

role of blood

oxygen demands of exercise and activities of daily living

relationships between exercise intensity and circulatory and ventilator responses

adaptations to short term and long term training

role in strength and conditioning programs

acute and chronic adaptations of the cardiovascular and respiratory systems to aerobic, anaerobic and strength training

acute responses and chronic adaptations of the cardiovascular and respiratory systems to anaerobic training

structural anatomy:

names and locations of bones

major bones and major landmarks of the skeleton

bone markings

names, locations and types of joints

anatomical structure of joints

function of major joint complexes:

shoulder girdle

elbow

wrist

vertebral column

pelvic girdle

knee

ankle

major muscles and connective tissues acting on joints during exercise

structure and function of local and global skeletal muscles

macrostructure of skeletal muscle

functional anatomy:

regulation of muscle function

factors influencing muscle contraction

muscle spindles

golgi tendon organs

cross bridge cycle and its phases neurological activation of muscles

motor unit recruitment

reciprocal inhibition, including agonist and antagonist relationship

role of reflex arcs in balance, coordination and proprioception

motor learning

motor unit recruitment patterns during exercise

preloading

proprioceptors and proprioception training

neural innervation of muscles for movement and proprioception

motor unit innervation

phases of the stretch shortening cycle

movement considerations in resistance training:

neural control

muscle cross-sectional area

arrangement and type of muscle fibres

muscle length

joint angle

muscle contraction velocity

joint angular velocity

strength to mass ratio

length-tension relationship

mechanics advantage of joint position

force-velocity relationships

body size

various types of levers and pulley systems and applications to training

factors contributing to human strength and power

resistive forces and power patterns of exercise devices

methods of minimise injury risk during resistance training

impact of pain, injury or disease on neuromuscular function:

CNS and PNS adaptations to tissue injury relating to pain

reflex modulation of posture

perception of posture and movement

muscle tone

nerve-muscle connectivity

the pain continuum - acute vs chronic

different types of pain - neuropathic, nociceptive, idiopathic

the healing process - inflammation, scarring, tissue remodelling

neuromuscular responses to chronic conditions, including

diabetes

arthritis

fibromyalgia

chronic fatigue

disc degeneration

triggers for referral or guidance from an appropriate medical or allied health professional:

pain upon presentation to initial session/induction

history of uncontrolled or unresolved pain

pain during movement or exercise

static postural deviations and an inability to correct static or dynamic posture

restricted joint range of movement, strength imbalance or balance, stability or coordination concern that is limiting function

a diagnosed muscle, bone or joint problem with medical or allied health professional advice that the problem could be made worse with physical activity/exercise

identified by industry endorsed pre-exercise screening and risk stratification processes

accepted exercise technique standards

impact of ageing and inactivity on musculoskeletal tissue, physiology and neuromuscular function relevant to exercise capacity and activities of daily living:

musculoskeletal tissue

physiology

neuromuscular function

body systems

aerobic and strength related effects

exercise capacity

activities of daily living

VO2

mitochondrial changes

blood pressure response

sarcopenia

reduction in muscle force/power

metabolic rate

glucose regulation

thermoregulation

bone density

nerve-muscle connections

hormone regulation

physiological demands on body systems and exercise performance from:

smoking

excess alcohol consumption

stress

lack of sleep

dietary choices and eating patterns

sedentary lifestyle.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment that offers a variety of fitness services and facilities for clients.

Assessment must ensure access to:

information and resources relating to anatomy and physiology of the musculoskeletal, neuromuscular, cardiorespiratory and endocrine systems to support delivery of functional, effective and safe exercise programs

anatomical models or images.

Assessment must ensure use of:

planning and evaluation templates with space to identify improvements to professional practice

fitness industry standard equipment and methods suitable for monitoring intensity of client sessions

clients for the purposes of explanation and demonstration in instruction; these can be:

clients in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

demonstrate ability to incorporate body system knowledge into the instruction of sessions, catering for:

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 2 years consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT030 Instruct advanced exercise programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, instruct and evaluate advanced exercise programs for clients in both controlled and uncontrolled environments within scope of practice.

It requires the ability to provide a variety of fitness and conditioning programs that are targeted at individuals or groups who have completed industry endorsed pre-exercise screening and risk stratification procedures.

This unit does not apply to the delivery of strength and conditioning coaching or outdoor recreation activities.

This unit applies to advanced personal trainers who typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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. Establish participant needs and expectations.	1.1 Consider and confirm client needs, expectations and preferences using suitable questioning techniques. 1.2 Review and advise client of outcomes of pre-exercise screening procedures and fitness appraisal. 1.3 Refer client to medical or allied health professionals as required. 1.4 Conduct appropriate baseline fitness and/or functional assessments relevant to the client goals. 1.5 Identify potential barriers to achieving needs and goals. 1.6 Develop and document client profile for re-evaluation purposes.
2. Develop program plans.	2.1 Analyse and evaluate a variety of advanced training methods and program variables including intensity, volume, frequency, load, repetitions and rest intervals. 2.2 Determine type of training, training methods and equipment required to achieve client goals. 2.3 Develop client personalised strategies to overcome identified barriers to participation and enhance exercise adherence. 2.4 Develop and document program incorporating core training principles, key instructional information, and guidance from a medical or allied health professional as required. 2.5 Select appropriate program assessment techniques.
3. Conduct advanced exercise sessions.	3.1 Allocate sufficient space, assemble equipment and resources and conduct safety and risk assessments. 3.2 Explain any precautions for exercise relevant to client as determined through pre-exercise screening and assessment results. 3.3 Provide clear and accurate exercise instruction and demonstration, including correct use of equipment and confirm client understanding. 3.4 Monitor participation and performance to identify signs of exercise intolerance and modify as required. 3.5 Monitor client intensity, techniques, posture and safety, and modify program as required. 3.6 Seek ongoing guidance from, or refer to, a medical or allied health professional, as appropriate. 3.7 Select and use motivational techniques that increase client performance and adherence to exercise. 3.8 Respond to clients experiencing difficulties and answer questions as required. 3.9 Educate client to monitor and maintain own records of training and progress, relevant to established goals and program plan. 3.10 Complete session documentation and progress notes.
4. Evaluate advanced exercise program.	4.1 Evaluate exercise program at appropriate intervals. 4.2 Measure progress using re-evaluation fitness and/or functional testing procedures. 4.3 Request and respond to feedback from client. 4.4 Identify exercise program or fitness components needing emphasis, attention or modification. 4.5 Review own professional performance and identify areas needing improvement. 4.6 Implement modifications to future sessions and discuss program changes with client. 4.7 Maintain records of evaluation and modification of program.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret training diary or records of clients to determine level of adherence to fitness program interpret pre-exercise screening and fitness appraisal information.
Writing skills to:	create fitness training programs that are detailed, well-planned, and suitable for preparing the client for the goal develop detailed client profiles and training records for re-evaluation purposes.
Oral communication skills to:	use open and closed probe questioning techniques to: determine if client availability and commitment to training is suitable and realistic for achieving identified goals question client in detail regarding their training history in order to establish client training needs and goals.
Numeracy skills to:	interpret and conduct mathematical calculations in pre-exercise screening and fitness appraisal to determine baseline health and fitness of client monitor client intensity through the use of heart rate or rate of perceived exertion, as appropriate.
Teamwork skills to:	collaborate with various professionals and client in order to establish and follow through with the most appropriate training strategy or program for the client, if required.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT030 Instruct advanced exercise programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least ten hours comprising at least ten different client contact sessions with clients/populations with a range of goals, experience and fitness levels including beginner and more advanced, and:

plan, document, implement and evaluate suitable advanced exercise programs using the principles of program design to suit client goals within required timeframe and within scope of practice:

at least six individual client contact sessions

at least two group training sessions

at least two consecutive training sessions for one individual client who has the goal of competing in a recreational fitness or sporting event

conduct goal setting and education sessions with clients:

one client with the goal of completing in a recreational fitness or sporting event

two clients who will be participating in group training sessions

conduct sessions that individually or cumulatively incorporate:

at least three suitable fitness and functional pre and post-tests at appropriate points in the program, incorporating all of the following:

use of technology

record keeping

tests that align to client goals and needs

education and involvement of the client

simple and more advanced testing methods

demonstration, explanation, and instruction of exercises to address health and fitness components appropriate to client goals, experience and fitness level:

body composition

cardiovascular endurance

muscular strength

muscular power

muscular endurance

hypertrophy

speed/quickness

reaction time

agility

flexibility

balance/coordination for sports performance

proprioception

injury prevention strategies specific to client needs and program

appropriate training principles according to client goals, experience and fitness level:

specificity/variation

overload

progression

adaptation

periodization

adjusted training load

recovery/tapering

detraining

modify programs for clients, addressing at least three of the following:

technical requirements

changing needs due to fitness adaptations

changing goals

client needs, objectives, likes and dislikes

technical difficulty adjustments of exercises

medical or allied health professional feedback

conduct periodic program monitoring and evaluation at appropriate points, incorporating:

fitness and functional pre and post-test protocols

structure and subdivision of performance level

selection dates and criteria, as required

intended peak

relevant lifestyle or well-being evaluation tools

use of technology

record keeping

document client information, exercise plans and progress for all clients using structured forms and industry endorsed protocols where applicable.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding personal training, equipment use and selection:

work health and safety/occupational health and safety

duty of care

privacy

anti-discrimination

organisational policies and procedures in regards to:

ventilation and/or climate control

hygiene

emergency

risk management

standards of personal presentation

participant clothing and footwear

use, care and maintenance of equipment

client supervision

communication protocols

records management and security

industry endorsed client pre-exercise screening protocols

industry endorsed risk stratification procedures, exercise implications and referral processes for:

low-risk clients moderate risk clients

higher risk clients

when there are extreme or multiple risk factors present and professional judgement to decide whether further medical advice is required identification of clients at high or higher risk of an adverse event occurring during exercise

physical activity and exercise intensity and frequency guidelines

industry endorsed professional scope of practice

exercise adherence strategies for individuals and groups

theory relevant to performance and exercise adherence relevant to individuals and groups:

physiological and psychological arousal

anxiety

attention

ideal performance state

motivation

goal setting

behaviour change

fitness and functional capacity test protocols

precautions to exercise relevant to the client in accordance with industry guidelines

benefits versus risk of participation

appropriate management for signs and symptoms of intolerance or an unstable condition:

cease or modify exercise

refer to a medical or allied health professional

call an ambulance if required

situations where cessation of exercise program is required:

chest pain at rest or during activity

severe breathlessness/feeling faint/dizziness/loss of balance

unusual fatigue or shortness of breath

asthma aggravation/attack

significant Muscle, bone or joint pain (beyond what is normally expected during exercise)

the fitness professional makes a judgement that continuing the session is beyond their professional capabilities and scope of practice, and could potentially compromise client health and safety

core training principles:

specificity/variation

overload

progression

adaptation

periodization

adjusted training load

recovery/tapering

detraining

advanced exercise programming for improvement of health and fitness components:

body composition

cardiovascular endurance

muscular strength

muscular power

muscular endurance

hypertrophy

speed/quickness

reaction time

agility

flexibility

balance/coordination for sports performance

proprioception

training variables for exercise prescription

exercise order principles

use and accepted technique for required equipment

event, competition or performance training requirements typical of the fitness industry

types of conditioning and training, safe technique and expected adaptations for:

interval training

combination training

endurance training

resistance training

plyometric training

movement analysis techniques:

directional terminology

specificity

techniques of resistance training and spotting techniques:

breathing guidelines

weight belt

spotting of free weight exercises

proper exercise technique for core and advanced lifts

testing options and safety considerations:

1RM

multiple RM

plyometric training drills techniques and safety:

jumps in place

standing jumps

multiple hops and jumps

bounds

box drills

depth jumps

throws

plyometric push ups

trunk plyometrics

role of aerobic endurance exercise training in a strength and conditioning training program:

maximal aerobic power

lactate threshold

exercise economy

aerobic endurance training programs:

long, slow distance training

pace/temp training

interval training

repetition training

fartlek training

advanced resistance training techniques:

eccentric training

high intensity interval training

powerlifting

kettlebells training

instructional principles and techniques for individuals and groups to enhance client learning and performance:

demonstration and explanation of exercise using visual and verbal cues

establishing rapport

teaching positioning

session organisation and formation

verbal communication

body language

mirror imaging

demonstration

rehearsal

combinations

movement breakdown techniques

monitoring and encouraging client responses

managing individual differences within a group session

adequate supervision and interaction with group participants

technology available to the fitness industry to achieve advanced exercise planning, instruction, monitoring and evaluation

best practice principles of recognised organisations, if applicable:

peak industry bodies

harassment-free sport policy

drugs in sport policy

national activity organisation regulations and guidelines.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals

Assessment must ensure access to:

industry endorsed risk stratification procedures

manufacturer guidelines on equipment safety and usage

current industry endorsed best practice for client pre-exercise screening and risk stratification

legislation and organisational policies and procedures in relation to the conduct of advanced exercise programs

medical or allied health professionals for referral processes; these can be:

medical or allied health professionals in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a workplace or training organisation.

Assessment must ensure use of:

client record forms

equipment and resources required for the delivery of advanced exercise programs

session plan templates with space to identify modifications/adjustments needed

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

develop a variety of advanced exercise programs for clients over a period of time, ensuring adequate time to allow for the implementation of required modifications

complete and update client records:

pre-exercise screening documents

program as prescribed

modifications

client consent

copies of any communications.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 2 years consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISFFIT031 Implement injury prevention strategies

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to incorporate an understanding of injury prevention into fitness instruction, programming and provision of fitness advice. It involves the application of foundation knowledge and skills to support the encouragement of healthy posture, effective movement patterns and safe exercise technique.

This unit requires the ability to screen the injury risk of clients who have a history of current and/or recurrent injury, within the scope of practice as part of or following industry endorsed pre-exercise screening and risk stratification protocols.

It applies to advanced personal trainers who analyse the risk of injury, re-injury or development of avoidable injury complications as well as client response to injury prevention in consultation with relevant medical or allied health professionals. Advanced personal trainers typically work autonomously in controlled and uncontrolled fitness environments. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Fitness

Unit Sector

Fitness

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 injury prevention.	1.1 Source and access information on injury prevention relevant to prevention of recurrence or development of secondary injuries. 1.2 Source and analyse data on common injuries for clients using fitness services. 1.3 Use knowledge of injury prevention strategies in day-to-day professional practice. 1.4 Discuss/explain how understanding of injury prevention strategies contribute to safe/optimum technique and skill development. 1.5 Use a wide range of terminology relevant to injury prevention and fitness outcomes.
2. Analyse client risk of injury.	2.1 Conduct pre-exercise screening using industry endorsed screening protocols. 2.2 Review client history of injury, fitness level and risk factors that may lead to injury or complications for specific fitness activities. 2.3 Observe and analyse client movement and exercise capacity against accepted movement analysis and exercise technique standards. 2.4 Determine need for further functional evaluation and refer client to appropriate allied health professional as required.
3. Develop and implement injury prevention strategies.	3.1 Analyse various exercises, exercise techniques and fitness activities in relation to injury risk. 3.2 Develop injury prevention strategies in consultation with client, and appropriate allied health professional as required. 3.3 Explain injury prevention strategies to client. 3.4 Use preventative strategies in fitness instruction, programming and provision of advice to minimise likelihood of client injury. 3.5 Monitor client progress and seek guidance from, or provide feedback to, allied health professional as required. 3.6 Adjust preventative measures and interventions in response to ongoing client monitoring. 3.7 Maintain client records of injury prevention strategies.
4. Update knowledge of injury trends and prevention.	4.1 Evaluate own professional performance and identify potential improvements for future implementation of injury prevention strategies. 4.2 Identify and use opportunities to update and expand own knowledge of injury trends, preventative measures and interventions. 4.3 Monitor response to changes made to own professional practice or instruction. 4.4 Continue to adjust own practice to optimise results.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	source and comprehend often complex injury prevention information and evidence-based research interpret pre-exercise screening and fitness appraisal information.
Writing skills to:	develop detailed client profiles and training records pertaining to prevention strategies and guidance received from medical or allied health professionals.
Oral communication skills to:	use open and closed probe questioning techniques to: determine client history of injury, fitness level and risk factors.
Teamwork skills to:	collaborate with various professionals and client in order to establish and follow through with the most appropriate injury prevention strategies for the client, if required.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISFFIT031 Implement injury prevention strategies

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role. This must include period(s) totalling at least fifteen hours comprising at least ten different client contact sessions, and:

effectively use knowledge to improve own professional practice for injury screening, developing and monitoring injury prevention strategies in at least five different client sessions

conduct sessions that individually or cumulatively incorporate:

pre-exercise screening using industry endorsed protocols, including:

history of injuries

current function at past injury sites

industry endorsed risk stratification

observation and analysis of the following using at least three functional movements for each client in line with accepted movement and technique standards:

functional movement capacity for at least five clients using exercise observation in all of the following movement patterns and scenarios:

push

pull

squat

lunge

rotate

overhead press

overhead pull

with and without equipment

loaded and unloaded

records of gait observation for at least three clients:

view:

anterior

posterior

lateral

gait cycle:

stance phase

swing phase

flight phase

double stance phase

evaluation:

ankle

foot

tibia

knee

pelvis

trunk

head

arm

foot cycle:

foot strike

mid–stance

toe off

evaluation of:

sequence of movement at each joint

sequence of muscle actions

efficiency of movement

evidence-based injury prevention strategies supported by relevant research regarding the cause and prevalence of commonly occurring injuries:

incidence

severity

prevalence

cause

type of injuries

implementation of at least three injury prevention measures for each client, involving:

screening

protective equipment

hydration and healthy eating

pre-exercise, warm-up and stretching

neural stretching

recovery strategies and physical conditioning

frequency and duration of participation

correction of technique

checking for adequate rehabilitation following injury

appropriate management of risk factors that may predispose the client to further injury

staff training about risks, referral and appropriate exercise programming for specific populations

collaboration with medical or allied health professional, stakeholders and clients to develop, implement and monitor injury prevention and management strategies.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and regulatory requirements:

appropriate collection and storage of client information

application of legal and ethical limitations of own role

work health and safety/occupational health and safety

equipment safety standards

defined roles and responsibilities of the advanced personal trainer and their ethical and legal limitations in implementing injury prevention and management strategies

risk factors associated with a range of injuries:

personal and internal factors

past injury to an area

biomechanics

exercise technique

extrinsic factors

equipment used

gender

age – growing as well as ageing bodies

training load (acute and cumulative)

fitness level

posture

trainer/instructor knowledge and skill

basic principles of biomechanics to enable the application of appropriate techniques and strategies to minimise injuries for specific fitness activities

correct execution and teaching points for the following primal functional movement patterns and the implications of results in regards to injury prevention strategies:

push

pull

squat

lunge

rotate

overhead press

overhead pull

pathology of common injury for specific activities, and injury response and the phases of healing and repair:

primary or secondary

direct or indirect

acute or overuse

musculoskeletal

anatomy of the musculoskeletal system and its supporting systems to enable the design of appropriate programs

function of the neuromuscular system to enable design of appropriate programs

range of motion and stretching techniques to enable inclusion of exercise variables to suit client functional capacity

role of exercise and fitness in the prevention, management and rehabilitation of common exercise related injuries and falls prevention

appropriate measures for joint mobility:

visual observation

use of appropriate equipment

joint specific range of movement

tests for specific joints

segmental mobility of vertebral section

active range

functional range

hypo or hypermobile joints

contralateral

symptoms

common types of re-occurring injuries:

sprains

strains

primary or secondary

direct or indirect

acute or overuse

musculoskeletal

appropriate tests for muscular strength:

relative strength

muscular endurance including functional endurance

primal functional movement patterns and muscle activation for muscle groups used:

push

pull

squat

lunge

rotate

overhead press

overhead pull

functional anatomy of joints:

glenohumeral:

bones

ligaments

related structures

muscles acting on the joint

elbow:

bones

ligaments

related structures

muscles acting on the joint

lumbo–sacral:

bones

ligaments

muscles acting on the joint

intervertebral:

bones

ligaments

muscles acting on the joint

hip (coxal):

bones

ligaments

muscles acting on the joint

knee (tibiofemoral and or patellofemoral):

bones

ligaments

related structures

muscles acting on the joint

ankle (talocrucal):

bones

ligaments

related structures

muscles acting on the joint

bony landmarks:

mastoid process

spinous process of the vertebrae

spine of the scapula

inferior angle of the scapula

acromion process

coracoid process

xiphoid process

lateral epicondyle of humerus

head of the radius

styloid process

olecranon process

umbilicus

anterior superior iliac spine

posterior superior iliac spine

iliac crest

ischial tuberosity

greater trochanter

lateral femoral condyle

medial epicondyle

lateral epicondyle

superior border of the patella

inferior border of the patella

lateral malleolus

medial malleolus

calcaneus

factors affecting movement patterns and exercise performance, including deviations in posture or functional limitations at commencement, during, at completion of exercise or movement:

asymmetrical muscle tone

range of movement and mobility of major joint complexes

spinal curvature – lordosis, kyphosis, scoliosis

scapula setting:

winging of scapula

anterior tipping/tilting

upward/downward rotation

pelvis position:

anterior/posterior

rotation

knee alignment:

varus/valgus

foot alignment:

internal/external rotation

pronation/supination

forward head

stability of major joint complexes

muscle strength and activation

neuromuscular control

sitting/standing/supine positions

processes for, and reasons for referral to appropriate medical or allied health professionals:

pain upon presentation to initial session/induction

history of uncontrolled/unresolved pain

pain during movement or exercise

static postural deviations

an inability to correct static or dynamic posture

restricted joint range of movement, strength imbalance or balance, stability or coordination concern that is limiting function

a diagnosed muscle, bone or joint problem with medical or allied health advice that the problem could be made worse by participating in physical activity/exercise

client history of an injury that has resulted in residual functional limitation

industry endorsed scope of practice.

Assessment Conditions

Skills must be demonstrated in:

a fitness industry workplace or simulated environment with clients with real or simulated health and fitness goals.

Assessment must ensure access to:

anatomical and physiological information and resources related to injury prevention

anatomical models or images

legislation and organisational policies and procedures in relation to injury prevention strategies.

Assessment must ensure use of:

planning and evaluation templates with space to identify improvements to professional practice

client record forms

fitness industry standard equipment suitable for analysing client risk of injury and conducting range of movement tests

industry endorsed client pre-exercise health screening and risk stratification tools

at least four of the following postural screening equipment:

plumb line

grid

photographic technology

video analysis

tape measure

goniometer

flexometer

plurimeter

pressure biofeedback unit

medical or allied health professionals for referral processes; these can be:

medical or allied health professionals in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a workplace or training organisation

clients; these can be:

clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

demonstrate ability to incorporate injury prevention knowledge into the instruction of sessions, catering for:

beginners, intermediate and advanced participants

low and high impact.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Diploma of Fitness or above; and

have at least 2 years consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Diploma of Fitness.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU001 Handle horses

Modification History

Not applicable

Application

This unit describes the performance outcomes, skills and knowledge required to safely handle horses, particularly those used in equestrian sport or recreational riding programs but it could have wider application to other equine settings.

Horses are handled in contained areas including stables, fenced arenas, yards, round yards and paddocks.

It requires knowledge of horse temperament, behaviour and body language to safely interact with horses and the ability to catch, lead, tie up and release horses.

This unit applies to a range of organisations including those involved in equestrian sport, instructional and recreational riding programs. It applies to people working at all levels who handle horses as part of their regular work activities.

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

Pre-requisite Unit

Nil

Competency Field

Equine

Unit Sector

Outdoor Recreation

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. Assess risks for horse handling activities.	1.1. Identify known temperament, behaviour and level of education of horse prior to handling. 1.2. Identify current environmental factors that may affect horse senses and behaviour. 1.3. Observe and interpret horse body language and vocalisations to assess current horse behaviour. 1.4. Identify and assess risks associated with the particular activity, horse enclosure and horse. 1.5. Identify safe handling practices and confirm required organisational safety and emergency response procedures.
2. Approach and catch horses.	2.1. Identify horses to be caught by their features. 2.2. Check and confirm horses are aware of presence of handler prior to approach. 2.3. Move safely around any horses lying down without encroaching danger zones. 2.4. Catch an individually housed horse. 2.5. Catch a horse from within a group of horses. 2.6. Approach horses with halter and lead, using body language that minimises adverse horse reactions. 2.7. Fit halter and lead assuming safe body position in relation to horses.
3. Lead, tie up and untie horses.	3.1. Assume safe body position in relation to horses and use cues to start, stop and turn horse. 3.2. Lead horse, under control, on its own through doorways and gates. 3.3. Lead and stand horse single file in a group, and control to ensure horse and own safety. 3.4. Lead horse under control past others leading a horse. 3.5. Lead horse under control through, and out of a group of horses. 3.6. Secure horse to tie up point. 3.7. Check and confirm horse is aware of handler, move around avoiding danger zones, untie and lead horse.
4. Release horses.	4.1. Remove halter and lead, assuming safe body position in relation to horse. 4.2. Release horse into enclosure for a single horse; confirm security of enclosure before and after release. 4.3. Release horse into enclosure housing groups of horses; confirm security of enclosure before and after release. 4.4. Release horse as part of a group of handlers releasing horses; confirm security of enclosure before and after release.
5. Respond to immediate safety risks.	5.1. Monitor horse behaviour during all handling activities and respond to adverse behaviour. 5.2. Complete on-the-spot risk assessment as hazards arise during activities to avoid injury to self, others and horse. 5.3. Use techniques to calm and control horse throughout activities and amend or cease activities as required.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures for handling horses.
Oral communication skills to:	ask open and closed probe questions and actively listen to clarify and confirm handling conditions, hazards and risk control practices interact with other handlers clearly to support a positive and safe handling environment.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU001 Handle horses

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

use safe practices and organisational safety procedures to catch, lead, tie up and release horses on four different occasions using a different horse on each occasion

work within a group of minimum three and maximum six handlers on each occasion

during all handling activities, consistently respond to horse behaviour and control horses.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for handling horses

identifying features of horses:

points of the horse

colour and markings

brands

gender

size

meaning of horse temperament and various descriptions used

key features of horse instinct and how this impacts on behaviour in different situations

various levels of education for horses and indicators of education level

known temperament, behaviour and level of education of horses to be handled

environmental conditions that can unsettle horses to include:

wind and other weather features

fire and smoke

noise from people, machinery and vehicles

presence of other horses and animals

containment within fenced areas or stalls

how horse senses can influence their behaviour and reactions with emphasis on:

smell

sight - field of vision, perception of depth

touch sensitivity

hearing

horse posture, body and tail movements, facial expressions and vocalisations that indicate a horse is:

relaxed

alert

unsettled or stressed

agitated or aggressive

frightened, in a state of flight response

human body language and behaviour to avoid when around horses

positive human body language and behaviour that minimises adverse horse reactions

cues used to start, stop and turn horses

safe handler body positions used in relation to horse when:

catching; fitting and removing halters

leading and releasing horses

tying up and untying horses

meaning of danger zones around horses:

within kicking or striking range of horses’ legs

within head butting, biting or tail swish range of horses

within area where horse is risng from lying down

within confined areas where a horse may crush handler

purpose, features of and techniques used to fit and adjust equipment to ensure correct fit, comfort for horse and safety of handler to include:

halters

leads

ropes

risks associated with the following horse handling activities and techniques used to control and ensure welfare of horses and safety of handler:

catching

leading

tying up and untying

releasing.

Assessment Conditions

Skills must be demonstrated in contained horse handling environments which must include:

small fenced enclosures

large fenced enclosures

areas containing doorways and gates.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and other participant handlers’ characteristics and level of horse handling skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and other participants to ensure that handler and horse combination is safe.

Assessment must ensure use of:

a group of minimum three and maximum six handlers including the candidate

horses, matched to all handlers as above; these must be:

calm, consistent and obedient horses for the first, second and third assessment occasion

compliant and manageable horses for the fourth assessment occasion

equipment used to catch, lead and tie up horses:

halters

leads

tie up points

organisational safety and emergency response procedures for handling horses.

Assessment must ensure access to:

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU001 Handle horses, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving handling horses where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing handling skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU002 Ride horses using fundamental skills

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to ride horses at walk, trot and canter to a fundamental skill level.

Horses are only ridden in fenced arenas. During all activities, riders are under the direct instruction of qualified instructors who are proficient riders.

This unit applies to individuals who are new and or inexperienced horse riders and who are developing their initial riding skills. They would progressively develop additional riding skills required for work, recreational or competitive activities after achieving the foundation competency described by this unit.

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

Pre-requisite Unit

SISOEQU001 Handle horses

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for safe riding activities.	1.1. Assess, with instructor, horse behaviour and suitability for riding activity and own skill level. 1.2. Assess, with instructor, level of horse education and suitability for riding activity and own skill level. 1.3. Discuss and identify, with instructor, potential hazards and associated risks for riding environment, weather, horse and riding activity. 1.4. Confirm activity safety and emergency response procedures to ensure compliance during horse handling and riding activities.
2. Select and prepare tack, horse and personal equipment.	2.1. Check condition of assigned horse, report any signs of illness or injury, select grooming equipment and groom before fitting tack. 2.2. Select tack and personal equipment to match riding conditions, and check it is in safe working condition. 2.3. Fit and adjust tack and personal equipment to self and horse to ensure comfort and safety. 2.4. Present horse and self to instructor for check prior to mounting.
3. Mount and ride horses.	3.1. Follow all instructions and safety directions to control horse throughout riding activities. 3.2. Mount horse safely and to ensure balance; check and adjust equipment as required. 3.3. Interpret behavioural signals, use positive body language and aids to direct, communicate with and control horse. 3.4. Use upright seat to walk, trot and canter horse calmly and maintain rider balance throughout. 3.5. Control horse line of direction and speed at halt, walk, trot and canter. 3.6. Ride horse under control in a group and alone, through a range of movements. 3.7. Control horse line of direction and speed to safely approach and avoid hazards. 3.8. Maintain safe zones and communication protocols during group riding activities.
4. Dismount, cool down and release horse.	4.1. Dismount horse safely to ensure balance, lead horse, ensuring safety of horse and self. 4.2. Remove equipment from horse according to organisational safety procedures. 4.3. Cool horse down as necessary. 4.4. Release horse to enclosure according to organisational safety procedures. 4.5. Check equipment for wear or breakage, and report any faults.
5. Evaluate riding techniques.	5.1. Evaluate riding skills after each ride and discuss techniques and adherence to safety requirements with instructor. 5.2. Identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed and familiar organisational safety and emergency response procedures.
Oral communication skills to:	ask open and closed probe questions and actively listen to clarify and confirm riding conditions, instructions, directions and feedback clearly interact verbally and non-verbally with other riders to maintain a positive and safe riding environment.
Learning skills to:	modify and use new techniques according to riding conditions and horse behaviour.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU002 Ride horses using fundamental skills

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete three rides under direct instruction in an arena on three different calm, consistent and obedient horses

ride within a group of minimum two and maximum eight riders during each ride

across the three rides, cumulatively use the following fundamental handling and riding skills:

saddling and adjusting tack; unsaddling

bridling and adjusting tack; unbridling

mounting and dismounting with assistance

holding, lengthening and shortening the reins

maintaining gaps between horses during group rides

using a balanced, independent upright seat position

starting and stopping

techniques to stop horse in an emergency

walking horses including:

maintaining balance and control

halt-walk transitions and walk-halt transitions

turning and guiding the horse at the walk

trotting horses including:

maintaining balance and control

rising trot

turning and guiding the horse at the trot

walk-trot and trot-walk transitions

cantering horses including:

maintaining balance and control

turning and guiding the horse at the canter

cantering on correct lead

trot-canter and canter-trot transitions

providing direction to the horse using the following aids:

legs

reins

seat

riding movements:

straight lines

diagonal lines

circles

riding towards and away from the group

cooling down horses

during each ride, consistently:

use safe horse handling and riding practices and techniques to effectively control the horse

follow instructions and safety directions.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for riding activities

factors that affect the matching of horses to riders at a fundamental level of understanding to include:

rider’s age, size, weight, physical capabilities and skill level

horse age, size, behaviour and level of education

a range of potential hazards connected to the arena environment, weather and horse, and commonly used control measures

communication protocols for group rides

the meaning of safe zone for riding in a group and techniques used to maintain gaps between horses

common behaviour patterns of horses during group rides

basic indicators of horse illness and injury

reasons for grooming horses prior to fitting tack and risks associated with not grooming

safe grooming techniques, purpose, features and use of grooming equipment used before fitting tack

purpose, features of, and techniques used to fit and adjust tack to ensure correct fit, comfort for horse and safety of rider to include:

saddles

saddles cloths

bridles

reins

bits

stirrups with safety features

safe techniques used to unsaddle and unbridle horses

purpose and features of personal protective equipment for riders to include:

clothing

footwear

helmets

fundamental horse riding techniques used to control horses safely and effectively to include those for:

mounting and dismounting with assistance

holding, lengthening and shortening the reins

maintaining gaps between horses during group rides

using a balanced, independent upright seat position

starting and stopping

techniques to stop horse in an emergency

walking horses including:

maintaining balance and control

halt-walk transitions and walk-halt transitions

turning and guiding the horse at the walk

trotting horses including:

maintaining balance and control

rising trot

turning and guiding the horse at the trot

walk-trot and trot-walk transitions

cantering horses including:

maintaining balance and control

turning and guiding the horse at the canter

cantering on correct lead

trot-canter and canter-trot transitions

providing direction to the horse using the following aids:

legs

reins

seat

riding movements:

straight lines

diagonal lines

circles

riding towards and away from the group

cooling down horses.

Assessment Conditions

Skills must be demonstrated within a fenced horse riding arena with a safe surface for the horse riding exercises.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and other participant riders’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and other participants to ensure that rider and horse combination is safe.

Assessment must ensure use of:

a group of minimum two and maximum eight riders, including the candidate

calm, consistent and obedient horses, matched to all riders as above, and educated for recreational purposes and inexperienced riders

mounting blocks or ramps

grooming equipment to include:

dandy and body brushes

plastic or rubber curry combs

mane or tail brush

hoof picks

tack to include:

saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

personal protective equipment to include:

riding boots

Australian Standard, or equivalent, compliant helmets

organisational safety and emergency response procedures for riding activities.

Assessment must ensure access to:

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU002 Ride horses using fundamental skills, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

hold a qualification or Statement of Attainment which includes the unit SISOEQU008 Instruct fundamental horse riding skills, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by that unit, and

have at least three years’ experience in a role involving equestrian, outdoor recreational or instructional riding where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing riding skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU003 Ride horses on tracked trail rides

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to ride horses on basic trail rides along tracked areas with reasonably level terrain, no steep ascents, descents or gullies and some known simple terrain hazards.

These personal riding skills are required by support staff, guides and trail bosses to lead participants on basic trail rides offered by outdoor recreation operators.

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

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU002 Ride horses using fundamental skills

Competency Field

Equine

Unit Sector

Outdoor Recreation

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.Select and prepare tack, horse and personal equipment.	1.1. Confirm activity safety and emergency response procedures to ensure compliance during horse handling and riding activities. 1.2. Assess horse and select to match own skill level and riding conditions. 1.3. Check condition of horse, confirm soundness and groom before fitting tack. 1.4. Select tack and personal equipment to match riding conditions, and check it is in safe working condition. 1.5. Fit and adjust tack and personal equipment to self and horse to ensure comfort and safety.
2. Ride horses in tracked trail ride environments.	2.1. Mount and dismount horse safely in tracked trail ride environments without assistance according to organisational safety procedures. 2.2. Interpret behavioural signals, use positive body language and aids to direct, communicate with and control horse. 2.3. Use appropriate posture for horse riding, and safely and effectively handle the horse in a range of movements. 2.4. Establish and maintain an appropriate rhythm and pace. 2.5. Maintain safe zones and communication protocols during group riding activities. 2.6. Use practices to minimise impact of horse riding on the environment according to organisational policies and procedures.
3. Negotiate environmental obstacles and inclines.	3.1. Choose, and maintain riding position appropriate for negotiating obstacles and grade of incline. 3.2. Control horse resistance, line of direction and speed to safely approach, avoid or negotiate obstacles. 3.3. Control line of direction and speed of horse using appropriate gait to negotiate ascending and descending inclines of mild grades.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures which can include those for safety, emergency response and minimal impact to the environment.
Oral communication skills to:	clearly interact verbally and non-verbally with other riders to maintain a positive and safe riding environment.
Planning and organising skills to:	manage own timing to complete trail ride within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU003 Ride horses on tracked trail rides

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete two different trail rides, each lasting for a minimum of one hour, on two different compliant and manageable horses

ride within a group of minimum five and maximum ten participants during each trail ride

during each ride:

walk, trot and canter the horse under control on the flat

negotiate ascending and descending inclines of mild grades under control

provide direction to the horse using the following aids:

legs

reins

seat

voice

ride the horse through this range of movements:

turns

halts

ride towards and away from the group

ride towards, around and away from hazards

consistently use safe horse riding practices and techniques to effectively control the horse.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for riding horses in tracked environments

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment

factors that affect the selection of horses, tack, especially saddles, and personal protective equipment to suit trail guides leading groups in tracked areas

communication protocols for group trail rides in tracked environments

the meaning of safe zone for group trail rides in tracked environments and techniques used to maintain gaps between horses

common behaviour patterns of horses during group trail rides

horse riding techniques used to control horses safely and effectively in tracked environments to include those for:

mounting and dismounting without assistance in the open

starting and stopping

different seat positions for ascending and descending inclines which are not steep

walking, trotting and cantering horses on the flat

negotiating ascending and descending inclines of mild grades

aids to direct the horse:

legs

reins

seat

voice

riding movements:

turns

halts

riding towards and away from the group

riding towards, around and away from hazards

typical hazards and obstacles found in tracked environments and techniques used to safely negotiate these.

Assessment Conditions

Skills must be demonstrated in a horse trail riding environment meeting the following conditions:

tracked areas with reasonably level terrain

no steep ascents, descents or gullies

known simple terrain hazards.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and other participant riders’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and other participants to ensure that rider and horse combination is safe.

Assessment must ensure use of:

a group of minimum five and maximum ten riders, including the candidate

compliant and manageable horses, matched to the candidate as above, and educated for trail ride conditions

calm, consistent and obedient horses, matched to participant riders as above, and educated for trail ride conditions

grooming equipment to include:

dandy and body brushes

plastic or rubber curry combs

mane or tail brush

hoof picks

tack to include:

saddles which can be stock, hybrid or western saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

personal protective equipment to include:

riding boots

Australian Standard, or equivalent, compliant helmets

organisational safety and emergency response procedures for riding horses in tracked environments

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment.

Assessment must ensure access to:

breastplates and cruppers

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU003 Ride horses on tracked trail rides, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

hold a qualification or Statement of Attainment which includes the unit SISOEQU009 Instruct the advancement of recreational horse riding skills, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by that unit, and

have at least three years’ experience as a trail guide or trail boss where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing riding skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU004 Ride horses on untracked trail rides

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to ride horses on complex trail rides along untracked areas with steep or difficult terrain, numerous obstacles and or environmental extremes. Rides would typically involve overnight stays and this unit requires the ability to manage horses overnight.

These personal riding skills are required by support staff, guides and trail bosses to lead participants on complex trail rides offered by outdoor recreation operators.

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

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU002 Ride horses using fundamental skills

Competency Field

Equine

Unit Sector

Outdoor Recreation

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. Select and prepare tack, horse and personal equipment.	1.1. Confirm activity safety and emergency response procedures to ensure compliance during horse handling and riding activities. 1.2. Assess horse and select to match own skill level and riding conditions. 1.3. Check condition of horse, confirm soundness and groom before fitting tack. 1.4. Select tack and personal equipment to match riding conditions for difficult untracked terrain, and check it is in safe working condition. 1.5. Fit and adjust tack and personal equipment to self and horse to ensure comfort and safety.
2. Ride horses in untracked trail ride environments.	2.1. Mount and dismount horse safely in untracked trail environments without assistance according to organisational safety procedures. 2.2. Interpret behavioural signals, use positive body language and aids to direct, communicate with and control horse. 2.3. Use appropriate posture for horse riding in difficult terrain and safely and effectively handle the horse in a range of movements. 2.4. Instigate a gait appropriate to the terrain, establish and maintain an appropriate rhythm and adjust according to conditions and terrain. 2.5. Maintain safe zones according to the terrain and environmental hazards. 2.6. Maintain communication protocols during group riding activities. 2.7. Use practices to minimise impact of horse riding on the environment according to organisational policies and procedures.
3. Negotiate environmental obstacles and steep inclines.	3.1. Consistently control horse to safely approach and negotiate constant and unpredictable environmental hazards and obstacles. 3.2. Choose appropriate gait, and control horse resistance, line of direction and pace to ride over uneven and unstable ground, to ride through water, and to negotiate ascending and descending steep inclines. 3.3. Monitor horse behaviour towards obstacles and use techniques to maintain horse confidence and calmness.
4. Manage horses overnight.	4.1. Assess prevailing conditions and select suitable site for containing or tethering horses. 4.2. Set up temporary horse containment area or tethering systems to ensure security and welfare overnight. 4.3. Check condition and health of horses and treat as required. 4.4. Monitor safety and security of horses through the night. 4.5. Store equipment securely to avoid damage and exposure to weather conditions. 4.6. Return site to equal or greater standard on departure to minimise impact on environment.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures which can include those for safety, emergency response and minimal impact to the environment.
Oral communication skills to:	clearly interact verbally and non-verbally with other riders to maintain a positive and safe riding environment.
Teamwork skills to:	work cooperatively with other riders to set up horse containment and monitor horse security and welfare.
Planning and organising skills to:	manage own timing to complete trail ride within planned timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU004 Ride horses on untracked trail rides

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

complete two different trail rides, each lasting for a minimum of four hours, on two different compliant and manageable horses

ride within a group of minimum five and maximum ten participants during each trail ride

during each ride:

walk, trot and canter the horse under control within the terrain covered

provide direction to the horse using the following aids:

legs

reins

seat

voice

ride the horse through this range of movements:

turns

halts

laterals

backing up the horse

ride towards and away from the group

consistently use safe horse handling and riding practices and techniques to effectively control the horse.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety and emergency response procedures for riding horses in untracked areas

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment

factors that affect the selection of horses, tack, especially saddles, and personal protective equipment to suit trail guides leading groups in untracked areas with difficult terrain

communication protocols for group trail rides in untracked environments

the meaning of safe zone for group trail rides in untracked areas and how these can vary according to the terrain and environmental hazards

common behaviour patterns of horses during group trail rides in untracked areas with difficult terrain

horse riding techniques used to control horses safely and effectively in untracked environments with difficult terrain to include those for:

mounting and dismounting without assistance in the open

different seat positions and when these are required by the terrain

starting and stopping

walking, trotting and cantering horses and which gait is suitable for particular environmental features and obstacles

aids to direct the horse:

legs

reins

seat

voice

riding movements:

turns

halts

laterals

backing up the horse

riding towards and away from the group

hydrological features of rivers, creeks and oceans including direction and speed of flow, currents and eddies, hazards they present and impacts on where horses can safely cross

typical hazards, obstacles and environmental features found in untracked areas with difficult terrain and techniques used to safely negotiate these:

dense vegetation

unstable ground

rivers and creeks

beach sand and water

steep inclines

procedures for safely crossing public roads and travelling along them

purpose, features and secure set up of:

temporary yards

high lines

picket lines

hobbles

ground tethers

daily fluid and nutritional requirements for horses operating in difficult terrain for long distances.

Assessment Conditions

Skills must be demonstrated in a horse trail riding environment meeting the following conditions:

untracked areas with difficult terrain

steep ascents and descents

numerous environmental obstacles.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and other participant riders’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and other participants to ensure that rider and horse combination is safe.

Assessment must ensure use of:

a group of minimum five and maximum ten riders, including the candidate

compliant and manageable horses, matched to all riders as above, and educated for untracked trail ride conditions

grooming equipment to include:

dandy and body brushes

plastic or rubber curry combs

mane or tail brush

hoof picks

tack to include:

saddles which can be stock, hybrid or western saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

saddle bags

personal protective equipment to include:

sun protection and wet weather clothing

riding boots

Australian Standard, or equivalent, compliant helmets

horse equipment for overnight stays which can include:

halters

leads

bags, nets or bins used to feed horses

temporary yards

high lines

picket lines

hobbles

ground tethers

food and water resources for horses

organisational safety and emergency response procedures for riding horses in untracked areas

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment.

Assessment must ensure access to:

breastplates and cruppers

human and equine first aid equipment

navigation equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU004 Ride horses on untracked trail rides, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

hold a qualification or Statement of Attainment which includes the unit SISOEQU009 Instruct the advancement of recreational horse riding skills, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by that unit, and

have at least three years’ experience as a trail guide or trail boss where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing riding skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU005 Guide horse trail rides in tracked areas

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to guide participants on basic trail rides along tracked areas with reasonably level terrain, no steep ascents, descents or gullies and some known simple terrain hazards.

It requires the ability to demonstrate, to participants, basic horse riding techniques appropriate for undemanding terrain, and to manage group riding for basic trail rides. To do this, guides must be proficient horse riders.

This unit applies to guides and trail bosses who work for outdoor recreation operators which provide basic trail rides of varying duration.

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

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

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. Confirm operational details for trail rides.	1.1. Interpret activity plans and risk assessments for trail ride and confirm suitability. 1.2. Access and interpret current weather and environmental information to ascertain impacts on riding activity. 1.3. Make adjustments to route and activity as required, and inform relevant personnel of route and anticipated timings before departure.
2. Prepare and pack equipment for rides.	2.1. Select communication equipment suitable for destinations and check for safe working condition. 2.2. Prepare first aid, other equipment and resources for horses and riders according to operational requirements of trail ride.
3. Prepare tack, horses and participants.	3.1. Select horses of suitable history, size and temperament to match participant capabilities and obtain participant disclaimer. 3.2. Confirm participants have clothing and footwear appropriate for the ride and forecasted weather conditions. 3.3. Select riding equipment to match riders and riding conditions and check it is in safe working condition. 3.4. Fit and adjust tack and personal equipment to participants and horses to ensure comfort and safety. 3.5. Assist with mounting of horses, check and adjust rider equipment.
4. Brief and instruct participants.	4.1. Communicate instructions and information about ride in a manner appropriate to participants and encourage questions and advice before and during ride. 4.2. Provide information on practices to minimise impact of horse riding on the environment. 4.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 4.4. Advise participants of order of ride procedures and communication protocols to use during ride. 4.5. Provide information to participants about their horses and behaviour pattern. 4.6. Demonstrate correct horse handling and riding techniques appropriate for undemanding terrain. 4.7. Check and confirm participant ability to start and stop horse and control horse direction and speed before departure. 4.8. Check matching of rider to horse and adjust as required.
5. Lead rides in tracked areas.	5.1. Lead horses from designated order of ride position, adjusting position and role as required. 5.2. Provide clear demonstrations and concise directions to participants during ride to negotiate undemanding terrain. 5.3. Monitor individual participant performance and provide directions to improve techniques and control of horse. 5.4. Monitor participant adherence to order of ride and safety procedures and assertively correct breaches. 5.5. Monitor horse behaviour and interaction and promptly control aggressive, misbehaved and frightened horses. 5.6. Monitor riding conditions and hazards, including signs of rider and horse difficulty, to ensure rider and horse safety and welfare during ride. 5.7. Lead a mounted rider from horseback when required. 5.8. Implement required modifications to activity, speed and route to ensure participant safety and comfort and completion within ride timelines. 5.9. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
6. Complete post ride responsibilities.	6.1. Notify relevant personnel of ride completion. 6.2. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.3. Check condition of horses and deal with any injuries according to organisational procedures. 6.4. Document any equipment faults, horse injuries and safety incidents. 6.5. Evaluate the ride through a debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and sometimes unfamiliar documents and information which can include: activity plans and risk assessments organisational policies and procedures weather and other environmental information.
Writing skills to:	use fundamental sentence structure to complete forms that require factual information; these can include: safety checklists equipment faults incident reports.
Oral communication skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood by riders ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of guides, support staff and base operational staff to organise ride logistics, solve operational problems and deliver a quality ride experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete trail rides within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU005 Guide horse trail rides in tracked areas

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

guide two different trail rides, each lasting for a minimum of one hour, on two different compliant and manageable horses

during each of the rides, at different times, assume the position of both front rider guide and drag or roving rider guide

guide a minimum of five and a maximum of ten participants during each trail ride

during each ride:

consistently control participant adherence to safety procedures and practices

consistently monitor and control horse behaviour

consistently ensure riders are in control of their horse and provide assistance with riding techniques as required

according to scenarios:

provide responses to two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for guiding horse trail rides

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment

basic aspects of applicable state, territory, local government or land manager environmental regulations sufficient to know where trail rides may be operated in tracked areas and under what conditions

sources of information on weather and environmental conditions and how to use to ascertain riding conditions

the effects of weather on riding conditions, route and selection of personal equipment and tack

purpose, features and safe set up of horse riding tack for trail rides:

saddles of different types and their suitability for different riders and trails with undemanding terrain

equipment to ensure security of saddle position on varying terrain including breastplates and cruppers

halters and ropes and techniques for securing during travel

factors that affect the selection of tack and personal protective equipment to suit individual riders

key features of different types of communication equipment used for basic trail rides, and factors that affect choice:

global positioning systems (GPS)

two-way radios

mobile phones and applications

clothing requirements for trail rides to protect against sunburn, heat stroke, wet and cold weather

waterproofing and stowing techniques used to keep clothing and equipment dry during ride

communication protocols for group trail rides in tracked environments

order of ride procedures for group trail rides to include positioning and roles of:

front rider

drag roving rider guide

assistant guides and support staff

participant riders

behavioural history of individual horses chosen for the ride

common behavioural problems of horses during group trail rides

techniques used to control adverse horse behaviour while maintaining welfare of the horse and safety of rider.

Assessment Conditions

Skills must be demonstrated in a horse trail riding environment meeting the following conditions:

tracked areas with reasonably level terrain

no steep ascents, descents or gullies

known simple terrain hazards.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and other participant riders’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and other participants to ensure that rider and horse combination is safe.

Assessment must ensure use of:

a group of minimum five and maximum ten participant riders whom the individual guides

compliant and manageable horses, matched to the candidate as above, and educated for trail ride conditions

calm, consistent and obedient horses, matched to participant riders as above, and educated for trail ride conditions

tack to include:

halters

leads

ropes

saddles which can be stock, hybrid or western saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

personal protective equipment to include:

riding boots

Australian Standard, or equivalent, compliant helmets

communication equipment including equipment for emergency response

activity plans

risk assessments for trail rides to include known and anticipated hazards, safety risks and control measures

hard copy or online information on weather and other environmental conditions

template:

safety checklists

participant disclaimers

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for guiding horse trail rides

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment

plain English documents issued by state, territory, local government regulators or land managers describing regulations for operating horse trail rides in tracked areas.

Assessment must ensure access to:

breastplates and cruppers

human and equine first aid equipment.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU005 Guide horse trail rides in tracked areas, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience as a trail guide or trail boss where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing trail guide skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU006 Guide horse trail rides in untracked areas

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to guide participants on complex trail rides along untracked areas with steep or difficult terrain, numerous obstacles and or environmental extremes.

It requires the ability to demonstrate, to participants, horse handling and riding techniques appropriate for challenging terrain, and to manage group riding for complex trail rides. To do this, guides must be proficient horse riders.

This unit applies to guides and trail bosses who work for outdoor recreation operators which provide complex trail rides of varying duration.

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

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

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. Confirm operational details for trail rides.	1.1. Interpret activity plans and risk assessments for trail ride and confirm suitability. 1.2. Access and interpret current weather and environmental information to ascertain impacts on riding activity. 1.3. Make adjustments to route and activity as required, and inform relevant personnel of route and anticipated timings before departure.
2. Prepare and pack equipment for rides.	2.1. Select navigation and communication equipment suitable for destinations and check for safe working condition. 2.2. Prepare first aid and other equipment for horses and riders according to operational requirements of trail ride. 2.3. Prepare food and water resources for horses and riders for duration of ride. 2.4. Pack saddle bags to ensure even weight distribution, horse comfort and wellbeing.
3. Prepare tack, horses and participants.	3.1. Select horses of suitable history, size and temperament to match participant capabilities and obtain participant disclaimer. 3.2. Confirm participants have clothing and footwear appropriate for the ride and changing weather conditions. 3.3. Select riding equipment to match riders and riding conditions and check it is in safe working condition. 3.4. Fit and adjust tack and personal equipment to participants and horses to ensure comfort and safety. 3.5. Assist with mounting of horses, check and adjust rider equipment.
4. Brief and instruct participants.	4.1. Communicate instructions and information about ride in a manner appropriate to participants and encourage questions and advice before and during ride. 4.2. Provide information on practices to minimise impact of horse riding on the environment. 4.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 4.4. Advise participants of order of ride procedures and communication protocols to use during ride. 4.5. Provide information to participants about their horses and behaviour pattern. 4.6. Demonstrate correct horse handling and riding techniques appropriate for difficult untracked terrain. 4.7. Check and confirm participant riding ability for terrain, ability to start and stop horse, and control horse direction and speed before departure. 4.8. Check matching of rider to horse and adjust as required.
5. Lead rides in untracked areas.	5.1. Lead mounted and unmounted horses from designated order of ride position, adjusting position and role as required. 5.2. Provide clear demonstrations and concise directions to participants during ride to negotiate difficult terrain. 5.3. Monitor individual participant performance and provide directions to improve techniques and control of horse. 5.4. Monitor participant adherence to order of ride and safety procedures and assertively correct breaches. 5.5. Monitor horse behaviour and interaction and promptly control aggressive, misbehaved and frightened horses. 5.6. Monitor riding conditions and hazards, including signs of rider and horse difficulty, to ensure rider and horse safety and welfare during ride. 5.7. Implement required modifications to activity, speed and route to ensure participant safety and comfort and completion within ride timelines. 5.8. Respond to emergency situations according to organisational safety, emergency response and first aid procedures.
6. Complete post-ride responsibilities.	6.1. Notify relevant personnel of ride completion. 6.2. Retrieve equipment, inspect for wear or breakage, tag faults and store in designated area. 6.3. Check condition of horses and deal with injuries according to organisational procedures. 6.4. Document any equipment faults, horse injuries and safety incidents. 6.5. Evaluate the ride through a debrief and identify improvements for future activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and sometimes unfamiliar documents and information which can include: activity plans and risk assessments organisational policies and procedures weather and other environmental information.
Writing skills to:	use fundamental sentence structure to complete forms that require factual information, these can include: safety checklists equipment faults incident reports.
Oral communication skills to:	provide clear and unambiguous instructions to participants using language and terms easily understood by riders ask open and closed probe questions and actively listen to determine participants’ understanding of instructions.
Teamwork skills to:	pro-actively and cooperatively work within teams of guides, support staff and base operational staff to organise ride logistics, solve operational problems and deliver a quality ride experience to participants.
Planning and organising skills to:	manage own timing and that of participants to complete trail rides within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU006 Guide horse trail rides in untracked areas

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

guide two different trail rides, each lasting for a minimum of four hours, on two different compliant and manageable horses

during each of the rides, at different times, assume the position of both front rider guide and drag or roving rider guide

guide a minimum of five and a maximum of ten participants during each trail ride

during each ride:

consistently control participant adherence to safety procedures and practices

consistently monitor and control horse behaviour

consistently ensure riders are in control of their horse and provide assistance with riding techniques as required

according to scenarios:

provide responses to two emergency situations and complete two incident reports

complete two reports on equipment faults.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for guiding horse trail rides

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment

basic aspects of applicable state, territory, local government or land manager environmental regulations sufficient to know where trail rides may be operated in untracked and environmentally sensitive areas and under what conditions

sources of information on weather and environmental conditions and how to use to ascertain riding conditions

the effects of weather on riding conditions, route and selection of personal equipment and tack

purpose, features and safe set up of horse riding tack for trail rides:

saddles of different types and their suitability for different riders and trails with difficult terrain

equipment to ensure security of saddle position on difficult terrain including breastplates and cruppers

halters and ropes and techniques for securing during travel

saddle bags

factors that affect the selection of tack and personal protective equipment to suit individual riders

key features of different types of navigation and communication equipment used for complex trail rides, and factors that affect choice:

compass

route maps

topographic maps

global positioning systems (GPS)

two-way radios

mobile phones and applications

satellite phones

alerting and tracking devices including personal locator beacons (PLBs)

clothing requirements for trail rides to protect against sunburn, heat stroke, wet and cold weather

waterproofing and stowing techniques used to keep clothing and equipment dry during ride

communication protocols for group trail rides in untracked environments

order of ride procedures for group trail rides to include positioning and roles of:

front rider

drag roving rider guide

assistant guides and support staff

participant riders

unmounted horses

procedures for safely crossing public roads and travelling along them

behavioural history of individual horses chosen for the ride

common behavioural problems of horses during group trail rides in untracked areas with difficult terrain

techniques used to control adverse horse behaviour while maintaining welfare of the horse and safety of rider.

Assessment Conditions

Skills must be demonstrated in a horse trail riding environment meeting the following conditions:

untracked areas with difficult terrain

steep ascents and descents

numerous environmental obstacles.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and other participant riders’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and other participants to ensure that rider and horse combination is safe.

Assessment must ensure use of:

a group of minimum five and maximum ten participant riders whom the individual guides

compliant and manageable horses, matched to all riders as above, and educated for untracked trail ride conditions

tack to include:

halters

leads

ropes

saddles which can be stock, hybrid or western saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

saddle bags

personal protective equipment to include:

sun protection and wet weather clothing

riding boots

Australian Standard, or equivalent, compliant helmets

navigation equipment

communication equipment including equipment for emergency response

activity plans

risk assessments for trail rides to include known and anticipated hazards, safety risks and control measures

hard copy or online information on weather and other environmental conditions

template:

safety checklists

participant disclaimers

equipment fault reports

incident reports

organisational safety, emergency response and first aid procedures for guiding horse trail rides

organisational policies, procedures and codes for minimal impact of horse riding activities to the environment

plain English documents issued by state, territory, local government regulators or land managers describing regulations for operating horse trail rides in untracked areas.

Assessment must ensure access to:

breastplates and cruppers

human and equine first aid equipment.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU006 Guide horse trail rides in untracked areas, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience as a trail guide or trail boss where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing trail guide skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU007 Instruct horse handling skills

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to teach handlers and riders to safely handle horses, particularly those used in equestrian sport or recreational riding programs but it could have wider application to other equine settings.

It requires the ability to plan, organise and deliver individual training sessions within an overall learning program designed to progressively develop participants' horse handling skills.

This unit applies to instructors and coaches who work for a range of organisations including those involved in equestrian sport, instructional, recreational riding and other programs.

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

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

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. Plan instructional sessions.	1.1. Determine objectives of individual sessions to allow progression of skills within overall learning program. 1.2. Identify and evaluate participant needs, characteristics and current horse handling skills. 1.3. Develop session plans to include appropriate activities for learner requirements and stage of skills acquisition. 1.4. Identify suitable environment, horses and equipment for handling session. 1.5. Complete session specific risk assessment and determine safety, emergency response and first aid procedures.
2. Prepare for session.	2.1. Set up area for activities and complete safety checks on environment. 2.2. Select horses of suitable history, size and temperament to match participant capabilities. 2.3. Select gear and equipment to match handling activities, and check it is in safe working condition. 2.4. Confirm participants have clothing and footwear appropriate for handling session
3. Brief participants.	3.1. Communicate instructions and information about session in a manner appropriate to participants. 3.2. Encourage participants to ask questions and seek advice before and during session. 3.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 3.4. Advise participants of communication protocols to use during activities.
4. Instruct horse handling sessions.	4.1. Implement teaching and coaching techniques to impart skills and knowledge for handling techniques. 4.2. Provide clear and accurate exercise instructions and horse handling demonstrations throughout the session. 4.3. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.4. Observe and monitor participant performance of handling techniques and provide corrective instruction. 4.5. Monitor participant adherence to safety procedures and assertively correct breaches. 4.6. Monitor horse behaviour and interaction and promptly control aggressive, misbehaved and frightened horses. 4.7. Supervise safe departure of participants from horse enclosure.
5. Evaluate the session.	5.1. Debrief and encourage participants to identify personal skill progression and satisfaction with session. 5.2. Provide feedback on techniques and adherence to safety requirements. 5.3. Self-evaluate session against learning objectives and identify areas for future improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational safety, emergency response and first aid procedures.
Writing skills to:	prepare detailed session plans incorporating correct terminology and jargon for the activities use fundamental sentence structure to complete safety checklists that require factual information.
Oral communication skills to:	provide clear and unambiguous instructions to learners using language and terms easily understood by novice handlers ask open and closed probe questions and actively listen to determine learners’ understanding of handling techniques.
Planning and organising skills to:	manage own timing and that of participants to complete instructional sessions within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU007 Instruct horse handling skills

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop three session plans for three different horse handling instructional sessions

deliver three instructional sessions according to the session plans developed:

deliver one session to a single learner handler

deliver two sessions to a group of minimum three and maximum six learners

across the three instructional sessions, cumulatively incorporate activities to develop the following horse handling skills for learners:

approaching horses with halters and leads

catching horses alone and in groups, and fitting halters and leads

using cues to start, stop and turn horses

leading horses through confined spaces

leading horses alone and in groups

holding horses in position when lined up in groups

tying up and untying horses

releasing horses alone and in groups

during all instructional activities:

consistently control participant adherence to safety procedures

consistently monitor and control horse behaviour.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for horse handling instructional sessions

requirements of overall learning program and how sessions are sequenced to progressively develop handling skills

format and contents of session plans

how characteristics of participants affect the choice of sessional activities:

age

current horse handling experience and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

suitable environments for delivery of horse handling activities

factors that affect the selection of equipment to suit handlers and activities

clothing and footwear requirements for horse handlers

communication protocols used between participants, instructors and horses during instructional sessions

teaching and coaching techniques applicable to horse handling and a range of ages and learning abilities

techniques used to provide constructive feedback to learners

a range of instructional activities used to develop the following horse handling skills:

approaching horses with halters and leads

catching horses alone and in groups, and fitting halters and leads

using cues to start, stop and turn horses

leading horses through confined spaces

leading horses alone and in groups

holding horses in position when lined up in groups

tying up and untying horses

releasing horses alone and in groups

common behavioural problems of horses when being handled

techniques used to control adverse horse behaviour while maintaining welfare of the horse and safety of handler.

Assessment Conditions

Skills must be demonstrated in contained horse handling environments which must include:

small fenced enclosures

large fenced enclosures

areas containing doorways and gates.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and participant learners’ characteristics and level of horse handling skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and participant learners to ensure that handler and horse combination is safe.

Assessment must ensure use of:

learners whom the candidate instructs; for group sessions, a minimum three and maximum six learners

horses, matched to all handlers as above; these must be:

calm, consistent and obedient horses for the first and second instructional sessions delivered by the candidate

compliant and manageable horses for the third instructional session delivered by the candidate

equipment used to handle horses:

halters

leads

tie-up points

template:

session plans

safety checklists

participant profiles to include:

age and size

current horse handling experience and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

organisational safety, emergency response and first aid procedures for horse handling instructional sessions

Assessment must ensure access to:

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU007 Instruct horse handling skills, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience as a horse handling instructor where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing instructional skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU008 Instruct fundamental horse riding skills

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to teach new and or inexperienced riders the fundamental skills of horse riding.

It requires the ability to plan, organise and deliver individual training sessions within an overall learning program designed to progressively develop participants' fundamental riding skills.

This unit applies to instructors and coaches who facilitate the acquisition of initial riding skills required by recreational and equestrian sport riders before they can progress to higher order skills required for work, recreational or competitive activities. To do this, instructors and coaches must be proficient horse riders.

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

Pre-requisite Unit

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

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. Plan instructional sessions.	1.1. Determine objectives of individual sessions to allow progression of skills within overall learning program. 1.2. Identify and evaluate participant needs, characteristics and current riding skills. 1.3. Develop session plans to include appropriate exercises for learner requirements and stage of skills acquisition. 1.4. Identify suitable environment, horses and equipment for riding session. 1.5. Complete session specific risk assessment and determine safety, emergency response and first aid procedures.
2. Prepare tack, horses and participants.	2.1. Set up equipment for exercises and complete safety checks on environment and equipment. 2.2. Select horses of suitable history, size and temperament to match participant capabilities. 2.3. Check participants’ own personal equipment and tack, if provided, and confirm it is in safe working condition. 2.4. Select organisation’s tack and personal equipment to match riders and exercises, and check it is in safe working condition. 2.5. Direct and assist participants to groom horse, fit and adjust tack and personal equipment; check comfort and safety of fit.
3. Brief participants.	3.1. Communicate instructions and information about session in a manner appropriate to participants. 3.2. Encourage participants to ask questions and seek advice before and during session. 3.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 3.4. Advise participants of communication protocols to use during exercises.
4. Instruct fundamental horse riding skills.	4.1. Assist with mounting of horses, check and adjust rider equipment, and prepare horses and participants using safe warm up exercises. 4.2. Implement teaching and coaching techniques to impart skills and knowledge for fundamental horse riding skills. 4.3. Provide clear and accurate exercise instructions and or demonstrations throughout the session. 4.4. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.5. Observe and monitor participant riding performance and provide corrective instruction. 4.6. Monitor participant adherence to safety procedures and assertively correct breaches. 4.7. Monitor horse behaviour and interaction and promptly control aggressive, misbehaved and frightened horses.
5. Evaluate the session.	5.1. Debrief and encourage participants to identify personal skill progression and satisfaction with session. 5.2. Provide feedback on techniques and adherence to safety requirements. 5.3. Self-evaluate session against learning objectives and identify areas for future improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational safety, emergency response and first aid procedures.
Writing skills to :	prepare detailed session plans incorporating correct terminology and jargon for the exercises use fundamental sentence structure to complete safety checklists that require factual information.
Oral communication skills to:	provide clear and unambiguous instructions to learners using language and terms easily understood by novice riders ask open and closed probe questions and actively listen to determine learners’ understanding of riding techniques.
Planning and organising skills to:	manage own timing and that of participants to complete instructional sessions within organisational service times.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU008 Instruct fundamental horse riding skills

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop three session plans for three different horse riding instructional sessions

deliver three instructional sessions according to the session plans developed:

deliver one session to a single learner rider

deliver two sessions to a group of minimum four and maximum eight learners

across the three instructional sessions, cumulatively incorporate exercises to develop the following fundamental handling and riding skills for learners:

saddling and adjusting tack; unsaddling

bridling and adjusting tack; unbridling

mounting and dismounting with assistance

holding, lengthening and shortening the reins

maintaining gaps between horses during group rides

using a balanced, independent upright seat position

starting and stopping

techniques to stop horse in an emergency

walking horses including:

maintaining balance and control

halt-walk transitions and walk-halt transitions

turning and guiding the horse at the walk

trotting horses including:

maintaining balance and control

rising trot

turning and guiding the horse at the trot

walk-trot and trot-walk transitions

cantering horses including:

maintaining balance and control

turning and guiding the horse at the canter

cantering on correct lead

trot-canter and canter-trot transitions

providing direction to the horse using the following aids:

legs

seat

hands

riding movements:

straight lines

diagonal lines

circles

riding towards and away from the group

cooling down horses

during all instructional activities:

consistently control participant adherence to safety procedures

consistently monitor and control horse behaviour.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for horse riding instructional sessions

requirements of overall learning program and how sessions are sequenced to progressively develop riding skills

format and contents of session plans

how characteristics of participants affect the choice of sessional activities:

age

current horse riding experience and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

suitable environments for delivery of fundamental horse riding exercises

purpose, features and safe set up of equipment used for fundamental riding exercises

reasons for grooming horses prior to fitting tack and risks associated with not grooming

safe grooming techniques, purpose, features and use of grooming equipment used before fitting tack

purpose, features of, and techniques used to fit and adjust tack to ensure correct fit, comfort for horse and safety of rider to include:

saddles of different types and their suitability for different riders and riding activities

saddles cloths

bridles

reins

bits

stirrups with safety features

breastplates

safe techniques used to unsaddle and unbridle horses

purpose and features of personal protective equipment for new and inexperienced riders to include:

clothing

footwear

helmets

factors that affect the selection of tack and personal protective equipment to suit riders and exercises

communication protocols used between participants, instructors and horses during instructional sessions

teaching and coaching techniques applicable to horse riding and a range of ages and learning abilities

techniques used to provide constructive feedback to learners

a range of instructional exercises used to develop the following fundamental handling and riding skills:

saddling and adjusting tack; unsaddling

bridling and adjusting tack; unbridling

mounting and dismounting with assistance

holding, lengthening and shortening the reins

maintaining gaps between horses during group rides

using a balanced, independent upright seat position

starting and stopping

techniques to stop horse in an emergency

walking horses including:

maintaining balance and control

halt-walk transitions and walk-halt transitions

turning and guiding the horse at the walk

trotting horses including:

maintaining balance and control

rising trot

turning and guiding the horse at the trot

walk-trot and trot-walk transitions

cantering horses including:

maintaining balance and control

turning and guiding the horse at the canter

cantering on correct lead

trot-canter and canter-trot transitions

providing direction to the horse using the following aids:

legs

seat

hands

riding movements:

straight lines

diagonal lines

circles

riding towards and away from the group

cooling down horses

common behavioural problems of horses during group rides

techniques used to control adverse horse behaviour while maintaining welfare of the horse and safety of rider.

Assessment Conditions

Skills must be demonstrated within a fenced horse riding arena with a safe surface for the horse riding exercises.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and participant learners’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and participant learners to ensure that rider and horse combination is safe.

Assessment must ensure use of:

learners whom the candidate instructs; these must be experienced riders who role play inexperienced riders during simulated activities

for group rides, a minimum of four and maximum eight riders

calm, consistent and obedient horses, matched to all riders as above, and educated for recreational purposes and inexperienced riders

mounting blocks or ramps

equipment used for exercises

tack to include:

saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

personal protective equipment to include:

riding boots

Australian Standard, or equivalent, compliant helmets

template:

session plans

safety checklists

participant profiles to include:

age, size and weight

current horse riding experience and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

organisational safety, emergency response and first aid procedures for horse riding instructional sessions.

Assessment must ensure access to:

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU008 Instruct fundamental horse riding skills, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving equestrian or outdoor recreational instructional riding where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing instructional skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU009 Instruct the advancement of recreational horse riding skills

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to teach moderately experienced riders who are seeking to advance their recreational riding skills.

It requires the ability to plan, organise and deliver individual training sessions within an overall learning program designed to progressively advance participants' riding skills.

This unit applies to instructors and coaches who facilitate skills acquisition for recreational riders. To do this, instructors and coaches must be proficient horse riders.

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

Pre-requisite Unit

SISOEQU008 Instruct fundamental horse riding skills

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

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. Plan instructional sessions.	1.1. Determine objectives of individual sessions to allow progression of skills within overall learning program. 1.2. Identify and evaluate participant needs, characteristics and current riding skills. 1.3. Develop session plans to include appropriate exercises for learner requirements and stage of skills acquisition. 1.4. Identify suitable environment and equipment for riding session. 1.5. Complete session specific risk assessment and determine safety, emergency response and first aid procedures.
2. Prepare tack, horses and participants.	2.1. Set up equipment for exercises and complete safety checks on environment and equipment. 2.2. Select horses of suitable history, size and temperament to match participant capabilities. 2.3. Check participants’ own personal equipment and tack, if provided, and confirm it is in safe working condition. 2.4. Select organisation’s tack and personal equipment to match riders and exercises, and check it is in safe working condition. 2.5. Assist participants to fit and adjust tack and personal equipment; check comfort and safety of fit.
3. Brief participants.	3.1. Communicate instructions and information about session in a manner appropriate to participants. 3.2. Encourage participants to ask questions and seek advice before and during session. 3.3. Inform participants of known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. 3.4. Advise participants of communication protocols to use during exercises.
4. Instruct horse riding sessions.	4.1. Supervise mounting of horses and prepare horses and participants using safe warm up exercises. 4.2. Implement teaching and coaching techniques to impart skills and knowledge to advance learners’ riding skills. 4.3. Provide clear and accurate exercise instructions and or demonstrations throughout the session. 4.4. Facilitate effective group communication and interaction to maintain group control, engagement and safety. 4.5. Observe and monitor participant riding performance and provide corrective instruction. 4.6. Monitor participant adherence to safety procedures and assertively correct breaches. 4.7. Monitor horse behaviour and interaction and promptly control aggressive, misbehaved and frightened horses.
5. Evaluate the session.	5.1. Debrief and encourage participants to identify personal skill progression and satisfaction with session. 5.2. Provide feedback on techniques and adherence to safety requirements. 5.3. Self-evaluate session against learning objectives and identify areas for future improvement.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational safety, emergency response and first aid procedures.
Writing skills to:	prepare detailed session plans incorporating correct terminology and jargon for the exercises use fundamental sentence structure to complete safety checklists that require factual information.
Oral communication skills to:	provide clear and unambiguous instructions to learners using language and terms easily understood by riders ask open and closed probe questions and actively listen to determine learners’ understanding of riding techniques.
Planning and organising skills to:	manage own timing and that of participants to complete instructional sessions within organisational service times..

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU009 Instruct the advancement of recreational horse riding skills

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop three session plans for three different horse riding instructional sessions

deliver three instructional sessions according to the session plans developed:

deliver one session to a single learner rider

deliver two sessions to a group of minimum two and maximum six learners

across the three instructional sessions, cumulatively incorporate exercises to advance the riders’ use of:

posture and position in the saddle

gaits, transitions and movements

lateral and reverse movements

control over horse pace, outline and response to cues to effect accuracy of movements and turns at walk, trot and canter

adjustment to use of aids relative to horse training and responsiveness:

legs

rein

seat

communication and reward based education techniques for particular horse behaviour

during all instructional activities:

consistently control participant adherence to safety procedures

consistently monitor and control horse behaviour.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety, emergency response and first aid procedures for horse riding instructional sessions

requirements of overall learning program and how sessions are sequenced to progressively develop riding skills

particular to instructing the advancement of recreational riding skills:

suitable environments for delivery of instructional riding exercises

purpose, features and safe set up of equipment used for exercises

factors that affect the selection of tack and personal protective equipment to suit riders and exercises

communication protocols used between participants, instructors and horses during instructional sessions

teaching and coaching techniques used to advance skills for horse riding

current scientific research on equine learning ability, how horses learn and recommended reward based education techniques, at a fundamental level of understanding

a range of instructional exercises used to advance riders’ use of:

posture and position in the saddle

gaits, transitions and movements

lateral and reverse movements

control over horse pace, outline and response to cues to effect accuracy of movements and turns at walk, trot and canter

adjustment to use of aids relative to horse training and responsiveness:

legs

rein

seat

communication and reward based education techniques for particular horse behaviour

common behavioural problems of horses during group rides

techniques used to control adverse horse behaviour while maintaining welfare of the horse and safety of rider.

Assessment Conditions

Skills must be demonstrated within a fenced horse riding arena with a safe surface for the horse riding exercises.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of both the candidate’s and participant learners’ characteristics and level of horse handling and riding skills

match, or validate the matching of, horses of suitable history, size and temperament to both the candidate and participant learners to ensure that rider and horse combination is safe.

Assessment must ensure use of:

moderately experienced riders whom the candidate instructs

for group rides, a minimum of two and maximum six learners

horses, matched to all riders as above; these can be:

calm, consistent and obedient horses; or

compliant and manageable horses

equipment used for exercises

tack to include:

saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

personal protective equipment to include:

riding boots

Australian Standard, or equivalent, compliant helmets

template:

session plans

safety checklists

participant profiles to include:

age, size and weight

current horse riding experience and skill level

skill development needs

fitness level and physical capabilities

injuries and medical conditions

organisational safety, emergency response and first aid procedures for horse riding instructional sessions.

Assessment must ensure access to:

mounting blocks or ramps

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU0009 Instruct the advancement of recreational horse riding skills, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving equestrian or outdoor recreational instructional riding where they have applied the skills and knowledge covered in this unit of competency, and

hold accreditation relevant to assessing instructional skills covered by this unit; accreditation refers to:

accreditation offered by equine sporting organisations recognised by the Australian Sports Commission (ASC), or

certification offered by equine organisations which are Registered Training Organisations (RTOs) or whose training is managed by an affiliated RTO.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify hazards, assess associated safety risks, take measures to eliminate or control those risks and document all processes. It covers the processes necessary to manage the significant safety risks associated with horse handling, instructing, coaching, guiding and riding activities.

This unit applies to a range of organisations including those involved in equestrian sport, instructional and recreational riding programs. Risk assessments are usually completed by those responsible for the activity including instructors, coaches, guides, and trail bosses. They may complete risk assessments independently, in consultation with others or through a team effort.

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

Pre-requisite Unit

Nil

Competency Field

Equine

Unit Sector

Outdoor Recreation

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. Identify hazards for horse handling or riding activities.	1.1. Use hazard identification and risk assessment templates, independently or with other personnel to complete assessments. 1.2. Use a range of methods to identify current and foreseeable hazards with potential to harm health and safety of anyone involved in or present during activities. 1.3. Identify man-made or environmental obstacles and hazards in areas where horse handling or riding activities are scheduled. 1.4. Gather and interpret weather and environmental information to ascertain impacts on handling or riding conditions. 1.5. Identify hazards, including biosecurity issues, associated with handling or riding horses for program activities. 1.6. Identify features of and potential hazards for tack and all other equipment to be used. 1.7. Record identified hazards according to organisational procedures and legal requirements.
2. Assess safety risks associated with hazards.	2.1. Consult with other personnel, as required, for input into risk assessments. 2.2. Collect sufficient evidence of the type and level of risk posed by identified hazards. 2.3. Use commonly accepted methods to complete risk analysis and risk assessments. 2.4. Document outcomes of risk assessments and proposed actions to eliminate or control risks. 2.5. Maintain records of risk assessments according to organisational procedures and legal requirements.
3. Assess risks associated with horse and handler or rider combination.	3.1. Use organisational templates designed to match horses to handlers or riders. 3.2. Identify handler or rider characteristics and level of horse handling or riding skills. 3.3. Identify known behaviour and education level of horses available for the activity and consider potential hazards. 3.4. Assess and select horses of suitable history, size and temperament to match handler or rider characteristics and skill level. 3.5. Assess handler or rider’s own horse, when self-provided, and ensure horse and handler or rider combination is safely matched. 3.6. Maintain records of assessments according to organisational procedures.
4. Plan activities to eliminate or control risks.	4.1. Evaluate and determine ways to eliminate hazards from horse handling or riding activity. 4.2. Evaluate and determine ways that safety risks can be effectively controlled for horse handling or riding activity. 4.3. Take measures to eliminate or control risks, within scope of responsibility or refer for authorisation. 4.4. Incorporate risk control processes into documented plans or procedures for horse handling or riding activities.
5. Respond to immediate safety risks.	5.1. Monitor horse behaviour and handler or rider control during activities and adjust horse and handler or rider combination as required. 5.2. Respond immediately to safety situations and stimuli causing adverse horse reactions as they arise. 5.3. Complete on-the-spot risk assessment to avoid injury to handlers or riders and horses. 5.4. Amend or cease activities if hazard or safety risk is determined to be extreme.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and sometimes unfamiliar documents which can include: organisational work health and safety procedures and templates materials describing work health and safety regulatory requirements for hazard identification and risk assessment.
Numeracy skills to:	score the level of risk and calculate overall risk level for hazards.
Self-management skills to:	critically analyse hazards and logically evaluate associated risks to apply effective and tailored control measures.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

for particular equestrian sport, instructional or recreational handling or riding programs:

complete one horse suitability audit

complete two risk assessments for different activities within the relevant program

incorporate risk control processes into documented plans or safety procedures for the above two activities

complete three risk assessments to match horses to handlers or riders, each using different horses and for different handlers or riders

according to three different scenarios, provide responses to immediate safety risks that have arisen during handling or riding activities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

requirements under the local state or territory work health and safety law for:

organisational and worker responsibility to ensure safety of self, other workers and other people in the workplace

when, where and how hazards must be identified

when, where and how risk assessments must be conducted

consultation in the hazard identification and risk assessment process

record keeping

for equestrian sport, instructional or recreational organisations:

what constitutes the workplace including environments where horse handling and riding activities occur

what constitutes a worker including paid and volunteer workers

what constitutes other people present in the workplace including participant handlers or riders and spectators

organisational work health and safety procedures for:

identifying hazards

assessing risks

assessing horse and handler or rider combination

a range of methods that can be used to identify hazards for horse handling and riding activities to include:

inspecting the workplace, tack and all equipment used for the activity and completing safety checklists

gathering and evaluating weather and environmental information including terrain when relevant

identifying the known behaviour and education level of horses available for the activity

completing periodic horse suitability audits

completing biosecurity checks

identifying handler or rider characteristics and level of horse handling and or riding skills

reviewing near miss incidents and accidents

evaluating the complexity of activities

features of commonly used risk assessment methods which can include:

identifying potential injuries, illness and consequences

determining the exposure

estimating probability

determining overall risk level

features of commonly used methods for controlling risks which can include:

substituting systems or equipment with something safer

isolating the hazard

introducing engineering or administrative or procedural controls

using personal protective equipment

implementing combined controlled measures to minimise risks

for the particular sport, instructional or recreational riding activity:

industry association safety standards or codes or practice

safety standards or codes of practice issued by national, state or territory work health and safety authorities

format, content and use of templates to:

identify and record hazards, complete horse suitability audits and biosecurity checks

assess and record associated risks and control methods

match horses to handlers and or riders

factors that affect the matching of horses to handler or rider capabilities to include:

horse:

age and gender

size

health and fitness

tractability and temperament

level of education

history

behaviour patterns

participant characteristics:

age, size and weight

current horse handling or riding experience and skill level

fitness level and physical capabilities

injuries and medical conditions

emotional, behavioural and intellectual ability or disability.

Assessment Conditions

In order to demonstrate the physical hazard identification components of this unit, access to the following is required:

the environment where the particular equestrian sport, instructional or recreational riding programs are conducted

tack and all equipment used for the activity.

Assessment must ensure use of:

hazard identification and risk assessment templates specific to horse handling and riding activities, including those for horse suitability audits and biosecurity issues

weather and environmental information including terrain when relevant

horse profiles to include:

age and gender

size

health and fitness

tractability and temperament

level of education

history

behaviour patterns

participant profiles to include:

age, size and weight

current horse handling or riding experience and skill level

fitness level and physical capabilities

injuries and medical conditions

templates designed to match horses to handlers or riders

organisational work health and safety procedures for:

identifying hazards

assessing risks

assessing horse and handler or rider combination

for the particular equestrian sport, instructional or recreational riding activity:

industry association safety standards or codes of practice

safety standards or codes of practice issued by national, state or territory work health and safety authorities.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit, SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities, or demonstrate competency in this unit, and

have at least three years’ experience with an organisation involved in equestrian sport, instructional or recreational riding programs where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU011 Manage horse illness and injury in remote areas

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assess horse illness and injury and to provide emergency treatment in situations where veterinary care is not readily available.

This unit applies to outdoor recreation operators and to guides and trail bosses who are responsible for the welfare of horses when on remote area trail rides.

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

Pre-requisite Unit

RGRPSH308A Provide first aid and emergency care for horses

Competency Field

Equine

Unit Sector

Outdoor Recreation

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. Assess the situation and horse condition.	1.1. Recognise symptoms of illness or injury, use safe practices to calm and restrain horse and assess severity of condition. 1.2. Identify hazards promptly, and manage to avoid injury to self, others and horses. 1.3. Access available first aid equipment and determine suitability to treat illness or injury. 1.4. Ascertain need for and availability of veterinary advice. 1.5. Determine ability of veterinarian to attend site or ability to return horse to base.
2. Treat illness or injury.	2.1. Make contact with base and veterinarian as required. 2.2. Relay accurate factual information about horse illness or injury. 2.3. Improvise use of available first aid and other resources according to needs of sick or injured horse. 2.4. Use infection control practices to prevent infection from horse. 2.5. Administer emergency treatments independently or according to veterinarian instructions. 2.6. Nurse horse to reduce impact of shock, distress and pain. 2.7. Isolate horse if contagious or zoonotic disease is suspected and alert base of need to report.
3. Monitor horse condition.	3.1. Monitor and record horse vital signs at regular intervals. 3.2. Monitor horse condition and response to treatment; record observations and treatments. 3.3. Report ongoing horse condition to base and seek ongoing input of veterinarian, as required. 3.4. Continue with treatments, adjusting as required to ensure health and safety of horse. 3.5. Assess need to evacuate or euthanise horse and alert base to implement procedures if required.
4. Debrief and complete reports.	4.1. Participate in incident management de-brief and identify future response improvements. 4.2. Complete required incident and treatment reports according to organisational procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures for providing emergency horse treatment.
Writing skills to:	record detailed and accurate factual information about horse illness and injury and treatments using correct terminology to describe anatomy, physiology and condition.
Oral communication skills to:	make accurate verbal reports about horse injuries and health problems using correct terminology to describe anatomy, physiology and condition.
Self-management skills to:	critically analyse all circumstances and implications to coordinate a considered response to horse illness and injury in remote locations.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU011 Manage horse illness and injury in remote areas

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

provide emergency treatments to horses suffering illness or injury or according to scenarios during simulated activities involving well horses

identify symptoms, assess horse condition, and select and provide treatments for:

allergic reactions

wounds

bleeding

bruising

inflammation

colic

unidentified illness

distress and shock

pain

administer real or mock medications according to dose instructions to include:

oral medications

intramuscular injections

monitor horse response to three different real or scenario based treatments and adjust treatments

measure and record the following vital signs for three different horses:

temperature level

heart rate (pulse)

respiration rate

capillary refill time

hydration status

during all activities, consistently use safe horse handling and restraint techniques, and infection control practices

write a brief plan for the emergency evacuation of a sick or injured horse from a remote location for a scenario based event

complete three emergency treatment reports and three incident reports for real or scenario based events for three different horse injuries or illnesses.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for:

providing emergency horse treatment

horse euthanasia

safe horse handling and restraint techniques specific to handling sick or injured horses

methods for safely moving around a recumbent horse

common circumstances where a horse may become trapped and common responses after release

hygiene and personal protection practices to prevent infection from sick or injured horses

practices for safely disposing of clinical waste and hypodermic needles and syringes

biosecurity measures for contagious or zoonotic diseases including practices for isolation, use of personal protection equipment and reporting requirements

common ailments and injuries, including correct terminology, that occur in remote outdoor areas involving demanding terrain or heavy horse workloads

signs and symptoms of horse illness, injury and distress:

behavioural

physiological

vital signs to include temperature levels, heart rate (pulse) respiration rate, capillary refill time and hydration status for horses:

when resting

when under exertion

that indicate illness, stress, pain or shock

treatment options for:

allergic reactions

wounds

bleeding

bruising

inflammation

dehydration

colic

unidentified illness

distress and shock

pain

features, functions and use of emergency communication equipment.

Assessment Conditions

Skills can be demonstrated in any environment where emergency treatment is provided to horses. This does not need to be a remote area provided simulated activities and scenarios concentrate on the significance of remote area circumstances.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of the candidate’s characteristics and level of horse handling skills

match, or validate the matching of, horses of suitable history, size and temperament to the candidate to ensure that handler and horse combination is safe.

Assessment must ensure use of:

calm, consistent and obedient horses, matched to the candidate as above, and which can be ill or injured or can be healthy and used for simulated activities

communication equipment for emergency response

equine first aid kit

personal protective equipment used when treating horses

real or mock equine medications

dosage and disposal instructions for equine medications

template:

emergency treatment reports

incident reports

organisational policies and procedures for:

providing emergency horse treatment

horse euthanasia.

Assessment must ensure access to:

human first aid equipment

other people with whom the individual can interact which can include other staff and veterinarians.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU011 Manage horse illness and injury in remote areas, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving the emergency treatment of horses where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU012 Assess horses for sport or recreational performance

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assess horses for their potential to perform effectively in equestrian sport or recreational riding programs. It requires a fundamental knowledge of horse anatomy and physiology and the impacts of conformation on horse performance.

This unit applies to a range of organisations involved in equestrian sport, instructional and recreational riding programs. It applies to experienced senior staff who work autonomously but in consultation with others to acquire, condition and train horses for programs. This can include trainers, guides, trail bosses, instructors and coaches.

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

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

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. Identify the impact of conformation on horse performance.	1.1. Identify the functions of the respiratory, circulatory, musculoskeletal, digestive, nervous and reproductive systems in horse performance. 1.2. Identify connection between horse conformation, performance and soundness.
2. Assess horse suitability for intended use.	2.1. Identify intended sport or recreational use and performance requirements of horses. 2.2. Use safe practices and follow organisational safety procedures during horse assessment to avoid injury to self, others and horse. 2.3. Examine horses for functional conformation and observe movement. 2.4. Identify functional conformation faults and potential to affect performance of horses. 2.5. Assess suitability of individual horses for different sport or recreational uses according to their conformation and movement. 2.6. Evaluate and complete written reports on performance potential for intended sport or recreational use.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational procedures for assessment of horse performance.
Writing skills to:	develop reports on horse assessments containing factual and conceptual information using correct terminology to describe anatomy, physiology and condition.
Oral communication skills to:	provide unambiguous descriptions of horse conformation issues using complex anatomical and physiological terminology.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU012 Assess horses for sport or recreational performance

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop a portfolio of information on the key features and functions of the following anatomical and physiological horse systems and their role in effective horse performance:

respiratory system

circulatory system

musculoskeletal system

digestive system

nervous system

reproductive system for male and female horses

assess three different horses for conformation and movement suitable for their sport or recreational purpose and cumulatively use the following techniques:

visual and physical examination

flexion test

observing the horse being ridden

observing the horse being trotted up

during all horse assessments, consistently use safe horse handling practices

write a brief report, on each of the three horses, to include:

intended sport or recreational use and performance requirements

description of horse including age, breed, height

functional conformation assessment, positive and negative features

any indicators of horse unsoundness

evaluation of potential performance problems

recommendations on the suitability of the horse for particular sport or recreational activities and performance requirements.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational safety procedures for handling horses

safe horse handling and restraint techniques specific to examining horses for movement and conformation

points of a horse and correct terminology

key features and functions of the following anatomical and physiological horse systems and their role in effective horse performance:

respiratory system

circulatory system

musculoskeletal system

digestive system

nervous system

reproductive systems of male and female horses

features and factors of horse anatomy and physiology used to determine the suitability of individual horses for different sport or recreational purposes

functional horse conformation to perform well in a range of sport or recreational activities

common conformation faults for sport or recreational horses and the effects on horse movement, soundness and performance

examination techniques used to assess horse movement and conformation:

visual and physical examination

flexion test

riding or driving the horse; observing horse being ridden or driven

trotting up the horse; observing horse being trotted up

lunging the horse or observing horse being lunged

meaning of horse soundness and indicators of unsoundness that can be observed during horse movement and conformation examinations.

Assessment Conditions

Skills can be demonstrated in any indoor or outdoor environment where horses are examined and assessed for their potential to perform effectively in sport or recreational activities.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of the candidate’s characteristics and level of horse handling skills

match, or validate the matching of, horses of suitable history, size and temperament to the candidate to ensure that handler and horse combination is safe.

Assessment must ensure use of:

horses of differing conformation matched to the candidate as above; these can be

calm, consistent and obedient horses or

compliant and manageable horses

halters and leads

organisational safety procedures for handling horses.

Assessment must ensure access to:

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU012 Assess horses for sport or recreational performance, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving the assessment of sport or recreational horses where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU013 Condition horses for sport or recreational performance

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and implement conditioning programs for horses used in equestrian sport or recreational riding programs to optimise performance in their given role.

This unit applies to a range of organisations involved in equestrian sport, instructional and recreational riding programs. It applies to experienced senior staff who work independently but in consultation with others. This can include trainers, guides, trail bosses, instructors and coaches who are proficient horse riders.

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

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

Elements and Performance Criteria

ELEMENTS	PERFORMANCE CRITERIA
Elements describe the essential outcomes	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare individual conditioning programs.	1.1. Identify and assess needs of individual horses according to their intended sport or recreational use and performance requirements. 1.2. Assess level of fitness of horses and weight carrying capacity. 1.3. Identify functional conformation faults and past injuries of horses. 1.4. Consult with stakeholders to identify and confirm goals of program. 1.5. Select conditioning techniques appropriate to individual horse health and fitness levels. 1.6. Design and document conditioning programs to optimise performance of horses. 1.7. Identify and confirm availability of equipment and resources for program.
2. Implement conditioning programs.	2.1. Implement conditioning program using chosen techniques appropriate to individual horse. 2.2. Monitor health and welfare of horse according to organisational policies and procedures and animal welfare guidelines. 2.3. Record progress of horse at various stages of program and provide ongoing feedback to stakeholders. 2.4. Recognise signs and symptoms of horse illness and injury and consult with veterinarian as required. 2.5. Monitor feeding and conditioning regimes to confirm suitability for horse and performance goals. 2.6. Implement modifications to program to suit horse condition and optimise performance. 2.7. Present horses in industry accepted condition to meet intended sport or recreational use.
3. Evaluate conditioning program.	3.1. Evaluate and record progress throughout all phases of conditioning program. 3.2. Evaluate outcomes against identified goals and complete written report on results to stakeholders.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret detailed familiar organisational policies and procedures for horse welfare.
Writing skills to:	develop and document complex horse conditioning programs, records of progress and reports on results.
Oral communication skills to:	ask open and closed probe questions and actively listen to determine conditioning requirements and desired performance goals interact with professionals and stakeholders within the equine industry relating to conditioning horses for performance discuss horse injuries and health problems with veterinarians using correct terminology to describe anatomy, physiology and behaviour.
Self-management skills to:	take responsibility for horse conditioning programs from initial assessment through to presentation of horse in optimum performance condition.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU013 Condition horses for sport or recreational performance

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

assess the conditioning needs of two individual horses, according to their sport or recreational role and environment

develop individual conditioning programs for those two horses

condition those two horses to optimise performance for their sport or recreational role

during all conditioning activities, consistently use safe horse handling or riding practices and techniques

complete the following documents for each of the two horses conditioned:

horse conditioning program

feeding regimes

history of illness, injury and treatments

horse progress

results.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for health and welfare of horses

range of stakeholders involved in conditioning programs for sport or recreational horses and their roles

principles of conditioning horses for the performance requirements of different sport or recreational purposes

techniques used to condition horses for specific sport or recreational use and performance goals, and associated benefits and disadvantages

purpose, features and safe set up of equipment used to condition horses for specific sport or recreational use

behaviour patterns of horses and implications for selection of conditioning methods

common conformation faults for sport or recreational horses and conditioning methods suited to those faults

the impact of conditioning on anatomical and physiological horse systems

fitness indicators of individual horses at various stages of use in a sport or recreational program

spelling requirements for sport or recreational horses to promote health and welfare

common ailments and injuries related to conditioning of horses and correct terminology

signs and symptoms of horse illness and injury:

behavioural

physiological

routine treatments for common conditioning related illness and injury

format and contents of documents which record:

horse conditioning programs

feeding regimes

history of illness, injury and treatments.

horse progress

results.

Assessment Conditions

Skills can be demonstrated in any indoor or outdoor environment where horses are conditioned for sport or recreational purposes.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of the candidate’s characteristics and level of horse handling or riding skills

match, or validate the matching of, horses of suitable history, size and temperament to the candidate to ensure that handler or rider and horse combination is safe.

Assessment must ensure use of:

horses used for sport or recreational riding purposes and of varying physical condition, matched to the candidate as above; these can be:

calm, consistent and obedient horses or

compliant and manageable horses

equipment used to condition horses for specific sport or recreational use

personal protective equipment to include:

riding boots

Australian Standard, or equivalent, compliant helmets

templates for recording:

horse conditioning programs

feeding regimes

history of illness, injury and treatments

horse progress

results

organisational policies and procedures for health and welfare of horses.

Assessment must ensure access to:

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU013 Condition horses for sport or recreational performance, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving conditioning sport or recreational horses where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU014 Determine nutritional requirements for sport or recreational horses

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assess the nutritional requirements of horses used in in equestrian sport or recreational riding programs, and to formulate rations and monitor feeding regimes.

This unit applies to a range of organisations involved in equestrian sport, instructional and recreational riding programs. It applies to experienced senior staff who supervise the care of horses. This can include trainers, guides, trail bosses, instructors and coaches.

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

Pre-requisite Unit

Nil

Competency Field

Equine

Unit Sector

Outdoor Recreation

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. Assess nutritional requirements of sport or recreational horses.	1.1. Identify and assess nutritional requirements for individual horse needs in consultation with relevant personnel. 1.2. Select feed for quality, nutritional and economic value to meet nutritional requirements of specific horses.
2. Assess food supplements for horses.	2.1. Determine need to provide supplements to individual horses. 2.2. Identify, as required, supplements that contravene rules for horse purpose. 2.3. Assess suitability of supplements for individual horses and their workloads.
3. Establish and monitor individual feeding regimes.	3.1. Create rations and determine feeding regimes to meet individual horse needs, for the range of horses in care. 3.2. Use safe practices when feeding horses individually and in groups to avoid injury to self, others and horses. 3.3. Prepare feed and supplements, feed horses at appropriate times and monitor individual feeding regimes. 3.4. Monitor food rations and confirm they meet nutritional requirements of individual horses. 3.5. Monitor and evaluate the effects of supplements on the work performance of horses. 3.6. Provide paddocked horses with suitable pasture and supplementary feed according to their needs. 3.7. Document, for individual horses, eating behaviour, food intake and work level. 3.8. Adjust feeding regime in response to changing horse behaviour and needs.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret material describing complex nutritional ingredients of feed and supplements.
Writing skills to:	use fundamental sentence structure to complete horse feeding, behavioural and nutritional records that require factual information.
Numeracy skills to:	complete complex calculations to compare costs for different feed, supplements and quantities calculate and document individual quantities, measure and weigh feed and supplements for multiple horses.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU014 Determine nutritional requirements for sport or recreational horses

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

assess the nutritional requirements of three different sport or recreational horses

create a ration for each of the three horses

determine a monthly feeding regime to include feed and supplements

cost the monthly provision of feed and supplements for each of the three horses

feed the three horses according to the predetermined ration and regime on three occasions

consistently use safe work practices when feeding horses

complete documentation for each of the three horses to include:

food intake

eating behaviour

work level

any recommended changes to feeding regime.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

common behaviour of horses when fed individually and in groups

safe horse handling techniques specific to feeding horses in these situations:

stables

yards

paddocks

groups of horses

basic function of horse digestive system

types of feed suitable for horses

types of supplements suitable for horses and their value to horse performance

types of supplements that contravene rules for horses used in competitive sports

sources and importance of the following to horse nutrition:

protein

fat

trace elements

fibre

minerals

factors that determine the nutritional and energy requirements of horses:

age

gender

pregnancy and lactation

weight

condition

work purpose

workload

stage of training

spelling

environmental conditions of work and housing

natural grazing and browsing behaviours of horses

poisonous plants and their effects on grazing horses

nutritional value of pasture

common horse eating disorders, feeding behavioural problems and methods to correct

indicators of need to adjust feeding regime which can include:

colic

diarrhoea

changes in horse eating behaviour

behavioural changes during work

feed safety requirements:

environmental conditions for storage of feed and supplements to avoid contamination

cleaning requirements for food storage, preparation, feeding and watering equipment.

Assessment Conditions

Skills can be demonstrated in any indoor or outdoor environment where horses are fed. Environments must include paddocked areas.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of the candidate’s characteristics and level of horse handling skills

match, or validate the matching of, horses of suitable history, size and temperament to the candidate to ensure that handler and horse combination is safe.

Assessment must ensure use of:

horses matched to the candidate as above; these can be:

calm, consistent and obedient horses; or

compliant and manageable horses

equipment used to weigh and measure feed and supplements

bags, nets and bins used to feed horses

a range of equine feed and supplements

information about:

the nutritional ingredients of feed and supplements

costs of feed, additives and supplements

template feeding records.

Assessment must ensure access to:

organisational safety procedures for feeding horses

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU014 Determine nutritional requirements for sport or recreational horses, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving the care of sport or recreational horses where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOEQU015 Acquire and educate horses for sport or recreational programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to acquire and educate horses to suit the needs of equestrian sport or recreational riding programs.

It requires the ability to assess horse history, behaviour and health pre-purchase, and to plan and deliver education programs for individual horses to ensure their appropriate and safe behaviour.

This unit applies to a range of organisations involved in equestrian sport, instructional and recreational riding programs. It applies to experienced senior staff who work autonomously but in consultation with others. This can include trainers, guides, trail bosses, instructors and coaches who are proficient horse riders.

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

Pre-requisite Unit

SISOEQU001 Handle horses

SISOEQU010 Identify hazards, assess and control safety risks for horse handling and riding activities

Competency Field

Equine

Unit Sector

Outdoor Recreation

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. Establish criteria for purchasing horses.	1.1. Evaluate available budget for purchasing horses. 1.2. Identify and assess program needs in consultation with appropriate personnel. 1.3. Identify characteristics and types of horses required to meet program and operational needs. 1.4. Schedule purchases to allow time for horse education before operational use. 1.5. Research horses available for sale from a range of sources. 1.6. Investigate history of horse use, education and behaviour and request relevant written reports.
2. Assess and buy horses.	2.1. Assess horses against identified program needs. 2.2. Test horses extensively prior to acquisition according to organisational policies and procedures. 2.3. Assess behaviour patterns of horses to confirm best fit with program needs. 2.4. Confirm health of animals according to organisational policies and procedures. 2.5. Purchase horses and complete appropriate documentation according to organisational procedures.
3. Assess education needs of horses and design program.	3.1. Identify required horse behaviour that meets identified program needs. 3.2. Identify unwanted and unsafe behaviour patterns of individual horses. 3.3. Assess individual education needs of horses in consultation with relevant personnel. 3.4. Design and document education program to ensure horse suitability for program and safety of clients.
4. Educate horses for sport or recreational activities.	4.1. Use safe practices and follow organisational safety and emergency response procedures throughout activities to avoid injury to self, others and horse. 4.2. Implement education techniques suitable to equine cognition, learning ability and natural behaviour. 4.3. Habituate horses to tack and equipment used in program. 4.4. Habituate horses to respond to a range of handlers and riders with different skill levels and characteristics. 4.5. Acclimatise horses to the range of environments where activities are offered. 4.6. Educate horses to negotiate the variety of terrain and obstacles covered by program. 4.7. Educate horses to program specific activities, exercises or disciplines. 4.8. Use practices, according to animal welfare guidelines, to minimise or eliminate unwanted and unsafe behaviours.
5. Evaluate horse education.	5.1. Evaluate and record progress or continuing issues throughout all phases of education program, according to organisational procedures. 5.2. Adjust education regime or discontinue horse education as required.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex and sometimes unfamiliar documents which can include: organisational policies and procedures purchase agreements and horse reports.
Writing skills to:	develop and document complex horse education programs record detailed information describing horse progress to desired behaviour.
Planning and organising skills to:	manage own timing and productivity to source and acquire horses, test and educate them to meet organisational program schedules.
Self-management skills to:	take responsibility for horse selection and education from initial research through to presentation of horse which matches operational and program needs.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISOEQU015 Acquire and educate horses for sport or recreational programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

research the purchase of two different horses to meet the requirements of a sport or recreational program

for at least one of the horses sourced, complete the following pre-purchase assessments:

history of horse use

current level of education

current health status

behaviour and temperament, via seller reports and testing

assess the education needs of two individual horses, according to their sport or recreational role and environment

develop individual education programs for those two horses

educate the two horses to:

meet program specific behavioural requirements

program activities, exercises or disciplines

during all activities, consistently use safe horse handling or riding practices and techniques

complete the following documents for each of the two horses:

education program

horse progress and ongoing behavioural issues

educational outcomes.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for acquiring and education horses including those for safety and emergency response

factors that affect the suitability and selection of horses for sport and recreational use:

purchase prices and ongoing maintenance costs

size

age and gender

health

functional conformation

sport or recreational program experience and history

previous education

tractability

vices

temperament

methods for obtaining health checks

pre-purchase testing techniques used to assess suitability of horses

factors that affect the education of horses for sport and recreational use:

range of activities offered by the organisation

environments where activities are completed

types of terrain and obstacles covered by programs

characteristics of client profile including age and horse handling or riding skill level

tack and equipment used for different programs

unwanted and unsafe behaviour of horses used for sport and recreational activities to include:

bolting

biting

rearing

bucking

kicking

shying

propensity to fight

animal welfare based behaviour modification techniques for unwanted and unsafe behaviour of horses

current scientific research findings on equine cognition, intelligence, ethology and learning ability and recommended education techniques

techniques used to educate horses for program specific activities, exercises or disciplines

format and contents of documents which record:

purchase arrangements

education programs

horse progress and ongoing behavioural issues

education outcomes.

Assessment Conditions

Skills can be demonstrated in any indoor or outdoor environment where horses are tested and educated for sport or recreational purposes.

Horse matching prior to all assessments involving horse interaction is essential. Assessors must:

complete, participate in or validate a risk assessment of the candidate’s characteristics and level of horse handling or riding skills

match, or validate the matching of, horses of suitable history, size and temperament to the candidate to ensure that handler or rider and horse combination is safe.

Assessment must ensure use of:

horses matched to the candidate as above; these can be:

calm, consistent and obedient horses; or

compliant and manageable horses

tack to include:

halters

leads

saddles

saddle cloths

bridles

reins

bits

stirrups with safety features

personal protective equipment to include:

riding boots

Australian Standard, or equivalent, compliant helmets

sample budgets for purchasing horses

online or hard copy information about horses for sale

sample written reports covering history of horse use, education and behaviour

sample purchase agreements or contracts

templates for:

horse education programs

recording horse progress and ongoing issues

reporting educational outcomes

organisational policies and procedures for acquiring and education horses including those for safety and emergency response.

Assessment must ensure access to:

human and equine first aid equipment

communication equipment for emergency response.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors, and:

hold a qualification or Statement of Attainment which includes this unit of competency, SISOEQU015 Acquire and educate horses for sport or recreational programs, or a qualification or Statement of Attainment which includes a unit of competency that has been superseded by this unit, and

have at least three years’ experience in a role involving acquiring and educating sport or recreational horses where they have applied the skills and knowledge covered in this unit of competency.

Links

Companion Volume Implementation Guide - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISOODR506A Evaluate policy for an outdoor organisation

Modification History

Not Applicable

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to evaluate policy and procedures for an outdoor recreation business or organisation and to suggest modifications, where appropriate. This includes researching the need and purpose for policy and procedures, conducting consultative processes with appropriate staff to review policy, drafting new or modified policy, where required, and supporting implementation.

Application of the Unit

This unit applies to those working in management or leadership roles in the outdoor recreation sector with responsibilities for planning, implementing and evaluating outdoor recreation programs and activities across a range of activity areas. This could include operations managers, program managers or adventure guides.

This may include outdoor recreation leaders working for outdoor education or adventure providers; volunteer groups; not-for-profit organisations or government agencies.

Licensing/Regulatory Information

No licensing, 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. Determine the context of organisational policies and procedures.	1.1. Access and interpret relevant legislation that impacts on the operation of the outdoor organisation. 1.2. Establish the scope of policy and or procedures that contribute to enhanced organisational performance. 1.3. Identify and document the desired outcomes to be achieved through the implementation of policy and or procedures. 1.4. Determine the relationship between the policy and or procedures and the organisation's strategic or corporate plan and responsibilities.
2. Prepare to review current policy and or procedures.	2.1. Determine whether procedures exist for reviewing the impact of policy and or procedures on the organisation's performance. 2.2. Develop criteria to evaluate policy and or procedures as required, including timeframes for the evaluation process. 2.3. Identify and access resources required for the review of organisational policy and or procedures. 2.4. Identify relevant parties to be included in the review of organisational policy and or procedures. 2.5. Prepare terms of reference and guidelines for the review and make available to personnel contributing to the review.
3. Review the organisation's policy and procedures.	3.1. Identify and document the objectives of the policy and or procedures and rationale for their development. 3.2. Consult with appropriate personnel to determine whether the policy and or procedures comply with relevant legal and ethical responsibilities of the outdoor recreation organisation. 3.3. Determine whether the policy and or procedures clearly define individual responsibilities and duties in relation to the implementation of organisational objectives. 3.4. Determine whether the policy and or procedures incorporate responses to the possible impact of outside influences and changes in direction and or new trends. 3.5. Apply evaluation criteria to assess the effectiveness of the policy and or procedures in achieving the organisation's business aims. 3.6. Seek feedback from relevant personnel to identify implementation issues in relation to specific areas and identify improvements to policy and or procedures. 3.7. Recommend, where appropriate, modifications to policy and or procedures.
4. Prepare draft policy and or procedures.	4.1. Draft new or modified policy and or procedures which comply with all relevant legislation and are consistent with organisational objectives, taking into account availability of resources and timeframes for implementation. 4.2. Identify personnel responsible for implementing policy and or procedures within the organisation. 4.3. Determine the feasibility of establishing a team or infrastructure to communicate details of policy and or procedures and implement them within the organisation. 4.4. Establish or modify performance management processes for monitoring the implementation of policy and or procedures within the organisation. 4.5. Establish a record keeping system to document issues which are relevant to the implementation of organisational policies and procedures.
5. Implement new or revised policy and or procedures.	5.1. Advise all relevant parties of their responsibilities under the new or modified policy and or procedures. 5.2. Provide education and training opportunities to all relevant parties as required to support implementation. 5.3. Monitor activities to ensure that policy and or procedures are adopted effectively. 5.4. Implement procedures for ongoing assessment of policy and or procedures within systems of work in the organisation or business.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: elicit information from key personnel to inform the evaluation of organisational policies and procedures seek feedback on implementation issues literacy skills to: access, collate, interpret and document information to inform the review process and outcomes research and establish relevant information impacting on policy or procedure review develop evaluation criteria for the review draft and document new or modified policies and procedures problem-solving skills to: identify and evaluate areas of non-compliance and issues impacting on implementation of policies and procedures make recommendations on improvements to support the implementation of new or modified policies and procedures planning and organising skills to undertake preparation for the review process, such as staff and resources, within identified timeframes numeracy skills to conduct the review within time and budgetary constraints.
Required knowledge
legislation impacting on the operations of an outdoor business or organisation to enable the development and implementation of policies and procedures to address the legal obligations of the business organisational policies and procedures of the outdoor business or organisation to enable the effectiveness of these to be assessed and improved strategic business and operational plans of the outdoor organisation or business to enable the development of policies and procedures to achieve business objectives data collection and research methods to enable the identification and collection of relevant data and information to inform the development of new policies internal organisational and management systems and external operating environments to enable understanding of the environment in which policies and procedures are implemented organisation's prime objectives, functions and operations and key activity areas and structures financial management and budgeting to enable the review to be completed within budgetary constraints.

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: develops systemic review procedures to undertake an evaluation of policies and procedures of an outdoor organisation that complies with relevant legislation and aligns with organisational operational requirements and responsibilities accesses and clarifies information to inform conduct and outcomes of the review and development of new or modified organisational policies and procedures documents draft policies and procedures in a format consistent with organisational requirements and uses communication strategies to inform and support personnel with implementation applies contingency management techniques to ensure compliance of policies and procedures is maintained in light of organisational changes and emerging implementation issues or changes in business direction.
Context of and specific resources for assessment	Assessment must ensure leading of a policy review and continuous improvement process on multiple occasions, that is of sufficient breadth to demonstrate competency and consistency of performance. Assessment must also ensure access to: an outdoor recreation organisation or business with employees and or volunteers relevant legislative requirements for an outdoor organisation business information relevant to the management of the organisation relevant parties contributing to the review process.
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 leadership of preparation and conduct of review process oral or written questioning to assess knowledge of relevant legislation impacting on the operations of an outdoor organisation portfolio of records and reports documenting evidence of review criteria and draft policies and procedures third-party reports from a supervisor detailing work performance. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SISXOHS503A Establish and maintain Occupational Health and Safety systems.

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 legislation may include:	occupational health and safety permits or permission for access environmental regulations marine regulations.
Policy and or procedures may include:	administration equal employment opportunity occupational health and safety performance assessment grievance training recruitment industrial relations dealing with media client confidentiality privacy staff dress staff code of behaviour client complaints records maintenance purchasing of supplies and equipment counselling or disciplinary processes.
Outcomes may include:	customer service staff performance client satisfaction.
Resources may include:	human physical financial.
Relevant parties may include:	employees clients supporters sponsors members volunteers facility owners government.
Appropriate personnel may include:	waterways departments surf rescue authorities supervisors.
Feedback may include:	verbal written.

Unit Sector(s)

Outdoor Recreation

Competency Field

Outdoor Recreation

SISSSCO513 Plan and implement high performance training and recovery programs

Modification History

The release details of this endorsed unit of competency set are in the table below. The latest information is at the top.

Release	Comments
1	Replaces but is not equivalent to SISXCAI507A Implement high-performance training programs. Competency outcome changed. Re-categorised from Cross-Sector Coaching and Instruction field to Sport Specific Sport Coaching Field. Aspects from SISSCGP412A Implement recovery programs and SISSCGP414A Implement water based training programs have been included to reflect the more holistic approach that is now used by high performance coaches.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to apply sport-specific knowledge to implement a high-performance training program designed to refine the skills and performance of individuals participating at a high level.

Application of the Unit

This unit applies to coaches working with individuals or teams at a minimum of state representative level.

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

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. Assess athlete ability to meet the demands of high-level performance.	1.1 Identify requirements of high-level performance for the athlete’s sport. 1.2 Use approved assessment methods appropriate to demands of participation in the activity to assess athlete fitness and skill levels. 1.3 Measure, record and evaluate data obtained from assessment activities against current identified demands of participation. 1.4 Establish high-performance athlete aims and priorities for the training program. 1.5 Establish agreed program needs and objectives.
2. Plan a training and recovery program to meet athlete requirements.	2.1 Investigate current national and international trends and innovations in high performance training program design. 2.2 Implement principles of high performance training program design to meet identified needs of athlete and high-performance objectives of the sport. 2.3 Consider competition requirements and align competition opportunities within training program. 2.4 Incorporate cross training opportunities where appropriate. 2.5 Incorporate principles of recovery into training program design. 2.6 Identify and select equipment and resource requirements for each stage of the program. 2.7 Include evaluation methods to monitor training program. 2.8 Schedule and document all aspects of training program.
3. Implement the program.	3.1 Explain and demonstrate safe performance of exercises and activities. 3.2 Explain and demonstrate safe use of equipment according to manufacturer instructions. 3.3 Use motivation techniques to enhance athlete performance.
4. Monitor and adjust the training and recovery program.	4.1 Monitor and modify athlete progress in consultation with support personnel. 4.2 Identify errors, potential problems and areas for improvement in performance and communicate these with athlete. 4.3 Monitor skill performance, physical performance and athlete wellbeing throughout training program and adapt coaching methods and instructional styles where applicable. 4.4 Adjust sessions or training program according to results of monitoring. 4.5 Provide feedback to athlete to improve performance. 4.6 Evaluate training and recovery program according to methods outlined in plan and in consultation with athlete and support personnel. 4.7 Identify symptoms of negative adaptation. 4.8 Refer athletes who have symptoms of negative adaptation to relevant support personnel.
5. Manage competitive or performance events during the program.	5.1 Address relevant competitive and or performance strategies, tactics and support needs. 5.2 Continually monitor high-performance athlete condition throughout competition events to determine factors that affect performance. 5.3 Implement changes according to results of monitoring.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: ensure requirements of athletes are understood and included in planning ensure aspects of a training program are understood and agreed upon by the athletes planning and organising skills to enable the planning of a high-performance training program to meet identified athlete needs literacy and numeracy skills to effectively schedule, document and evaluate results of high-performance training programs research skills to obtain information on trends, innovations and best practice principles of the sport and high-performance training methods teamwork skills to: coach and motivate an individual in a high-performance training program liaise effectively with support personnel.
Required knowledge
relevant activity or sport-specific knowledge, including rules and regulations, to coach the skills being included in the training program advanced principles of skill acquisition in order to plan and deliver high-performance training programs to meet identified needs anatomy, physiology and biomechanics to enable effective and safe planning and implementation of high-performance training programs, including: type and the structure of joints as they relate to joint mobility, joint integrity and risk of injury major muscles, their actions, and the role of muscles during contraction structure and function of the musculoskeletal system structure of the cardio–respiratory system and the relationship between exercise intensity and circulatory and ventilation responses organisational policies and procedures to enable the safe and appropriate conduct and recording of long-term training programs and maintain confidentiality of participant information National Sporting Organisation (NSO) best practice principles equipment manufacturer information and organisational requirements to enable the safe and effective use of exercise and training equipment.

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: assess athlete needs and develop and implement a training program to meet objectives for high-performance situations in line with current trends, innovations and best practice principles of the sport plan training sessions that meet athlete expectations, comply with legislative and organisation requirements, and allow the individual to demonstrate the use of training techniques used during a high-performance training program apply knowledge of anatomy, physiology and biomechanics and principles of recovery to the development of a high-performance training program evaluate and modify the training program according to feedback received and the results of evaluation procedures monitor and manage competitive and or performance situations during a long-term program.
Context of and specific resources for assessment	Assessment must ensure: development and implementation of multiple high-performance training programs that are of sufficient duration and breadth to demonstrate competency and consistency of performance. Assessment must also ensure access to: an environment with appropriate facilities, equipment and materials a range of athletes with real or simulated training goals documentation such as athlete performance history and manufacturer specifications for equipment use.
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 preparing and planning for a long-term training program, including the assessment of athletes observation of interacting with a range of athletes, including conveying information for safe participation in training program sessions and monitoring the use of equipment oral and or written questioning to assess knowledge of the body systems being developed through the implementation of a range of exercises portfolio of training plans and evaluation measures third-party reports from a supervisor detailing appropriate work performed by the individual.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SISSSCO304 Customise coaching for athletes with specific needs SISXCAI305A Conduct individualised long-term training programs.

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.
Requirements of high-level performance may include:	physiological and fitness targets psychological targets tactical and strategic approaches skill performance or technique development targets competition or performance targets.
Assessment methods may include:	performance in the activity tests of skills, techniques, tactics and strategies tests of psychological and physiological readiness.
Demands of participation may include:	psychological and physiological skills techniques tactics strategies.
Principles of high performance training program design may include:	specificity progressive overload rest and recovery reversibility frequency intensity duration periodisation tapering peaking individuality and maintenance.
Competition opportunities may include:	leagues local pre-season regional national state benchmark international events.
Cross training may include:	land based complementary activities water based fitness and recovery activities.
Principles of recovery may include:	training stimulus adaptation tapering training volume and intensity planning for recovery.
Equipment may include:	cardiovascular free weight hydraulic exercise balls sport specific bars steps bands resistance pin-loaded electronically-braked air-braked pool-based.
Resource requirements may include:	ratio of coaches to athletes ratio of equipment to athletes equipment time finance transport accommodation.
Evaluation methods may include:	fitness assessments lab assessments discussions training and competition performances training diaries.
Motivation techniques may include:	goal setting positive feedback.
Support personnel may include:	classifiers disability specific sport administrators team managers gear stewards other coaches competition managers facility managers fitness professionals officials sports physician sports trainer sports doctor parent or guardian physiotherapist accredited exercise physiologist sports scientist remedial massage therapist accredited practising dietician psychologist.
Athlete wellbeing may include:	injury status psychological status emotional status general self-esteem anger and or stress management detraining health self-discipline.
Monitoring may include:	questioning and discussing observing cross-referencing ongoing functional assessments of performance consulting with other support personnel or specialists.
Competition events may include:	state national international amateur professional.

Unit Sector(s)

Sport

Competency Field

Sport Coaching

SISSSDE503 Develop volunteer management policies

Modification History

The release details of this endorsed unit of competency set are in the table below. The latest information is at the top.

Release	Comments
1	Replaces and is equivalent to SISSSPA507A Develop volunteer management policies. Updated. Re-categorised to Sport Development field.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge to develop an organisational policy for recruiting, inducting, managing and retaining volunteers in sporting clubs and organisations.

Application of the Unit

This unit applies to those working in management roles in sport and recreation facilities, clubs or organisations which utilise volunteers.

Licensing/Regulatory Information

No licensing, 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

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. Analyse policy needs.	1.1 Gather information from appropriate sources to plan and develop policy. 1.2 Identify the benefits of volunteer participation to the organisation and the volunteers. 1.3 Determine scope of policy based on identified organisational requirements.
2. Develop draft policy.	2.1 Consult with stakeholders as required to determine policy requirements. 2.2 Research and analyse any previous organisational volunteer experience to determine additional areas for consideration. 2.3 Identify and document legislative requirements that impact on use of volunteers. 2.4 Draft volunteer management policy and associated procedures according to organisational requirements.
3. Approve policy.	3.1 Present draft policy and associated procedures according to organisational policy approval procedures. 3.2 Amend policy or associated procedures as required according to organisational policy approval procedures. 3.3 Obtain formal policy approval according to organisational policy approval procedures. 3.4 Inform relevant personnel of policy and associated procedures according to organisational requirements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication skills to enable stakeholder consultation that informs policy development literacy skills to prepare draft documentation according to organisational requirements problem-solving skills to identify and analyse previous organisational experience with volunteers to inform policy development.
Required knowledge
legislation to enable development of compliant policy and procedures organisational requirements for the development and approval of policy organisational vision and mission statements to enable policy development to be consistent with organisational goals.

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: researches and analyses all relevant organisational and legislative requirements to develop a volunteer management policy and procedures that detail the recruitment, induction, management and retention of volunteers applies organisational procedures to prepare, submit, amend and approve policy communicates policy to all relevant organisational personnel.
Context of and specific resources for assessment	Assessment must ensure the development of a volunteer management policy and procedures that are of sufficient complexity and breadth to demonstrate competency and consistency of performance Assessment must also ensure access to: organisational requirements related to the development, approval and communication of policy stakeholders to undertake consultation.
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 interactions with stakeholders observation of identifying, policy documents and drafting and presenting policy and associated procedures oral or written questioning on organisational policies and procedures portfolio of evidence containing policy drafts third-party reports from supervisors detailing work performed by the individual.
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.
Information may include:	organisational procedures guiding policy development organisational need for volunteers volunteer numbers volunteer roles: coaching fundraising umpiring catering team support managing or marshalling events transporting players or supporters legislative or licensing issues.
Sources may include:	organisational needs organisational personnel affiliated clubs or bodies regulatory sources.
Scope may include:	volunteer position descriptions reward programs level of volunteer supervision.
Stakeholders may include:	board members line managers community representatives club personnel.
Previous organisational volunteer experience may include:	recruitment logistical management of volunteers volunteer behaviour.
Legislative requirements may include:	work health and safety licensing working with children police check.
Procedures may include:	recruitment induction training supervision retention grievances.

Unit Sector(s)

Sport

Competency Field

Sport Development

SISSSPA505A Coordinate team or group management

Modification History

Not Applicable

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge to plan and implement the management of teams or groups within a sporting club or organisation, and includes the management of teams or groups, human resources requirements and public relations.

Application of the Unit

This unit applies to those working autonomously in a sports development role such as competition managers who are responsible for managing competitions or identifying and developing athletes.

Licensing/Regulatory Information

No licensing, 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. Develop and implement club objectives.	1.1. Identify club or organisational needs in relation to performance in team activities. 1.2. Assess strengths and weaknesses of team or group performance in consultation with appropriate team personnel. 1.3. Identify training and development needs for each team or group according to identified club or organisational needs. 1.4. Develop and document club or organisation objectives in consultation with appropriate team personnel. 1.5. Communicate club or organisation objectives to all members according to organisational policies and procedures.
2. Develop and implement a public relations plan.	2.1. Establish communication protocols for club members according to organisational policies and procedures. 2.2. Establish contacts with media personnel according to organisational policies and procedures. 2.3. Research and coordinate preparation of media kits and make available to relevant media personnel. 2.4. Develop and implement a public relations plan according to club or organisational objectives. 2.5. Document the public relations plan and communicate to all team members and relevant personnel.
3. Coordinate human resources	3.1. Identify and document human resource requirements for the activity, club or organisation. 3.2. Develop and implement recruitment strategies to meet identified human resource requirements. 3.3. Identify individuals who are available to assist the club or organisation according to relevant legislation and organisational policies and procedures. 3.4. Delegate responsibilities according to individuals' identified abilities and commitment.
4. Evaluate team or group management	4.1. Develop and implement evaluation methods according to the requirements of the activity, club or organisation. 4.2. Review club or organisational objectives against team or group performances to ascertain the extent to which they are being achieved. 4.3. Document evaluation results and seek feedback from appropriate club or organisational personnel. 4.4. Make recommendations based on documented evaluation outcomes and feedback and make modifications where necessary.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: develop a rapport with club or organisational personnel lead consultations to identify and convey information about club or organisational objectives and team training and development needs and seek feedback on the effectiveness of management strategies for the group or team literacy skills to: collect and analyse information to develop and document club or organisational objectives, a public relations plan and recruitment strategies research and develop media kits to promote effective public relations planning and organising skills to develop and implement public relations and communication protocols to enable effective team management problem-solving skills: identify, assess and address club human resource requirements to support effective club performance evaluate team management identify potential contingencies and develop strategies to respond to them.
Required knowledge
strategic planning in order to enable effective planning and monitoring of club or organisational management human resource management to enable effective identification of staff training needs, recruitment and delegation of responsibilities organisational communication systems to enable effective communication within the club or organisation legislation and organisational policies and procedures to enable professional, responsible and accountable team management relevant rules, regulations, guidelines for the sporting activity or game in which the club or organisation is involved to enable monitoring of club or organisation activities media relations practices in order to deal with the media effectively public relations practices in relation to a sporting team to enable the effective development and maintenance of relationships with relevant stakeholders.

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: consults widely to establish, club or organisational needs to achieve team performance objectives and utilises knowledge of these to plan, manage and evaluate human resource and public relations requirements of the team or group within the activity or activities develops a communication system to establish links with club members and the media appropriate to the information needs of the club or organisation and to convey information about group or club activities, performance and commitments to relevant stakeholders applies contingency management techniques to deal with a range of problems and issues that may impact on club or organisation activities and manages conflict within the organisation.
Context of and specific resources for assessment	Assessment must ensure participation in interactions with club or organisation personnel that involve the provision of information and the coordination of activities which are of sufficient breadth and complexity to demonstrate consistency of performance Assessment must also ensure access to: club or organisational personnel to enable consultation sources of information to assist in determining club or organisational requirements current organisational policies and procedures and relevant legislation that impact on the effective management of club or organisation sport activities.
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 interaction with club personnel to determine club needs and objectives observation of planning and management of club human resource requirements oral or written questioning to assess knowledge of the application of legislative and organisational imperatives that impact on team management portfolio containing evidence of public relations plans and the identification of training needs third-party reports from a supervisor detailing work performance. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SISSSPA506A Coordinate team or group administration.

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 personnel may include:	team managers coaches or instructors volunteers.
Organisational policies and procedures may include:	communication protocols recruitment training.
Public relations plan may include:	image of team or group training for spokesperson and team or group members contact with public and media.
Recruitment strategies may include:	person specifications job descriptions advertising.
Relevant legislation may include:	occupational health and safety industrial relations equal opportunity privacy.

Unit Sector(s)

Sport

Competency Field

Sports Administration

SISSSPA506A Coorindate team or group administration

Modification History

Not Applicable

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge to develop and implement strategies to coordinate the administration of teams or groups within a club or organisation including assessing and securing resources, developing and implementing team or club budgets and determining and communicating the roles and responsibilities of club or organisational personnel.

Application of the Unit

This unit applies to those working autonomously in a sports development role such as competition managers who are responsible for managing competitions or identifying and developing athletes.

Licensing/Regulatory Information

No licensing, 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. Manage resource requirements.	1.1. Assess the resource requirements for each team or group in consultation with appropriate club or organisational personnel. 1.2. Develop and document a resource management plan according to organisational policies and procedures. 1.3. Communicate information about resource management plan to all relevant club or organisational personnel. 1.4. Assess existing resources for their suitability and condition. 1.5. Acquire new resources as required according to resource management plan and organisational policies and procedures. 1.6. Develop and monitor implementation of maintenance plan for resources according to the specifications of the resource management plan.
2. Prepare and manage a club budget	2.1. Identify financial objectives for the club or organisation in consultation with appropriate club or organisational personnel. 2.2. Identify and document financial requirements for team activities according to organisational policies and procedures. 2.3. Develop and monitor implementation of plans to secure income through fundraising activities according to relevant legislation and organisational policies and procedures. 2.4. Prepare and document a budget according to the financial requirements identified. 2.5. Document and monitor all items of income and expenditure according to the budget and organisational policies and procedures.
3. Identify and implement organisational responsibilities.	3.1. Identify and document roles and responsibilities of club or organisational personnel in relation to the activity, club or organisation. 3.2. Identify personnel to undertake identified roles and responsibilities according to organisational policies and procedures. 3.3. Develop and implement organisational structures and processes to enable personnel to implement identified roles and responsibilities. 3.4. Develop and implement communication systems to meet the requirements of the activity, club or organisation. 3.5. Prepare and document a plan for contingencies according to organisational policies and procedures.
4. Evaluate organisational structures and processes.	4.1. Develop and implement evaluation methods according to the requirements of the activity, club or organisation. 4.2. Evaluate organisational structures and processes to ascertain their effectiveness in meeting the needs and requirements of the activity, club or organisation. 4.3. Document evaluation results and seek feedback from appropriate club or organisational personnel. 4.4. Make recommendations based on documented evaluation outcomes and feedback and make modifications where necessary.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: lead consultations with club or organisational personnel to identify requirements and functions convey information about various aspects of club administration to relevant personnel seek feedback on the implementation of administrative structures and processes literacy skills to: collect and analyse information to develop and document a club or organisational budget document administrative structures and procedures numeracy skills to develop and monitor a club or organisational budget planning and organising skill to determine club resource and financial requirements and develop and monitor plans to meet these requirements problem-solving skills to: identify, develop and evaluate organisational structures and processes to support effective club administration identify potential contingencies and develop strategies to respond to them initiative and enterprise to identify and plan for opportunities to access other potential sources of income for the club or organisation.
Required knowledge
strategic planning to enable effective planning and monitoring of club or organisational administration club or organisation specific resource requirements, including equipment, to enable effective assessment and procurement of resources required to conduct club or organisation activities financial planning in order to effectively manage the finances of the club or organisation organisational communication systems to enable effective communication within the club or organisation legislation and organisational policies and procedures to enable professional, responsible and accountable club or organisational administration.

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: consults with all relevant personnel to establish activity, club or organisational administrative requirements and plans, manages and evaluates a resource management plan which also identifies opportunities to generate additional income develops club systems and processes to lead effective club or organisational administration and monitors and evaluates their implementation to determine their effectiveness develops a communication system appropriate to the information needs of the club or organisation through which to convey information about group or club activities and commitments applies contingency management techniques to deal with a range of problems and issues that may impact on club or organisation activities.
Context of and specific resources for assessment	Assessment must ensure participation in interactions with club or organisation personnel that involve the provision of information and the coordination of multiple team administrative tasks which are of sufficient breadth and complexity to demonstrate consistency of performance. Assessment must also ensure access to: club or organisational personnel to enable consultation sources of information about requirements of specific activities, including financial objectives for the club or organisation in relation to administration aspects current organisational policies and procedures and relevant legislation that impact on the effective administration of club or organisation sport activities.
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 interactions with club personnel to provide information about team administrative activities observation of planning, implementation and monitoring of group administrative activities oral or written questioning on organisational policies and procedures that impact on team administration portfolio containing evidence of a documented resource management plan and budget third-party reports from a supervisor detailing work performance. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SISSSPA505A Coordinate team or group management.

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.
Resource requirements may include:	equipment clothing team vehicle staffing.
Club or organisational personnel may include:	administrators club members parents qualified officials volunteers.
Resource management plan may include:	projected expenditure revenue acquisition of new resources care and maintenance specifications.
Organisational policies and procedures may include:	risk management resource management fundraising financial accountability personal records management privacy.
Relevant legislation may include:	fundraising privacy taxation.
Budget may include:	income expenditure.
Roles and responsibilities may include:	resource management finance personnel management coaching administration.
Organisational structures and processes may include:	individuals with specific responsibilities sub-committees portfolio groups reporting channels.
Communication systems may include:	newsletters meetings address lists annual report press statements.
Contingencies may include:	financial difficulties personnel changes legal infringements illness malpractice.

Unit Sector(s)

Sport

Competency Field

Sports Administration

SISSSTC301A Instruct strength and conditioning techniques

Modification History

Not Applicable

Unit Descriptor

This unit describes the performance outcomes, knowledge and skills required to use drills, exercises and activities to instruct strength and conditioning techniques to individual athletes or groups of athletes according to their sport-specific needs, or those undertaking fitness programs to achieve personal fitness goals.

Application of the Unit

This unit applies to coaches working with individuals or teams. It also applies to fitness instructors who provide a range of fitness programs and services to individuals or groups. The unit is applicable to those working with sporting groups, in fitness centres, gyms or autonomously in the fitness industry.

Licensing/Regulatory Information

No licensing, 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. Assess current status of athlete or athletes.	1.1. Select appropriate testing protocols and implement to assess current fitness level of athlete or athletes. 1.2. Evaluate the training background and exercise history of athlete or athletes. 1.3. Identify the techniques of strength and conditioning to be developed with relevant support personnel according to the needs of the athlete or group.
2. Select the appropriate strength and conditioning program.	2.1. Select core lifts and exercises to meet the identified needs of the athlete or athletes and organisational policies and procedures. 2.2. Incorporate drills, exercise techniques and activities into the program to instruct a strength and conditioning program. 2.3. Select appropriate equipment to be used as part of the strength and conditioning program according to organisational policies and procedures.
3. Prepare for strength and conditioning session.	3.1. Allocate sufficient space and resources for the drill, activity or game. 3.2. Check exercise area is free from obstacles prior to commencement of session. 3.3. Check equipment is in good working order prior to commencement of session. 3.4. Quarantine and report faulty equipment according to organisational policies and procedures. 3.5. Arrange equipment according to exercise plan and relevant legislation and organisational policies and procedures.
4. Instruct strength and conditioning session.	4.1. Communicate session objectives and the benefits of strength and conditioning to athlete or athletes. 4.2. Explain common types of injuries that would prevent participation in the session and confirm athlete or athletes are not affected. 4.3. Instruct session according to strength and conditioning plan, relevant legislation and organisational policies and procedures and best practice principles of strength and conditioning training. 4.4. Demonstrate and instruct correct use of equipment according to organisational policies and procedures and manufacturer's instructions. 4.5. Demonstrate exercises within the strength and conditioning class using appropriate instructional techniques. 4.6. Monitor athlete intensity, technique and safety during the class. 4.7. Incorporate motivation techniques to maximise exercise program adherence.
5. Evaluate the strength and conditioning program and make modifications.	5.1. Review athlete's or athletes' training diary or diaries to monitor ongoing progress. 5.2. Implement modifications to the program where relevant to meet identified needs. 5.3. Use testing protocols to assess athlete's ongoing progress. 5.4. Review own performance and identify potential improvements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: instruct effective strength and conditioning techniques give and receive feedback teamwork skills to be able to coach and mentor an athlete through a strength and conditioning program technology skills to assess athletes and select exercises and drills for use within the program planning and organising skills to implement a plan for strength and conditioning for an individual or group literacy and numeracy skills to enable the review of training diaries and the timely completion of sessions.
Required knowledge
motivational techniques to provide appropriate feedback to athletes the major body systems, bones, joints muscles and their function to enable the selection, instruction and adjustment of appropriate exercises to meet the needs of athletes legislation and organisational policies and procedures to enable the safe delivery of exercise programs including the safe use of equipment and a safe learning environment drills, activities and games to teach the techniques of strength and conditioning physiological, psychological and biomechanical changes that occur with strength and conditioning training to enable informed planning and instruction of sessions and prompt response to athlete difficulties during the class.

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: instructs strength and conditioning classes that meet athlete expectations, comply with legislative and organisational requirements, and are of sufficient duration to allow the candidate to demonstrate the use of drills, activities and games to instruct in strength and conditioning techniques assesses athletes current training status and needs and applies knowledge of human anatomy and physiology to select and modify an appropriate program carries out tasks responsibly and safely using an athlete centred approach to encourage athlete participation using appropriate motivational and communication strategies.
Context of and specific resources for assessment	Assessment must ensure the conduct of multiple strength and conditioning sessions that meet the needs of individuals, groups or sports and are of sufficient breadth and duration to demonstrate competency and consistency of performance. Assessment must also ensure access to: an environment with appropriate facilities, equipment and materials such as free weight or hydraulic equipment a range of athletes with real or simulated strength and conditioning goals documentation such as strength and conditioning programs and manufacturer's specifications for equipment use.
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 preparation and instruction of a strength and conditioning session, including the selection of exercises for a program observation of interaction with a range of participants, including conveying information for safe participation in strength and conditioning sessions and motivating athletes to achieve desired outcomes oral or written questioning to assess knowledge of physiological, psychological and biomechanical changes that occur during strength and conditioning training third-party reports from a supervisor detailing work performance. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SISSSTC402A Develop strength and conditioning programs.

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.
Testing protocols may include:	core stability aerobic performance anaerobic performance.
Athlete or Athletes may include:	different ages those with specific conditioning goals experienced or inexperienced female or male competitor in team or individual sports amateur or professional.
Training background and exercise history may include:	type of training program length of recent regular participation in previous training programs level of intensity involved in previous training programs exercise technique experienced.
Techniques of strength and conditioning may include:	resistance training: whole body or compound exercises for specific muscle groups or isolation aerobic endurance anaerobic endurance: high intensity short interval training flexibility: stretching elastic energy abdominal core stability.
Support personnel may include:	administrators coaches sports scientists sports medicine providers parents or guardians.
Core lifts and exercises may include:	abdominal roll outs reverse crunches side bends prone and hold back: bent over row lateral pull down biceps: biceps curl hammer curl calves and ankles: standing calf or heel raise peroneal flexions and wobble board chest: flat bench press and dumbbell version incline dumbbell press and barbell version forearms: wrist curl hip or thigh: hip sled back squat forward lunge shoulders: seated shoulder press machine shoulder press triceps: lying triceps extension triceps pushdown power exercises: push press and push jerk clean and power clean proprioception and neuromuscular coordination exercises.
Organisational policies and procedures may include:	occupational health and safety athlete assessment procedures use, checking and storage of equipment tagging faulty or damaged equipment emergency procedures confidentiality of participant information time constraints and scheduling requirements.
Exercise techniques may include:	hand grips stable body and limb positioning movement range of motion and speed breathing spotting.
Equipment may include:	cardiovascular equipment free weight equipment hydraulic equipment exercise balls bars steps bands resistance equipment pin loaded equipment electronically braked equipment air braked equipment pool based equipment.
Benefits may include:	physiological psychological social improved performance in chosen sport or competition.
Common types of injuries may include:	muscle or soft tissue injury back injury.
Best practice principles of strength and conditioning training may include:	the sport's coaches or instructors code of conduct policy developed by the peak bodies responsible for the development of teaching and coaching Australian Sports Commission Harassment-free Sport policy Australian Sports Commission's drugs in sport policy National Activity Organisation's regulations and guidelines.
Instructional techniques may include:	establishing a rapport verbal and non-verbal communication demonstration strategies motivational strategies.
Motivation techniques may include:	goal setting positive feedback.

Unit Sector(s)

Sport

Competency Field

Strength and Conditioning

SISSSTC402A Develop strength and conditioning programs

Modification History

Not Applicable

Unit Descriptor

This unit describes the performance outcomes, knowledge and skills required to develop, implement and evaluate a strength and conditioning program. It focuses on the skills needed to develop a program which meets the needs of individual athletes or groups of athletes according to their sport-specific needs or those undertaking fitness programs to achieve personal fitness goals.

Application of the Unit

This unit applies to coaches working with individuals or teams. It also applies to fitness instructors who provide a range of fitness programs and services to individuals or groups. The unit is applicable to those working with sporting groups, in fitness centres, gyms or autonomously in the fitness industry.

Licensing/Regulatory Information

No licensing, 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 the needs and requirements of the athlete or team members.	1.1. Analyse the strength and conditioning needs and requirements of the activity or sport of the target individual or group. 1.2. Develop profiles for each individual or group member participating in the strength and conditioning program using appropriate assessment measures. 1.3. Develop short, medium and long-term objectives for the strength and conditioning program through negotiation with athletes and support personnel. 1.4. Identify the career phase of athlete and the training phase of the selected sport or activity to be addressed in the program.
2. Plan a strength and conditioning training program to meet identified needs.	2.1. Develop a strategy to meet the identified needs and requirements of the athlete or team. 2.2. Select the core lifts and exercises and techniques of strength and conditioning to address identified needs and requirements of the athlete according to organisational policies and procedures. 2.3. Establish fixed points of the program and identify and document training phases within the training program. 2.4. Apply exercise selection and exercise order to maximise conditioning outcomes throughout the program. 2.5. Identify equipment and resource requirements for each session within the program. 2.6. Develop and document a program schedule to meet the identified needs, requirements and objectives of the athlete. 2.7. Include evaluation methods to monitor the training program prior to implementation.
3. Implement strength and conditioning training program.	3.1. Supervise strength and conditioning program. 3.2. Use strength and conditioning training methods to meet identified needs and requirements of athletes or team members. 3.3. Observe sessions to see that exercises are conducted in accord with rules and regulations and accepted best practice principles of strength and conditioning training. 3.4. Ensure correct use of equipment during strength and conditioning session, according to organisational policies and procedures and manufacturer's instructions. 3.5. Establish ongoing liaison between other coaches and specialists where coaches and specialists work with the same athlete to ensure a consistent approach to the strength and conditioning program.
4. Monitor, evaluate and modify the strength and conditioning program.	4.1. Evaluate the program according to methods established and documented within the strength and conditioning program plan. 4.2. Monitor use of equipment according to exercise plan and relevant legislation and organisational policies and procedures. 4.3. Review each athlete's or athletes' training diary or diaries to monitor ongoing progress. 4.4. Use assessment measures to assess athlete's ongoing progress. 4.5. Seek and receive feedback from participating athletes and support personnel. 4.6. Implement modifications to the program, where relevant, to meet identified needs.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: liaise with other coaches and trainers give and receive feedback from athletes problem-solving skills to select appropriate techniques and strategies for the program to meet the stated objectives planning and organising skills to schedule the strength and conditioning program technology skills to assess the fitness and condition of athletes and other participants literacy skills to: document evaluation methods record feedback read and understand policies and procedures information.
Required knowledge
the major body systems, bones, joints, muscles and their function to enable the selection, instruction and adjustment of appropriate exercises to meet the needs of athletes anatomical, physiological and biomechanical differences of athletes including age and sex physiological adaptation to strength and conditioning training current strength and conditioning training techniques exercise prescription and exercise order principles physical constraints that may affect planning for strength and conditioning program legislation organisational policies and procedures to enable the safe delivery of exercise programs including the safe use of equipment and a safe learning environment.

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: assesses athlete's or athletes' current training status and needs and applies knowledge of human anatomy and physiology to develop programs to meet stated objectives for strength and conditioning plans strength and conditioning classes that meet athlete expectations, comply with legislative and organisational requirements, and are of sufficient duration to allow the candidate to demonstrate the use of strength and conditioning techniques evaluates and modifies the training program according to feedback received and the results of evaluation procedures.
Context of and specific resources for assessment	Assessment must ensure development and implementation of multiple strength and conditioning programs to demonstrate competency and consistency of performance in the provision of core strength and conditioning techniques according to the specific needs of individuals, groups or sports. Assessment must also ensure access to: an environment with appropriate facilities, equipment and materials such as free weight or hydraulic equipment a range of athletes with real or simulated strength and conditioning goals documentation such as athlete's performance history and manufacturer's specifications for equipment use.
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 preparation and planning for a strength and conditioning program, including the assessment of athletes observation of interaction with a range of participants, including conveying information for safe participation in strength and conditioning sessions and monitoring the use of equipment oral or written questioning to assess knowledge of physiological, psychological and biomechanical changes that occur during strength and conditioning training third-party reports from a supervisor detailing work performance. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SISSSTC301A Instruct strength and conditioning techniques SISXCAI405A Conduct individualised long term training programs.

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.
Needs and requirements may include:	competition performance pre-adolescent mature aged disability reconditioning rehabilitation.
Profiles may include:	physical psychological tactical technical leadership skills.
Assessment measures may include:	discussion with trainees physical ability tests trials performances in familiar environment performances in unfamiliar environment field assessments of fitness components performance history.
Objectives may include:	enjoyment competition or performance selection tapering peaking maintenance.
Athlete or Athletes may include:	experienced or inexperienced female or male competitor in team or individual sports amateur or professional.
Support personnel may include:	administrators coaches sports scientists sports medicine providers parents or guardians.
Career phase may include:	novice intermediate advanced.
Training phase may include:	macro-cycles micro-cycles meso-cycles pre-season in-season post-season four year Olympic cycle.
Core lifts and exercises may include:	abdominal roll outs reverse crunch side bends prone and hold back biceps calves and ankles chest forearms hip or thigh shoulders triceps power exercises proprioception and neuromuscular coordination exercises.
Techniques of strength and conditioning may include:	resistance training aerobic endurance anaerobic endurance flexibility and stretching elastic energy abdominal core stability.
Organisational policies and procedures may include:	occupational health and safety athlete assessment procedures confidentiality of athlete information emergency procedures time constraints and scheduling requirements use of venue equal opportunity.
Fixed points may include:	structure and subdivision of performance levels availability of facilities rules of the activity rules of the competition or performance intended peaks selection dates and criteria availability of support personnel.
Exercise selection may include:	types of resistance training exercises movement analysis of sport athlete's exercise technique experience available equipment and training time.
Exercise order may include:	core followed by assisted exercises pre-exhaustion method alternated upper and lower body exercise supersets and compound sets.
Equipment may include:	cardiovascular equipment free weight equipment hydraulic equipment innovative equipment exercise balls bars steps bands plyometric training systems resistance equipment pool based equipment.
Resource requirements may include:	ratio of coaches to athletes ratio of equipment to athletes access to first aid facilities access to equipment appropriate facilities.
Evaluation methods may include:	fitness assessments lab assessments discussion with participants training and competitive performances training diaries.
Strength and conditioning training methods may include:	work duration, rest periods and frequency periodisation training load, repetition and volume rehabilitation and reconditioning core stability.
Best practice principles of strength and conditioning training may include:	the sports coaches' or instructors' code of conduct policy developed by the peak bodies responsible for the development of teaching and coaching Australian Sports Commission Harassment-free Sport policy Australian Sports Commission's drugs in sport policy National Activity Organisation's regulations and guidelines.
Other coaches and or specialists may include:	health professionals physiologists biomechanics exercise scientists.

Unit Sector(s)

Sport

Competency Field

Strength and Conditioning

SISXADM001 Organise and supervise participant travel

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to determine travel requirements, make travel arrangements and oversee the conduct of participant travel.

This unit applies to those with responsibility for planning and coordinating travel for groups and individuals and their equipment in a sporting or recreational context. Work is undertaken according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Administration

Unit Sector

Cross-Sector

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 travel requirements.	1.1 Determine travel requirements and needs of participants in consultation with appropriate staff. 1.2 Identify resource and logistical requirements for travel. 1.3 Determine and review travel costs and identify budget and resource constraints. 1.4 Identify risks associated with travel arrangements and develop contingency plans. 1.5 Obtain approval for travel according to organisational procedures.
2. Make travel arrangements.	2.1 Plan and document travel schedule according to participant needs and activity requirements. 2.2 Access and interpret information about different options for travel and other services required. 2.3 Select preferred services and finalise costings within available budget. 2.4 Book and confirm travel arrangements with appropriate staff and external agencies. 2.5 Communicate information about travel arrangements to participants and relevant members of staff. 2.6 Source and check accuracy of travel documents for participants.
3. Supervise travel arrangements.	3.1 Monitor travel schedule and modify as appropriate during activities. 3.2 Secure equipment and travel documents. 3.3 Complete and maintain travel related documentation. 3.4 Maintain expenditure levels according to budget requirements. 3.5 Select and use communication strategies for group management. 3.6 Implement contingency plans to manage scheduling and other travel related difficulties.
4. Review travel arrangements.	4.1 Conduct review of travel arrangements including feedback from participants. 4.2 Identify and propose recommendations for future travel based on review outcomes. 4.3 Review own work performance and identify potential improvements.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCCRO306A Organise participant travel

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXADM001 Organise and supervise participant travel

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

organise and supervise travel arrangements for at least three different groups of participants and their associated equipment for a sport or recreation activity.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for making travel arrangements:

work health and safety/occupational health and safety

duty of care

roles and responsibilities of staff

communication protocols

liability

insurance

codes of behaviour

protocols for making travel arrangements

reporting obligations

legislation related to the organisation of travel:

work health and safety/occupational health and safety

anti-discrimination

road safety and transport

conditions of carriage

working with children

privacy

consumer law

sources of information on travel options for different types of trips and groups

logistical issues involved in organising travel:

booking systems

insurance

medical assistance

meals

departure and arrival times

comfort and hygiene

general supervision and support

risk management planning for:

disruption to travel arrangements

injury or illness

alterations to schedules

misplaced, lost or damaged equipment and belongings

accidents

communication strategies for managing groups:

head counts

rolls

buddy systems or travel partners

codes of behaviour

communication strategies.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment. This can be a workplace or simulated environment.

Assessment must ensure use of:

legislation and organisational policies and procedures such as travel booking procedures, communication protocols, privacy and confidentiality

industry or organisation documentation for travel

logistical resources and equipment required for travel

groups of participants for whom travel is organised; participants can be:

individuals in sport or recreation organisations, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

organise travel arrangements within realistic time constraints

supervise travel arrangements of a duration that reflects typical trip duration in the area of work.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCAI001 Provide equipment for activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare, demonstrate, use and store equipment for activities.

This unit applies to assistants under direct supervision in a range of roles and settings in the sport, fitness or recreation industries. This includes assistants in after-school or holiday-care programs, those assisting with coaching activities, or undertaking a support role in fitness activities, indoor and outdoor recreation activities such as camps and other guided activities.

These individuals undertake work according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Coaching and Instruction

Unit Sector

Cross-Sector

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. Identify equipment requirements.	1.1 Determine and check availability of equipment required by participants for session and update records. 1.2 Explain hire information and deposit charges, where appropriate, to participants. 1.3 Explain and demonstrate safe use of equipment to participants.
2. Issue and set up equipment.	2.1 Collect and secure hire payments and deposits, and record details. 2.2 Issue correct and suitable equipment, and provide assistance with fitting and use where necessary. 2.3 Set up equipment according to supervisor instructions. 2.4 Monitor safe use of equipment for intended purposes and report problems, as required. 2.5 Use specified lifting and handling techniques to avoid damage to equipment and injury to self and participants.
3. Dismantle and check equipment.	3.1 Check work environment and equipment for damage or deterioration and report as required. 3.2 Dismantle equipment safely according to manufacturer instructions. 3.3 Carry out minor repairs as directed within own role and responsibility. 3.4 Report and document damaged or missing equipment in a timely manner. 3.5 Refund deposits on return of equipment and adjust for missing or damaged equipment. 3.6 Withdraw and dispose of equipment with expired life spans.
4. Store equipment.	4.1 Return and secure equipment in storage area safely, and in preparation for next session as required. 4.2 Maintain storage area in a clean and tidy condition and ensure necessary access and egress in the case of an emergency. 4.3 Complete and update records of stored equipment.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret organisational policies and procedures, and manufacturer instructions regarding equipment storage and use determine the equipment requirements for activities using organisational documents such as lists, inventories or other forms.
Oral communication skills to:	question supervisor and participants regarding equipment requirements and availability.
Numeracy skills to:	calculate hire charges and deposits, refunds and adjustments for damaged or lost equipment.

Unit Mapping Information

SISXCAI101A Provide equipment for activities

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCAI001 Provide equipment for activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

set up, demonstrate, use, dismantle, and store at least ten different pieces of equipment for activities over at least three different sessions

demonstrate the use of:

appropriate equipment suitable to the activity and participant requirements

appropriate personal protection equipment such as helmets, gloves, shin pads

convey information about essential safety aspects of all equipment

complete the appropriate documentation to record:

a variety of equipment issued to participants

at least one missing piece of equipment

at least one damaged piece of equipment.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

strategies to access and provide equipment for the relevant sessions

basic aspects of legislation that enable safe equipment use, maintenance and storage:

work health and safety/occupational health and safety requirements

organisational policies and procedure to enable safe equipment use, maintenance and storage

safety procedures

communication protocols

roles and responsibilities of different people, and types of tasks undertaken

reporting channels

managing payments and refunds for equipment hire

equipment hire

frequency and scope of equipment checks

reporting and record keeping

equipment specifications and instructions to enable the selection and safe use of appropriate equipment for identified activities

equipment testing and checking techniques, as specified by manufacturer, for:

damage

missing parts

failure to operate

structural faults.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment with access to required equipment for participants. This can be a workplace or simulated environment.

Assessment must ensure use of:

up-to-date equipment currently used in the sport, fitness or recreation industries, to ensure:

safety, e.g. helmets, head gear, gloves

the participant can participate in activities to suit their goals, e.g. racquets, bats, balls

workplace documents currently used in the sport, fitness or recreation industries:

equipment hiring documentation

safety and maintenance of equipment checklists and report forms

organisational policies and procedures related to reporting and record keeping.

activity supervisor and participants in a sport, fitness or recreation activity; supervisor and participants can be:

staff and participants in an industry workplace who are assisted by the individual during the assessment process or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

provide equipment for sport, fitness or recreation sessions for a range of participants over a period of time that adequately reflects the workplace role, for example: pre-season of a sport; a community health program delivered over several weeks; or a gym program delivered over a period of time to achieve goals.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCAI002 Assist with activity sessions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assist a leader or supervisor to prepare, conduct, monitor and evaluate activity sessions.

This unit applies to assistants under direct supervision in a range of roles and settings in the sport, fitness or recreation industries. This includes assistants in after-school or holiday-care programs, those assisting with coaching activities, or undertaking a support role in fitness activities, indoor and outdoor recreation activities such as camps and other guided activities.

These individuals undertake work according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Coaching and Instruction

Unit Sector

Cross-Sector

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. Contribute to session planning.	1.1 Offer and discuss suggestions that support aims of session and participants. 1.2 Review and confirm session plan and assigned duties with supervisor. 1.3 Confirm allocated arrangements regarding equipment, materials, access to facilities and refreshments. 1.4 Notify supervisor of any difficulties and make required changes as directed. 1.5 Confirm final arrangements with session supervisor.
2. Assist in preparing participants.	2.1 Check equipment, report to supervisor and document as required. 2.2 Communicate information required for participants to safely participate in the session. 2.3 Assist participants to warm-up for the session. 2.4 Refer situations and occurrences outside area of responsibility to supervisor.
3. Assist in session delivery.	3.1 Carry out assigned duties as directed. 3.2 Respond to participant queries according to own level of responsibility. 3.3 Explain and demonstrate techniques and equipment to participants as required. 3.4 Monitor participant performance and report any problems to supervisor. 3.5 Assist participants to cool-down after session. 3.6 Check equipment for wear and tear, report and document as required.
4. Assist in session evaluation and follow-up.	4.1 Seek participant feedback and identify further needs. 4.2 Explain plan for follow-up sessions to participants as directed. 4.3 Provide personal and participant feedback on session outcomes to appropriate staff. 4.4 Review own work performance and identify potential improvements.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Problem-solving skills to:	identify, report, and solve problems related to sessions, such as unavailable equipment.
Teamwork skills to:	liaise with appropriate staff to carry out allocated tasks.
Planning and organising skills to:	complete allocated tasks in a timely manner according to plan.

Unit Mapping Information

SISXCAI102A Assist in preparing and conducting sport and recreation sessions

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCAI002 Assist with activity sessions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

assist a supervisor to plan and conduct at least five different sport, fitness or recreation sessions involving:

completion of allocated tasks according to instructions of supervisor and session plan

communication of essential information:

content of activity

timing and sequencing of components

appropriate apparel and footwear

safe use of equipment

instructions to complete an activity

potential hazards

use the following communication skills:

clear verbal communication

modelling and demonstration

motivational techniques

contribute to each session evaluation:

provision of personal feedback

collection of participant feedback:

suitability and safety of facilities and equipment

content of session

structure and content of the activity or session

participant progress.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

basic aspects of legislation related to planning, conducting and evaluating sport, fitness or recreation sessions:

work health and safety/occupational health and safety requirements

equal opportunity and anti-discrimination

privacy and confidentiality

working with children requirements

organisational policies and procedures related to planning, conducting and evaluating sport, fitness or recreation sessions:

safety procedures

communication protocols

roles and responsibilities of different people, and types of tasks undertaken

reporting channels

reporting and record keeping

frequency and scope of equipment checks

the aims of sport, fitness or recreation sessions:

maximise participation

inspire confidence

provide motivation

assist with self-improvement

make lifestyle adjustments

entertainment

social opportunities

develop team work

develop gross motor skills

components of sport, fitness or recreation session plans:

objectives

equipment

time

location

content

order

phases: warm-up, conditioning, cool-down

potential hazards associated with activities and strategies to maximise safe participation

techniques and skills appropriate to the session:

warm-up techniques

cool-down techniques

equipment specifications and instructions to enable the selection and safe use of appropriate equipment for identified activities

techniques to motivate participants to encourage interaction and participation

organisational referral and reporting requirements, to a supervisor or other appropriate personnel, in cases where there is:

sudden illness

aggressive behaviour

bullying

harassment

participant behaviour

inappropriate activity type or duration

equipment failure.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment with access to required equipment for participants. This can be a workplace or simulated environment.

Assessment must ensure use of:

up-to-date equipment currently used in the sport, fitness or recreation industries, to ensure:

safety, e.g. helmets, head gear, gloves

the participant can participate in activities to suit their goals, e.g. racquets, bats, balls

workplace documents currently used in the sport, fitness or recreation industries:

session plans

session and equipment checklists

participant feedback or evaluation forms

organisational policies and procedures related to:

preparing, conducting and evaluating activity sessions

roles and responsibilities of leaders or supervisors, and assistants

activity supervisor and participants in a sport, fitness or recreation activity; supervisor and participants can be:

staff and participants in an industry workplace who are assisted by the individual during the assessment process or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

assist a leader or supervisor in the conduct of sport, fitness or recreation sessions over a period of time, that adequately reflects the workplace role, for example: pre-season of a sport; a community health program delivered over several weeks; or a gym program delivered over a period of time to achieve goals.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCAI003 Conduct non-instructional sport, fitness or recreation sessions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and conduct non-instructional sport, fitness or recreation sessions. It requires the ability to develop session plans, resource sessions, ensure the welfare and satisfaction of participants, and develop and maintain group cooperation and interaction.

This unit applies to assistants under direct supervision in a range of roles and settings in the sport, fitness or recreation industries. This includes assistants in after-school or holiday-care programs, those assisting with coaching activities, or undertaking a support role in fitness activities, indoor and outdoor recreation activities such as camps and other guided activities.

These individuals undertake work according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Coaching and Instruction

Unit Sector

Cross-Sector

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. Identify participant needs and expectations.	1.1 Clarify participant preferences, needs and expectations. 1.2 Conduct assessments to determine condition of participants, in consultation with relevant support personnel, as required. 1.3 Assess likely session demands on participants. 1.4 Advise participants of any reasons why they should not participate in the session. 1.5 Recommend participants seek external assistance as required. 1.6 Identify group cohesion strategies as required.
2. Plan the session.	2.1 Identify and access relevant information required to plan a session. 2.2 Identify staff, equipment and resources appropriate for the session. 2.3 Design and document a session plan within available resources. 2.4 Identify external factors which may disrupt or influence session delivery, value and outcome. 2.5 Confirm session plan meets requirements for acceptable levels of supervision. 2.6 Seek agreement for session plan from staff, participants and organisations as required.
3. Prepare for the session.	3.1 Identify and organise appropriate venue to meet session requirements. 3.2 Select and confirm availability of appropriate equipment. 3.3 Confirm availability of resources with appropriate staff, support personnel, organisations and participants. 3.4 Organise and brief support personnel according. 3.5 Check equipment for damage or deterioration and report to responsible person, as required. 3.6 Issue or set up equipment as required, and provide assistance with fitting where necessary. 3.7 Modify or condition equipment for use by different participant groups.
4. Conduct the session.	4.1 Communicate instructions and relevant information to participants in a suitable manner. 4.2 Explain and demonstrate techniques, activities and safe use of equipment. 4.3 Provide positive feedback and motivational strategies to enhance participation and performance. 4.4 Observe and assess participant progress against objectives and modify session as required. 4.5 Monitor participation and safety and implement appropriate strategies. 4.6 Demonstrate warm-up and cool-down techniques and assist participants. 4.7 Check condition of equipment, complete minor repair and report as required. 4.8 Leave venue in a condition suitable for future use.
5. Evaluate the session.	5.1 Seek and acknowledge feedback from participants and other staff. 5.2 Evaluate session components and identify potential areas of improvement. 5.3 Review own performance and identify potential improvements. 5.4 Document and update records of session and evaluation.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret manufacturer instructions related to equipment set up, dismantling, maintenance and repair.
Problem-solving skills to:	determine maintenance requirements of damaged equipment resolve conflict through negotiation.

Unit Mapping Information

SISXCAI303A Conduct sport and recreation sessions

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCAI003 Conduct non-instructional sport, fitness or recreation sessions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan and conduct at least ten different sport, fitness or recreation sessions involving:

planned tasks, games, activities and exercises of varying durations

communication, demonstration and explanation of:

content, timing and sequence of activities

appropriate apparel and footwear

techniques and safe use of equipment

warm-up and cool-down techniques

activities during sessions

potential hazards

use the following communication skills:

clear verbal communication

modelling and demonstration

motivational techniques

complete session evaluations:

own work performance

collection of participant feedback:

suitability and safety of facilities and equipment

content of session

structure and content of the activity or session

participant progress.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

basic aspects of legislation related to planning, conducting and evaluating sport, fitness or recreation sessions:

work health and safety/occupational health and safety requirements

equal opportunity and anti-discrimination

privacy and confidentiality

working with children requirements

organisational policies and procedures related to planning, conducting and evaluating sessions:

safety procedures

risk analysis processes

communication protocols

roles and responsibilities of different people, and types of tasks undertaken

reporting channels

reporting and record keeping

frequency and scope of equipment checks

components of sport, fitness or recreation sessions:

objectives

equipment

time

location

content

order

phases: warm-up, conditioning, cool-down

participant needs:

competition or performance targets

assist with self-improvement

fitness targets

lifestyle adjustments

social opportunities

tests and assessments appropriate to preparing for sport, fitness or recreation sessions:

interviews

past performances

medical history

physical ability tests

likely demands of participants and sessions:

physical

emotional

psychological

group

individuals within groups

disability requirements

resource requirements for sessions:

physical

human

financial

transport and related logistical

external factors that may affect session outcomes:

weather

time of day

environmental variables

condition of site or location

participant abilities

conflict resolution strategies to enable group cohesion and interaction

equipment specifications, testing and checking techniques to ensure the selection and safe use of appropriate equipment

evaluation processes to enable improvements to be made to the program.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment with access to required equipment for participants. This can be a workplace or simulated environment.

Assessment must ensure use of:

up-to-date equipment currently used in the sport, fitness or recreation industries, to ensure:

safety, e.g. helmets, head gear, gloves

the participant can participate in activities to suit their goals, e.g. racquets, bats, balls

workplace documents currently used in the sport, fitness or recreation industries:

session plans

session and equipment checklists

participant feedback or evaluation forms

organisational policies and procedures related to:

preparing, conducting and evaluating activity sessions

activity support personnel and participants in a sport, fitness or recreation activity; support personnel and participants can be:

staff and participants in an industry workplace who are assisted by the individual during the assessment process or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

plan and conduct a range of non-instructional sessions for a range of participants over an industry realistic period of time.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCAI004 Plan and conduct programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and conduct a range of non-instructional programs in a variety of contexts for diverse needs and situations.

This unit applies to individuals who work autonomously in a range of roles and settings in the sport, fitness or recreation industries. This includes program staff working in after-school or holiday-care programs, those assisting with coaching activities, or undertaking a support role in fitness activities, indoor and outdoor recreation activities such as camps and other guided activities.

These individuals undertake work according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Coaching and Instruction

Unit Sector

Cross-Sector

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. Identify participant needs and expectations.	1.1 Clarify participant preferences, needs and expectations. 1.2 Identify special requirements according to participant needs. 1.3 Advise participants of any reasons why they should not participate in the program. 1.4 Conduct a risk analysis for program. 1.5 Establish criteria for referral for external assistance. 1.6 Recommend participants seek external assistance as required. 1.7 Document and update consultation records.
2. Plan the program.	2.1 Identify and access sources of information required to plan a program of sessions. 2.2 Establish size, scope and goals of program and included sessions. 2.3 Identify staff, equipment and resources appropriate for the program. 2.4 Design and document a program plan to meet identified participant needs and abilities. 2.5 Seek agreement for program plan from staff, participants and organisations as required.
3. Prepare for the program.	3.1 Obtain budget allocation from responsible person(s). 3.2 Confirm adherence to budget constraints. 3.3 Identify and confirm availability of appropriate resources and personnel. 3.4 Prepare documentation and templates for conducting, reporting and evaluating sessions. 3.5 Organise purchase or hire of equipment with responsible person, as required. 3.6 Organise completion of enrolment and documentation processes by participants.
4. Conduct the program.	4.1 Communicate instructions and relevant information to participants in a suitable manner. 4.2 Observe and assess participant progress against program aims and modify program as required. 4.3 Monitor program participation and safety and implement appropriate strategies. 4.4 Seek feedback from participants regarding progress during program and modify as required. 4.5 Monitor venue, resources and equipment to ensure continued availability.
5. Conclude and evaluate program.	5.1 Finalise program completion as required. 5.2 Inform participants of follow-up programs. 5.3 Seek and acknowledge feedback from participants and relevant stakeholders. 5.4 Evaluate program components and identify potential areas of improvement. 5.5 Review own performance and identify potential improvements. 5.6 Document and update records of program and evaluation.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret sometimes complex budget information.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCAI004 Plan and conduct programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, conduct and adjust at least ten sport, fitness or recreation programs incorporating:

needs, preferences and expectations of different participants

budgetary constraints

logistics

appropriate response to problems or issues that arise

positive feedback in a timely manner to all participants

communication and explanation of:

aims and objectives

dates and times

sessions, stages and structure

complete program evaluations:

own work performance

collection of participant feedback:

suitability and safety of facilities and equipment

content of program

structure and content of activities or sessions

participant progress.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

basic aspects of legislation related to planning, conducting and evaluating sport, fitness or recreation programs:

work health and safety/occupational health and safety requirements

equal opportunity and anti-discrimination

privacy and confidentiality

working with children requirements

organisational policies and procedures related to planning, conducting and evaluating programs:

safety procedures

risk analysis processes

communication protocols

roles and responsibilities of different people, and types of tasks undertaken

reporting channels

reporting and record keeping

frequency and scope of equipment checks

participant needs:

competition or performance targets

assist with self-improvement

fitness targets

lifestyle adjustments

social opportunities

resource requirements for programs:

physical

human

financial

transport and related logistical

principles of inclusive practice to enable participation by a range of participants

activity-specific knowledge to ensure program activities match participant needs

factors affecting group dynamics and conflict resolution strategies to enable group cohesion and interaction

equipment specifications, testing and checking techniques to ensure the selection and safe use of equipment

evaluation processes to enable improvements to be made to the program.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment with access to required equipment for participation. This can be a workplace or simulated environment.

Assessment must ensure use of:

up-to-date equipment currently used in the sport, fitness or recreation industries, to ensure:

safety, e.g. helmets, head gear, gloves

the participant can participate in activities to suit their goals, e.g. racquets, bats, balls

workplace documents currently used in the sport, fitness or recreation industries:

program plans

program and equipment checklists

participant feedback or evaluation forms

organisational policies and procedures related to:

preparing, conducting and evaluating programs

activity support personnel and participants in a sport, fitness or recreation activity; support personnel and participants can be:

staff and participants in an industry workplace who are assisted by the individual during the assessment process or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

plan and conduct a range of programs for a range of participants over an industry realistic period of time.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCAI005 Conduct individualised long-term training programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to apply sport or activity-specific knowledge to plan, implement and evaluate long-term training programs designed to develop individual sporting skills or physical capacity.

This unit applies to sport, fitness or recreation professionals working with individuals, groups or teams. These individuals undertake work according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Coaching and Instruction

Unit Sector

Cross-Sector

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. Identify participant needs and expectations.	1.1 Review and analyse participant requirements according to demands of the activity. 1.2 Develop participant profiles using evaluation measures. 1.3 Establish fixed points and phases of the program. 1.4 Identify specific participant needs to be addressed by the program.
2. Plan the program.	2.1 Develop program goals and phase objectives in consultation with participant. 2.2 Identify need for support personnel within the program. 2.3 Select exercises/drills and training methods to meet identified needs and objectives of the program. 2.4 Identify staff, equipment and resource requirements for each phase of the program. 2.5 Develop evaluation measures to monitor the program. 2.6 Schedule and document all aspects of the program.
3. Deliver long-term training program.	3.1 Explain and demonstrate exercises/drills, techniques and equipment to participants. 3.2 Monitor and document skill performance, fitness levels and wellbeing of participant throughout the program. 3.3 Monitor participant and adjust incorrect or unsafe techniques, as required. 3.4 Liaise with other coaches, instructors and support personnel working with the participant. 3.5 Use motivation techniques to encourage program adherence.
4. Evaluate and modify training program.	4.1 Seek feedback from participant and other personnel, as required. 4.2 Review own performance and identify potential improvements. 4.3 Modify program where required in response to feedback from participant and own self-reflection outcomes.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Oral communications skills to:	explain particular aspects of the long-term training program to participants and confirm participant understanding.
Teamwork skills to:	coach and motivate an individual through a long-term training program.

Unit Mapping Information

SISXCAI305A Conduct individualised long term training programs

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCAI005 Conduct individualised long-term training programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, conduct and evaluate at least five long-term training programs for participants with different individual sporting skills or physical capacity, incorporating:

explanation and demonstration of:

suitable skills-related exercises/drills and techniques

progressive skill acquisition and whole or part skills drills

warm-up and cool-down exercises/techniques

tactical, competition or performance

a variety of appropriate training methods for:

specificity

rest and recovery

reversibility

frequency

intensity

duration

periodisation

tapering

peaking

individuality

maintenance.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

basic aspects of legislation related to planning, conducting and evaluating long-term sport, fitness or recreation programs:

work health and safety/occupational health and safety requirements

equal opportunity and anti-discrimination

privacy and confidentiality

working with children requirements

organisational policies and procedures related to planning, conducting and evaluating programs:

safety procedures

risk analysis processes

communication protocols

roles and responsibilities of different people, and types of tasks undertaken

reporting channels

reporting and record keeping

frequency and scope of equipment checks

components of long-term training programs:

objectives

equipment

time

location

content

order

phases: warm-up, conditioning, cool-down

participant needs:

competition or performance targets

assist with self-improvement

fitness targets

lifestyle adjustments

social opportunities

resource requirements for sessions:

physical

human

financial

transport and related logistical

assessment and training requirements to address:

progressive skill acquisition

whole or part skills drills

skill-related components of fitness

health-related components of fitness

training methods and related programming techniques for:

specificity

rest and recovery

reversibility

frequency

intensity

duration

periodisation

tapering

peaking

individuality

maintenance

fixed points in programs:

structure of competition or performance

facilities

rules

individual and team involvement

intended peaks

selection dates and criteria

participant lifestyle

support personnel

likely demands of participants and sessions:

physical

emotional

psychological

group

individuals within groups

disability requirements

objectives of participant and program:

participant enjoyment

competition or performance targets

tactical

leadership

social

evaluation measures:

field assessments of fitness components

field assessments of skill components

interviews or discussions with participants

performance history

performance in familiar and unfamiliar environments

subjective assessments

training and competitive performances

training diary

trials

biomechanics, anatomical systems and the principles of skill acquisition to enable effective planning and preparation of long-term training programs:

levers

centre of gravity

base of support

fulcrum

major muscle actions

principles of periodisation:

microcycle

mesocycle

macrocycle

annual planning and phasing:

preparatory phase

competitive phase

transition phase

periodisation and growth and development necessary to enable effective planning and preparation of long-term training programs

equipment for identified sport or activity

role of support personnel in long-term training programs.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment. This can be a workplace or simulated environment.

Assessment must ensure use of:

up-to-date equipment currently used in the sport, fitness or recreation industries, to ensure:

safety, e.g. helmets, head gear, gloves

the participant can participate in program activities, e.g. racquets, bats, balls

workplace documents currently used in the sport, fitness or recreation industries:

program plans

program and equipment checklists

participant feedback or evaluation forms

appropriate:

ratio of support personnel e.g. coaches to athletes

ratio of equipment to athletes

time period

activity support personnel and participants in a sport, fitness or recreation activity; support personnel and participants can be:

staff and participants in an industry workplace who are assisted by the individual during the assessment process or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

develop and implement several long-term training programs for a range of participants and activities over an industry realistic period of time.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCAI006 Facilitate groups

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to establish and facilitate the effective functioning of a group of people participating in an activity.

This unit applies to individuals who work autonomously in a range of roles and settings in the sport, fitness or recreation industries. This includes program staff working in after-school or holiday-care programs, those assisting with coaching activities, or undertaking a support role in fitness activities, indoor and outdoor recreation activities such as camps and other guided activities.

These individuals undertake work according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Coaching and Instruction

Unit Sector

Cross-Sector

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. Plan for group establishment.	1.1 Establish activity goals of individuals and group. 1.2 Identify group dynamics and potential barriers to group development and performance. 1.3 Establish and document group performance plan to meet needs and activity outcomes.
2. Develop group commitment and cooperation.	2.1 Develop group effectiveness through active participation of all group members. 2.2 Establish systems to monitor and review group development and performance. 2.3 Develop and implement strategies to reduce and eliminate barriers. 2.4 Establish trust, confidence and ownership in group decision-making, feedback and problem-solving processes.
3. Facilitate group processes and performance.	3.1 Collaborate with group to develop effective working relationships. 3.2 Facilitate individual and collective engagement while maintaining group cohesion. 3.3 Devolve responsibility and accountability to group members, where appropriate. 3.4 Implement effective conflict-resolution strategies when required. 3.5 Communicate with group using appropriate mediums. 3.6 Monitor, adjust and record the performance of group members using established review systems.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Writing skills to:	create written plans and performance records.
Problem-solving skills to:	address activity-specific problems and client interaction issues or conflict to enable smooth functioning of the group.

Unit Mapping Information

SISXCAI306A Facilitate groups

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCAI006 Facilitate groups

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

facilitate the effective functioning of at least three groups, and develop strategies to resolve problems:

group and individual goals that the individual has identified and clarified

group members who have diverse styles, aspirations, cultures and perspectives

use the following techniques to assist each group to facilitate optimum outcomes:

task allocation

mentoring

provide opportunities to encourage groups to openly propose, discuss and resolve issues through:

group management skills

group decision making

listening skills

negotiation techniques

defining roles and responsibilities.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

factors that contribute to optimal performance:

mentoring

task allocation

group dynamics and interactions that influence the attitudes and behaviours of others

stages of group development to enable effective and constructive group support:

forming

norming

storming

performing

adjourning

leadership styles, categories and types, appropriate to a range of group situations

collaborative approaches to develop effective working relationships:

group management skills

group decision making

listening skills

negotiation techniques

defining roles and responsibilities

barriers to effective group development and performance:

conflict of interest

conflict between individuals and group goals

personality clashes

poor communication skills

lack of group cohesion and commitment to goals

poorly defined roles and responsibilities

facilitation techniques to assist the group to obtain the best outcomes.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment with access to participants. This can be a workplace or simulated environment.

Assessment activities that allow the individual to:

plan and facilitate effective group functioning for a diverse group of clients

apply effective conflict-resolution techniques.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCAI007 Assist with activities not requiring equipment

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assist in the planning, conduct and evaluation of activities that do not require the use of equipment.

This unit applies to assistants under direct supervision in a range of roles and settings in the sport, fitness or recreation industries. This includes assistants in after-school or holiday-care programs, those assisting with coaching activities, or undertaking a support role in fitness activities, indoor and outdoor recreation activities such as camps and other guided activities.

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

Pre-requisite Unit

Nil

Competency Field

Coaching and Instruction

Unit Sector

Cross-Sector

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. Assist in planning recreation activities.	1.1 Confirm participant characteristics, abilities and needs with nominated staff. 1.2 Identify and offer activity suggestions appropriate for participants. 1.3 Select activities that encourage maximum participation and enjoyment of participants in consultation with nominated staff. 1.4 Confirm and clarify activity requirements in consultation with nominated staff. 1.5 Plan activities according to participant abilities and other needs.
2. Assist in conducting recreation activities.	2.1 Provide clear and accurate activity instructions and information to participants and confirm understanding. 2.2 Complete allocated tasks promptly as directed. 2.3 Respond to participant queries according to own level of responsibility. 2.4 Monitor participant performance in consultation with person responsible. 2.5 Identify and report problems in participant behaviour or activity conduct to person responsible, as required. 2.6 Encourage participants to seek and provide feedback and identify further needs.
3. Assist in session evaluation.	3.1 Provide personal feedback on outcomes to person responsible and other nominated staff. 3.2 Communicate participant feedback on the activity to nominated staff. 3.3 Review own work performance and identify potential improvements.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCCRO301A Assist with recreation activities not requiring equipment

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCAI007 Assist with activities not requiring equipment

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

assist in the planning, delivery and evaluation of at least three different recreational activities for three different groups of participants.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

basic aspects of legislation that affect planning and conduct of activities:

work health and safety/occupational health and safety requirements

equal opportunity and anti-discrimination

privacy and confidentiality

working with children requirements

organisational policies and procedures for conduct of activities:

safety procedures

communication protocols

roles and responsibilities of different people, and types of tasks undertaken by an assistant:

providing access to facilities or recreation areas

providing advance information to participants

organising refreshments

reporting channels

sources information about activities

types of activities used in different recreational settings:

competitive

non-competitive

traditional cultural activities

individual or group

role of activities and their potential benefits for individuals:

participation and interaction

confidence building

motivation

fitness

lifestyle improvement

considerations for organising activities:

matching game type and duration to participant needs safety

rules and regulations

instructions

resources

scheduling/timing/sequencing

expected behaviour

clothing and footwear

hydration

game specific hazards

other potential hazards and how to minimise risk

techniques for monitoring game conduct:

supervising behaviour

interacting with participants

supporting participation and performance

ways to evaluate the success of activities.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment. This can be a workplace or simulated environment.

Assessment must ensure use of:

sources of information on activities and their requirements

activity-specific resources and information

documentation, program plans, evaluation forms

participants with varying needs to undertake recreation activities; these may be:

participants in an industry workplace or

individuals who participate in simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

work within industry realistic timeframes

respond to typical problems in the conduct of activities.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCCS001 Provide quality service

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to address needs and expectations of clients and colleagues, promote programs, services and facilities, and respond to conflict and client complaints.

This unit applies to individuals working in a range of customer service roles in the sport, fitness or recreation industries. This includes individuals working in gyms, aquatic centres, community centres or indoor activity centres, as well as to those working as instructors, trainers or guides and volunteers in indoor and outdoor settings.

These individuals undertake work according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Client and Customer Service

Unit Sector

Cross-Sector

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. Address client needs and expectations.	1.1 Recognise and confirm client preferences, needs and expectations. 1.2 Source and provide relevant information about programs, services and facilities to match client requirements. 1.3 Meet all reasonable client needs and requests in a timely and professional manner. 1.4 Encourage clients to ask questions and address these as required.
2. Provide quality service experience.	2.1 Organise, confirm and record appointments for clients to their satisfaction. 2.2 Provide professional and personalised service to ensure a quality experience for clients. 2.3 Anticipate client preferences, needs and expectations throughout the provision of services. 2.4 Confirm client satisfaction in a timely manner and implement appropriate adjustments to service as required. 2.5 Promote repeat business to clients by offering continued service or offers of alternatives. 2.6 Maintain records of client service provided.
3. Resolve customer complaints.	3.1 Recognise client dissatisfaction, conflicts or complaints promptly and take action to resolve the issue. 3.2 Respond to client complaints professionally and refer to appropriate personnel as required. 3.3 Discuss unresolved concerns with client and prepare plan of action if appropriate.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret client written requests and complaints to determine appropriate course of action interpret policies and procedures such as complaint handling and service standard expectations.
Oral communication skills to:	use active listening and open and closed probe questioning to: interact with clients in a polite and courteous manner determine client preferences and offer suitable products and services develop rapport with clients.
Problem-solving skills to:	respond to client requests and implement actions to promote client satisfaction assess complaints, identify appropriate actions to resolve the complaints and decide when to refer to a supervisor.
Initiative and enterprise skills to:	identify opportunities to: enhance service quality offer additional programs or services.
Self-management skills to:	seek and act on feedback from colleagues and clients to improve service delivery and to take responsibility for service outcomes.
Technology skills to:	respond to client complaints and requests received electronically.

Unit Mapping Information

SISXCCS201A Provide customer service

SISFFIT302A Provide quality service in the fitness industry

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCCS001 Provide quality service

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

provide programs and services to clients with varying needs and expectations over at least three service periods ensuring that:

services match client needs and expectations

personal presentation standards meet organisational standards

client appointment times are organised and confirmed

service is provided in a timely manner

client confidentiality and privacy is maintained

complaints are resolved or referred as required

interact with clients in a polite and courteous manner using appropriate communication strategies and organisational channels to provide relevant information.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

relevant legislation related to customer service:

consumer law

equal opportunity

work health and safety/occupational health and safety

promotions

organisational policies and procedures to enable ethical and non-discriminatory treatment of client requests and resolution of complaints:

communication protocols

complaint procedures

customer service procedures

reporting procedures

personal presentation

privacy

record keeping procedures

communication mediums required to provide service to clients and colleagues

conflict resolution strategies

awareness of customs and practices of various social and cultural groups within Australia, to assist with meeting client needs and expectations in regards to:

modes of greeting, farewelling and conversation

body language, e.g. body gestures,

formality of language

clothing

services and products within the organisation that may be suited to particular clients

principles and benefits of enhanced customer service experiences and positive communication.

Assessment Conditions

Skills must be demonstrated in:

a client service delivery environment. This can be a workplace or simulated environment.

Assessment must ensure use of:

clients with whom the individual can interact; these can be:

clients in an industry workplace who are assisted by the individual during the assessment process or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment must ensure access to:

organisational policies and procedures related to the customer service as specified in the Knowledge Evidence

relevant legislation related to customer service, as specified in the Knowledge Evidence

sources of information on related services

computers and databases.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCCS002 Coordinate client service activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coordinate client service activities. The unit focuses on the application of service standards to maintain and improve the level of service activities provided to clients.

This unit applies to individuals who work in customer contact roles such as activity assistants or customer service assistants in locations such as community recreation centres, indoor recreation facilities, sporting complexes, fitness venues, and leisure and aquatic centres. It may also apply to those working on-site during sport, fitness and recreation events.

These individuals undertake work according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Client and Customer Service

Unit Sector

Cross-Sector

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. Identify client service standards.	1.1 Access and interpret client service standards for the workplace. 1.2 Contribute to the development, refinement and improvement of service policies, standards and processes. 1.3 Match staff to service client needs, as required.
2. Implement and evaluate client service systems.	2.1 Monitor implementation of client service systems by staff members. 2.2 Develop improved work practices after analysis of client feedback. 2.3 Evaluate client service activities to match organisational quality standards. 2.4 Take corrective action where necessary as part of continuous improvement strategy. 2.5 Organise training for staff members where necessary. 2.6 Maintain records of training undertaken and achieved service levels.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	analyse client feedback and maintain records.
Oral communication skills to:	consult appropriate personnel regularly regarding the review and analysis of client feedback.
Problem-solving skills to:	enable evaluation of areas of customer service requiring corrective action, such as delays in responding to complaints.
Teamwork skills to:	enable the provision of consistent client service throughout the organisation.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCCS002 Coordinate client service activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop, evaluate and review practices in at least three of the following client service activities:

quality or delivery of services

quality or delivery of products

hours of operation

equipment provision

facility provision

monitor the delivery and effectiveness of client service systems over three service periods

develop comprehensive policies and procedures for client service standards relating to at least five of the following:

complaint procedures

organisational report forms

quality systems, standards and guidelines

procedures manuals

product or service manuals, labels and instructions

staff appearance and presentation requirements

continuous quality improvement

product quality

response times

staff training for:

customer service

technical skills.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

principles of quality customer service

the specific industry sector:

professional service standards for service industry personnel

attitudes and attributes expected by the service industries to work with customers

roles and responsibilities of management, supervisors and operational personnel in providing quality client service

sources of information on current service trends and changes that affect service delivery

methods of implementing quality service provision:

developing, implementing and monitoring customer service policies and procedures

involving staff in the development of client service practices

evaluating staff and customer feedback

methods of monitoring, measuring and evaluating:

customer satisfaction

business performance

objectives, components and comprehensive details of consumer protection laws that relate to client service activities, and the business’ responsibility for:

nominating and charging cancellation fees

providing information on potential price increases

providing refunds

supplying products as described or substituting suitable products when unable

a range of formats for and content of policies and procedures.

Assessment Conditions

Skills must be demonstrated in:

a client service delivery environment. This can be a workplace or simulated environment.

Assessment must ensure use of:

staff, colleagues and/or clients to be involved in the process of providing client service activities; these can be:

staff, colleagues and/or clients in an industry workplace who are assisted by the individual during the assessment process or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment must ensure access to:

current plain English regulatory documents distributed by government consumer protection regulators

codes of practice and standards issued by industry groups

sources of information on client service needs, complaints and feedback.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXCCS003 Address client needs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to manage ongoing and sometimes complex relationships with clients. It requires the ability to match client services to client needs and to be familiar with service provision options that can be negotiated with the client and customised to meet their needs.

This unit applies to individuals who work in a client service delivery role such as program developers and coordinators, competition organisers, trip leaders, after-school or holiday-care coordinators, logistics coordinators and sports trainers in work environments such as community recreation centres, aquatics centres and camps.

These individuals undertake work according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Client and Customer Service

Unit Sector

Cross-Sector

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. Identify client needs.	1.1 Establish rapport with clients. 1.2 Identify and confirm client needs, expectations and preferences. 1.3 Explain available services to client using appropriate communication strategies.
2. Recommend services.	2.1 Develop and maintain knowledge of client services. 2.2 Research and compare other relevant available services. 2.3 Match client needs to available services and respond to client queries and requests. 2.4 Identify gaps in service provision in relation to client needs. 2.5 Recommend alternative services when needs cannot be met.
3. Customise services.	3.1 Assist client to evaluate service options according to their needs. 3.2 Determine and prioritise preferred service option. 3.3 Identify potential areas of difficulty in client service delivery and take action to meet needs. 3.4 Develop customised solutions specific to customer requirements. 3.5 Negotiate and confirm solutions with client.
4. Confirm services.	4.1 Complete documentation as required according to organisational policies and procedures. 4.2 Refer client to appropriate personnel and follow up to ensure satisfaction with service provision.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret documentation in relation to service delivery.
Problem-solving skills to:	negotiate modifications and solutions to address specific client needs.

Unit Mapping Information

SISXCCS404A Address client needs

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXCCS003 Address client needs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

provide professional and personalised client services within commercial time constraints and designated response times that meet client expectations in relation to at least three of the following:

general assistance

special requests

fitness programs

recreational activities

aquatics based programs

sport based programs

communicate with customers from each of the following categories in providing a total client service experience:

different ages

different social and cultural backgrounds

special needs

negotiate with client to address any areas where clients are experiencing difficulties or concerns

customise services to the individual’s needs.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

relevant legislation related to customer service:

consumer law

equal opportunity

work health and safety/occupational health and safety

promotions

organisational policies and procedures to enable ethical and non-discriminatory treatment of client requests and resolution of complaints:

communication protocols

complaint procedures

customer service procedures

reporting procedures

personal presentation

privacy

record keeping procedures

detailed product knowledge to recommend customised solutions to meet client needs

services offered by other providers to make recommendations to clients when their needs cannot be met

principles and benefits of enhanced customer service experiences and positive communication

techniques to anticipate customer preferences, needs and expectations throughout the service experience

methods for enhancing service delivery in response to staff and customer feedback

conflict resolution strategies to enable safe and satisfactory delivery of client service and resolution of complaints

the specific industry sector:

professional service standards and protocols for service industry personnel

attitudes and attributes expected by the service industries to work with customers

different customer service needs and expectations

the particular organisation:

designated response times for providing service and resolving complaints

customer service policies and procedures, including those for complaint handling

promotional services offered.

Assessment Conditions

Skills must be demonstrated in:

a client service delivery environment. This can be a workplace or simulated environment.

Assessment must ensure use of:

documentation related to service provision and organisational policies and procedures for customer service:

staff codes of behaviour

documentation requirements

quality systems, standards and guidelines

customer service and feedback requirements

clients with whom the individual can interact; these can be:

clients in an industry workplace who are assisted by the individual during the assessment process or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXDIS001 Facilitate inclusion for people with a disability

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify and facilitate sport, recreation and fitness opportunities for people with a disability.

This unit applies to group leaders in the sport, recreation or fitness industry who work within established organisational policies and procedures. This includes those working in after-school or holiday-care programs, as a coaching assistant, or in support roles in indoor or outdoor recreation activities, such as camps and guided activities.

The skills in this unit must be applied in accordance with public health regulatory requirements, relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Disability

Unit Sector

Cross-Sector

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. Identify recreation opportunities.	1.1 Collaborate with clients to determine individual needs and expectations. 1.2 Select and use communication strategies suited to the client. 1.3 Encourage clients to articulate their recreational needs, desires and expectations. 1.4 Identify support requirements in consultation with appropriate personnel. 1.5 Determine available support, services and facilities relevant to client needs and expectations. 1.6 Identify potential and real barriers to participation and strategies to address them. 1.7 Maintain and update client records.
2. Facilitate recreation opportunities.	2.1 Investigate strategies, networks and resources that help link people with a disability to recreation opportunities. 2.2 Match client needs, desires and expectation with opportunities that maximise participation and independence. 2.3 Provide information and resources to clients. 2.4 Facilitate provision of services through collaboration with other support networks. 2.5 Identify and establish effective environments for participation of people with a disability.
3. Review recreation opportunities.	3.1 Request and respond to feedback from clients about opportunities provided. 3.2 Monitor success of strategies and networks in terms of meeting client needs. 3.3 Contribute to adjustment of strategies that link people with a disability to recreation opportunities based on review.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCCRD303A Facilitate inclusion for people with a disability

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXDIS001 Facilitate inclusion for people with a disability

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

facilitate the inclusion of at least three people with different disabilities in sport, fitness or recreation activities

select and use communication strategies suited to individual clients, including the following:

active listening

open questioning

non-verbal

visual

sensory

tactile

apply principles and practices of social justice, anti-discrimination and equal access to identify the needs and opportunities for participation in recreation activities

identify strategies to align recreational opportunities with the specific requirements and needs of people with a disability.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and organisational policies and procedures that:

enable non-discriminatory treatment of people with a disability using community inclusion principles

identify and meet individual preferences according to the principles and practices of social justice

social, political, cultural and historical issues that affect, or are relevant to, access and participation issues for people with a disability

principles and practices of:

access and equity

confidentiality

empowerment/disempowerment in relation to people with a disability

communication needs, strategies and resources in relation to people with a disability

key issues facing people with a disability and their carers

barriers that affect the access and participation of people with a disability:

cultural

family

religious

community perceptions

impact of disability on participation

communication difficulties

transport

time and resource constraints

confidence

support services available

community inclusion principles to enable effective participation of people with a disability

strategies that support people with disabilities to exercise their rights and independence

types of requirements likely to be associated with different developmental and acquired disabilities:

acquired brain injury

autism spectrum disorder

cognitive disability

developmental delay

intellectual disability

neurological impairment

physical disability

sensory disability, including hearing, vision impairment

speech/language disability

resources required for the effective participation of people with a disability

recreation opportunities and activities that may be appropriate for people with different types of disability

modified equipment and activities appropriate to people with a disability.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment. This can be a workplace or simulated environment.

Assessment must ensure use of:

people with differing disability needs and expectations who require appropriate support, services, and facilities

documented organisational policies and procedures concerning inclusion processes

technology for the storage and processing of client information

sources of information about recreational services and options for people with a disability.

Assessment activities that allow the individual to:

respond to challenges typical in work to support recreational inclusion for people with a disability.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXDIS002 Plan and conduct disability programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan, safely conduct, and evaluate programs for people with a disability including both frail and moderately active participants.

This unit applies to any worker responsible for developing programs for clients with disabilities. Work is undertaken according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Disability

Unit Sector

Cross-Sector

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. Establish needs and expectations.	1.1 Interpret information about participant characteristics, needs and special requirements. 1.2 Encourage participants to articulate their own needs and expectations. 1.3 Make assessments of participant capacity in consultation with relevant support personnel and within scope of own responsibility. 1.4 Identify potential barriers to participation. 1.5 Advise participants of factors preventing participation in a program.
2. Plan programs for people.	2.1 Access and interpret relevant information to plan programs for people with a disability. 2.2 Assess the likely demands of the program on the participants in consultation with appropriate staff. 2.3 Select and access equipment and resources appropriate for the program. 2.4 Design and document a program plan to meet the identified needs and abilities of participants. 2.5 Determine range of activities and strategies for inclusion appropriate to the context, participant needs and capabilities. 2.6 Recognise risks to participant safety and act to eliminate or minimise risks. 2.7 Identify and incorporate injury prevention strategies and support requirements. 2.8 Seek agreement on the program plan from relevant staff, participants and organisations where relevant.
3. Prepare for programs.	3.1 Inspect and confirm set-up of location and equipment; report issues to person responsible. 3.2 Provide clear and accurate instructions and information using communication techniques suited to participants. 3.3 Confirm understanding and encourage participants to seek clarification as required. 3.4 Issue required equipment and aids and provide assistance with fitting where necessary. 3.5 Modify equipment for use by different participant groups. 3.6 Identify emerging risks to participant safety and take action to minimise these.
4. Conduct programs.	4.1 Encourage participants to warm up and cool down through safe and appropriate exercises. 4.2 Monitor technique, correct use of equipment and aids and provide feedback and assistance to participants. 4.3 Encourage participants to seek and provide feedback regarding their progress during the program and modify as required. 4.4 Use techniques that motivate participants to maintain an appropriate participation rate.
5. Conclude programs.	5.1 Conclude program at a pace appropriate to participants, their level of involvement and duration of the program. 5.2 Inform participants of follow-up programs, sources of information and further opportunities. 5.3 Collect and check issued equipment for damage and wear and report problems to appropriate staff.
6. Evaluate programs.	6.1 Request and respond to feedback from participants and identify further needs. 6.2 Evaluate program components and record outcomes. 6.3 Identify and document potential areas for improvement in future programs. 6.4 Review own performance and identify potential improvements.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret accompanying health documentation as required, using risk stratification processes.
Oral communication skills to:	use active listening and open and closed probe questioning to identify participant needs and preferences.

Unit Mapping Information

SISCCRO304A Plan and conduct disability recreation programs

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXDIS002 Plan and conduct disability programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, conduct and evaluate at least three different programs for people with varied disabilities

use the following communication skills:

clear verbal communication

modelling and demonstration

motivational techniques.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements that support and facilitate safe conduct of programs for participants with a disability:

work health and safety/occupational health and safety

privacy

equal opportunity

sexual harassment

organisational policies and procedures for planning and conducting programs for participants with a disability:

appropriate use of equipment and venues

work health and safety/occupational health and safety

risk minimisation

privacy

duty of care

extent and limitations of responsibilities

time constraints and scheduling requirements

budget allocation

use of modified equipment

use of aids

screening processes of people with a disability for entry into programs or activities:

interviews with participants and carers

medical history

physical ability tests

general contraindications for participation

factors affecting participation in programs for people with a disability

knowledge and understanding of participant needs:

physical

emotional

motivational

program planning techniques and information to be included in plans

risk analysis processes for assessing the potential impact of a planned program on participant safety:

level of challenge and difficulty

behaviour of other participants

equipment failure

variations in status of participants:

impact of medication

chronological age

physiological age

medical conditions

factors affecting group dynamics, conflict resolution and communication strategies:

verbal

modelling or demonstration

hand or arm signals

braille

modified equipment and aids for participants with a disability and equipment testing and checking techniques

evaluation processes.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment. This can be a workplace or simulated environment.

Assessment must ensure use of:

equipment and resources required for the delivery of the program:

modified equipment and aids

support staff

industry or organisational documentation such as program plans, forms relating to equipment checks and equipment damage

legislation and organisational policies and procedures in relation to the conduct of programs for people with a disability

participants with a disability to undertake programs; these can be:

participants in a community setting, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

plan and conduct programs of a duration that reflects current industry practice.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXEMR001 Respond to emergency situations

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to recognise and respond appropriately in emergency situations, such as those caused by fire, accident or weather. It requires the ability to maintain participant welfare when responding to emergency situations.

This unit applies to individuals who work in a range of roles and settings in the sport, fitness or recreation industries. This includes after-school or holiday-care programs; those assisting with coaching activities, as attendants at sporting grounds or facilities; or undertaking a role in indoor and outdoor recreation activities, such as camps and other guided activities. This unit also applies to those working in aquatic centres, such as instructors, operators or lifeguards.

These individuals undertake work according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Emergency Response

Unit Sector

Cross-Sector

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. Apply workplace emergency procedures.	1.1 Source and interpret relevant organisational policies and procedures. 1.2 Recognise emergency and potential emergency situations. 1.3 Identify personnel responsible for the appropriate area. 1.4 Identify location and use of emergency equipment as required. 1.5 Identify exits and assembly points.
2. Respond to an emergency situation.	2.1 Report workplace emergency situations to appropriate personnel as required. 2.2 Use communication systems during emergency situation. 2.3 Follow instructions from appropriate personnel during the emergency. 2.4 Select and use emergency equipment as required.
3. Coordinate and monitor participant response.	3.1 Convey emergency instructions to participants in the activity. 3.2 Implement strategies for group control. 3.3 Remove participants and other individuals from danger. 3.4 Monitor the condition and location of participants. 3.5 Provide information on developments to participants.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret and follow policies and procedures, and safety signage.
Problem-solving skills to:	identify emergency situations and respond safely and promptly.
Technology skills to:	use emergency and communication equipment.

Unit Mapping Information

SISXEMR201A Respond to emergency situations

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXEMR001 Respond to emergency situations

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

respond to at least five of the following emergency situations, relevant to the individual’s current or intended work situation:

fire

hazardous release

bomb threat

medical

accidents

panic and other emotional responses

equipment failure

lost party member

changing environmental conditions

activity specific

use the necessary emergency equipment for each situation in an appropriate manner.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures related to emergency responses:

communication lines

debrief procedures

duty of care

emergency procedures

environment protection

exit and assembly points

hazardous substances and dangerous goods

industry codes of practice

reporting incidents

work health and safety/occupational health and safety

reporting and managing customer incidents

appropriate responses to emergency situations, as specified in the Performance Evidence

safe use of emergency equipment required for emergency responses:

fire extinguisher

fire blanket

first-aid kit

emergency-signalling devices

portable emergency shelter

thermal blankets and sheets

emergency lighting

dehydration equipment

the role of appropriate personnel in the workplace:

work health and safety/occupational health and safety representative

human resources personnel

team leader

manager

supervisor

fire warden

role of appropriate personnel in emergency services:

police search and rescue

state emergency service

fire brigade

ambulance service

land management authorities

Australian volunteer coastguard

role of communication systems:

emergency warning and alarm systems

hand signals

telephone and radio communications

whistles

flares

communication techniques for supporting and reassuring customers

range of formats for and inclusions of incident reports.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment where the individual is exposed to simulated emergencies requiring response. This can be a workplace or simulated environment.

Assessment must ensure access to:

current industry procedures for reporting and managing emergency situations

legislation relevant to emergencies:

occupational health and safety/work health and safety

duty of care

environment protection

hazardous substances and dangerous goods

public health and safety

industry codes of practice.

Assessment must ensure use of:

equipment and resources to ensure adequate response to emergencies relevant to work role and workplace, for example:

hoses

ladders

rescue equipment

monitors

foam equipment and extinguishers

blankets

spill kits

personal protective clothing and equipment

salvage gear

first aid and evacuation equipment

a variety of clients and/or participants requiring an emergency response, clients and participants can be:

clients and participants in a sport, fitness or recreation industry workplace who are assisted by the individual during the assessment process or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

coordinate participant movement during emergency situations

respond to a range of emergencies in a sport, fitness or recreation environment, within the required, but realistic, timeframe

use the required emergency equipment to respond to emergency situations.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXEMR002 Coordinate emergency responses

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coordinate a response to an emergency situation. The unit focuses on assessing emergency situations, implementing an emergency action plan, and coordinating a prompt and effective response.

This unit applies to individuals designated as safety officers during a specific indoor or outdoor activity at locations such as camp sites, training areas and other outdoor sites; or the warden in a sport, fitness or recreation, such as a community leisure centre, aquatic centre or indoor activities centre.

These individuals undertake work according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Emergency Response

Unit Sector

Cross-Sector

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. Coordinate response to emergency reports or signals.	1.1 Identify and respond to emergency reports or signals. 1.2 Attend, where appropriate, emergency situations and respond accordingly. 1.3 Assess emergency situations and report details to designated personnel. 1.4 Coordinate emergency response actions.
2. Assess the emergency.	2.1 Conduct an assessment of the situation according to organisational policies and procedures. 2.2 Establish an emergency action plan based on assessment of current situation and potential for escalation. 2.3 Prioritise actions promptly.
3. Coordinate the response.	3.1 Implement organisational emergency procedures and policies. 3.2 Supervise equipment selection suitable to the type of emergency. 3.3 Confirm and coordinate the safe use of emergency equipment. 3.4 Supervise selection and use of rescue techniques. 3.5 Improvise, where necessary, equipment and technique. 3.6 Arrange and confirm the safety of staff and participants.
4. Liaise with relevant authorities.	4.1 Liaise with members of emergency team and monitor the emergency. 4.2 Refer situations beyond the capability of the emergency team to the appropriate authorities for assistance. 4.3 Provide information and assistance to authorities. 4.4 Control and coordinate, if necessary, emergency evacuation.
5. Finalise operational procedures.	5.1 Complete and maintain an operational log. 5.2 Debrief emergency team members. 5.3 Evaluate operation of emergency procedures and recommend any changes. 5.4 Advise emergency team members to refer media inquiries to the nominated spokesperson.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret emergency documentation, reports and signals.
Writing skills to:	complete accurate and detailed emergency documentation.
Planning and organising skills to:	coordinate resources and equipment necessary to respond effectively to emergency situations.
Self-management skills to:	review and reflect on own work performance in coordinating emergency responses.

Unit Mapping Information

SISXEMR402A Coordinate emergency responses

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXEMR002 Coordinate emergency responses

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

identify and assess at least five of the following emergency situations and coordinate the appropriate response:

fire

hazardous release

bomb threat

medical

accidents

panic and other emotional responses

equipment failure

lost party member

changing environmental conditions

activity specific

two of the above situations must include an assessment that identifies possible escalation and an appropriate response actioned for each.

confirm and supervise the selection and safe use of emergency equipment for each situation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation to enable application of legal requirements according to own work role and level of responsibility:

duty of care

work health and safety/occupational health and safety

environment protection

hazardous substances

public health and safety

organisational emergency policies and procedures related to coordinating emergency responses:

communication lines

debrief procedures

duty of care

emergency procedures

environment protection

exit and assembly points

hazardous substances and dangerous goods

industry codes of practice

reporting incidents

work health and safety/occupational health and safety

appropriate responses to emergency situations, as specified in the Performance Evidence

location and safe use of rescue and emergency equipment and resources:

hoses

ladders

rescue equipment

monitors

foam equipment and extinguishers

blankets

spill kits

personal protective clothing and equipment

salvage gear

first aid and evacuation equipment

the potential for emergency escalation:

spread of fire

threat to adjoining areas

dangers of explosion

loss of communications

involvement of additional persons

deterioration in environmental conditions

rescue techniques

emergency response agencies within the activity area and direct communication channels to enable information about an emergency to be communicated quickly and directly

factors that impact on emergency situations to enable appropriate contingency planning

behaviour and characteristics of typical emergencies to enable the development of an action plan to quickly and effectively bring the situation under control.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment where the individual is exposed to simulated emergencies requiring response. This can be a workplace or simulated environment.

Assessment must ensure access to:

current industry procedures for reporting and managing emergency situations

legislation relevant to emergencies:

work health and safety/occupational health and safety

duty of care

environment protection

hazardous substances and dangerous goods

public health and safety

industry codes of practice

equipment and resources to ensure adequate response to emergencies relevant to work role and workplace

a variety of clients and/or participants requiring an emergency response, clients and participants can be:

clients and participants in a sport, fitness or recreation industry workplace who are assisted by the individual during the assessment process or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

coordinate participant movement during emergency situations

respond to a range of emergencies in a sport, fitness or recreation environment, within the required, but realistic, timeframe.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXFAC001 Maintain equipment for activities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to conduct routine maintenance and minor repairs on equipment.

This unit applies to those who undertake equipment maintenance for a specific sport or activity, or general equipment maintenance as part of sport, fitness or recreation facility operations. These individuals work under supervision and according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Facility Management

Unit Sector

Cross-Sector

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. Perform routine equipment maintenance.	1.1 Access and interpret maintenance schedules and manufacturer instructions. 1.2 Examine and check equipment according to maintenance schedules. 1.3 Check serviceability of emergency equipment.
2. Conduct equipment repairs.	2.1 Conduct minor repairs to maintain safe and effective use of equipment, within scope of responsibility. 2.2 Report repairs which cannot be carried out to supervisor. 2.3 Tag and isolate faulty equipment. 2.4 Check maintenance equipment in a regular and timely manner.
3. Store equipment to maintain serviceable condition.	3.1 Store and handle equipment according to manufacturer instructions. 3.2 Maintain storage facilities in a clean and tidy condition. 3.3 Maintain access and egress of storage facilities in the case of an emergency. 3.4 Secure storage facilities. 3.5 Complete records of routine maintenance and repairs.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISXFAC207 Maintain sport, fitness and recreation equipment for activities

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXFAC001 Maintain equipment for activities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

safely conduct at least six of the following minor maintenance tasks on equipment within industry realistic timeframes over five service periods:

cleaning

lubricating

reinflating

checking for damage

restocking or refilling

repairing

calibration

storing

consistently monitor storage and condition of the following equipment over five service periods:

equipment used within the facility

participant or client-specific equipment

emergency equipment

large items requiring lifting and assembly.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

policies and procedures related to routine maintenance tasks:

work health and safety/occupational health and safety

storage of equipment

maintenance schedules

record keeping

reporting channels

equipment repair techniques relevant to the equipment being maintained to enable safe and appropriate equipment repair

factors to consider when checking equipment serviceability to enable equipment to be maintained to a safe standard

manufacturer guidelines and codes of practice for equipment maintenance and repair, where relevant

safety standards for equipment within area of responsibility.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment with access to required equipment. This can be a workplace or simulated environment.

Assessment must ensure use of:

a variety of equipment relevant to the sport, fitness and recreation activity or facility

equipment repair and maintenance resources

maintenance storage facilities

maintenance records and forms.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXFAC002 Maintain sport, fitness and recreation facilities

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to maintain facilities within a sport, fitness and recreation context.

This unit applies to activity or administration assistants who work under direct supervision in a range of roles and settings in the sport, fitness and recreation industry. This includes providing support in the provision of grounds and facilities maintenance; routine housekeeping; or administrative assistance in locations such as fitness centres, aquatic centres, or outdoor sporting grounds or complexes. Work is performed according to relevant legislation and organisation policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Facility Management

Unit Sector

Cross-Sector

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. Conduct maintenance checks of facilities or areas.	1.1 Identify potential hazards in facility or area by conducting regular facility checks. 1.2 Report hazards to supervisor. 1.3 Maintain areas and amenities. 1.4 Store and handle chemicals safely. 1.5 Remove and dispose of wastes and dangerous chemicals promptly.
2. Check supplies.	2.1 Check supplies regularly for quantity, quality and expiry date. 2.2 Order or request supplies as required to meet anticipated demand. 2.3 Dispose of expired supplies.
3. Clean facility areas.	3.1 Locate and wear personal protective clothing. 3.2 Conduct cleaning tasks at specified times. 3.3 Display notices advising clients of cleaning in progress. 3.4 Use cleaning agents safely. 3.5 Clean and store cleaning equipment. 3.6 Identify and catalogue lost property. 3.7 Maintain cleaning records. 3.8 Lock storage areas when unattended.
4. Contribute to facility or activity administration.	4.1 Accept and record bookings for the facility. 4.2 Inform clients of the requirements and responsibilities of using the facility.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret and follow written instructions to use and store chemicals.
Numeracy skills to:	calculate quantity and concentration of cleaning agents calculate quantity of supplies required after determining current inventory and estimating anticipated demand.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXFAC002 Maintain sport, fitness and recreation facilities

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

select and safely use cleaning agents and equipment to clean at least two of the following areas over three service periods:

outdoor

indoor

dry or wet recreation centre

build and non-built

complete the above in response to at least three of the following hazards:

leaking or damaged containers

defects in the storage area

contamination

spillages

unsecured equipment

breakages

complete above cleaning tasks to required standards while:

conserving resources in the cleaning process

disposing of or recycling waste

using correct manual-handling and cleaning techniques

using hygienic cleaning practices

within commercially-realistic timeframes

minimising disruption to clients

complete all required documentation according to policies and procedures and with the following information:

dates and times

areas cleaned

staff member involvement.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

cleaning chemicals, equipment and procedures for wet and dry surfaces and materials:

wet:

toilets

basins

walls

dry:

carpet

laminate

soft furnishings

woodwork

safe operational practices using essential functions and features of equipment used to clean wet and dry areas

role and use of safety data sheets (SDS)

safe manual-handling techniques when:

carrying

lifting

pulling

pushing

safe handling requirements for hazardous cleaning products, including their disposal

hygiene procedures and requirements:

hygiene responsibilities of cleaning staff

hygiene hazards for cleaning, including potential food contamination and transmission of airborne illnesses

cleaning practices that minimise hygiene risks

ways of minimising negative environmental impacts in the cleaning process:

resource conservation – energy and water

waste disposal

standards for presentation of premises and organisational procedures to achieve them

hazards associated with cleaning agents and methods of minimising these:

leaking or damaged containers

defects in the storage area

contamination

spillages

unsecured equipment

breakages.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation facility. This can be a workplace or simulated facility.

Assessment must ensure access to:

fixtures, large equipment and wet and dry areas to be cleaned, that include a range of different hard and soft surfaces

cleaning equipment:

electrically operated equipment:

polishers

scrubbers

vacuum cleaners

garbage receptacles

manual equipment:

brushes

buckets

dusters

mops

pans

toilet brushes

range of cloths:

dry

dusting

lint-free

polishing

wet

cleaning agents and chemicals for hard and soft surfaces:

acid-based products

agents for specialised surfaces:

glass

wood

cream cleansers

deodorisers

disinfectants

multi-surface cleaners

sanitisers

spot cleaning agents

pesticides

personal protective clothing:

aprons

breathing apparatus

gloves

goggles and masks

headwear

jackets

overalls

waterproof clothing and footwear

organisational specifications:

equipment manufacturer instructions

organisational procedures for cleaning premises and equipment

standards for presentation of premises.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXFAC003 Implement facility maintenance programs

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to implement a maintenance program for a facility, including monitoring equipment, supplies and assets.

This unit applies to recreation or grounds assistants under supervision in a range of roles and settings in the sport, fitness or recreation industry. This includes providing support in the provision of grounds and facilities maintenance and routine housekeeping in locations such as fitness centres, outdoor sporting grounds or complexes, aquatic centres and community recreation centres. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Facility Management

Unit Sector

Cross-Sector

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. Identify maintenance program requirements.	1.1 Access relevant organisational maintenance programs for the facility. 1.2 Clarify responsibilities with appropriate personnel as required. 1.3 Identify maintenance schedules and budgets. 1.4 Offer suggestions that support the effective implementation of the maintenance program. 1.5 Identify strategies to minimise impact of maintenance activities on facility users.
2. Implement a maintenance program.	2.1 Conduct routine maintenance activities within scheduled timeframes and budgets. 2.2 Maintain facility function without interruption where possible. 2.3 Maintain safety of facility users at all times. 2.4 Respond promptly to requests for maintenance assistance. 2.5 Research and seek feedback from facility users on effectiveness of maintenance program. 2.6 Report recommendations to the responsible person, which contribute to the increased efficiency of maintenance.
3. Respond to failed or unsafe equipment.	3.1 Identify faulty equipment and erect clear and noticeable warning signs. 3.2 Assess failed or unsafe equipment. 3.3 Perform repairs within designated responsibility. 3.4 Tag and isolate unsafe equipment, which cannot be repaired within own area of responsibility, promptly. 3.5 Report unsafe equipment promptly to the responsible person and document as required. 3.6 Complete reports on all repair work undertaken.
4. Monitor supplies and records.	4.1 Maintain supply and stock levels to ensure ongoing availability. 4.2 Purchase, receipt, store and issue supplies. 4.3 Reconcile supply and stocks levels with paperwork and rectify or report discrepancies to nominated person within designated timelines. 4.4 Maintain supply records and update.
5. Monitor function and value of assets.	5.1 Check condition of assets regularly against criteria to ensure retention of function and value. 5.2 Respond to identify problems promptly. 5.3 Determine value of supplies and stock.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret maintenance documentation.
Problem-solving skills to:	conduct maintenance tasks in the most efficient and cost-effective manner that protects the function and value of assets.

Unit Mapping Information

SISXFAC303A Implement facility maintenance programs

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXFAC003 Implement facility maintenance programs

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

implement facility maintenance programs that meet scheduled timeframes for at least one facility that incorporates:

organisational schedules for short and long-term maintenance programs for four of the following facilities and equipment:

capital items

fittings and fixtures

equipment

premises

plant

motor vehicles

environment

maintenance requests and feedback from facility users

budget restrictions

maintain records according to organisational requirements and manage discrepancies.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation to enable:

safe implementation of maintenance operations

reporting of unsafe equipment

organisational policies and procedures to enable maintenance programs to be carried out efficiently, safely and responsibly:

isolation procedures for failed or unsafe equipment

purchasing and receipting procedures

reporting of unsafe equipment

own responsibilities within maintenance program to enable tasks to be carried out responsibly

suppliers for specific products, supplies and services

purchase specifications to enable the purchase of quality stock

strategies to minimise disruptions to facility users when carrying out maintenance requirements

techniques to enable routine maintenance tasks to be completed safely and efficiently

basic gardening techniques and operations to carry out maintenance schedules as required

basic principles of supply and demand to ensure optimum stock levels are maintained.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation facility. This can be a workplace or simulated facility.

Assessment must ensure use of:

a facility for which a maintenance program would be implemented

organisational policies and procedures on which procedures are based

reporting documentation

resources to maintain facility and equipment.

Assessment must ensure access to:

maintenance equipment

supplies and stock:

first aid

pool chemicals (where applicable)

office supplies

hygiene and sanitary supplies (where applicable)

cleaning supplies

activity-specific equipment

organisational policies and procedures in relation to facility maintenance:

work health and safety/occupational health and safety

documents relating to purchase, receipt, storage and issue

record keeping

maintenance timeframes and schedules

roles and responsibilities of staff

isolation and reporting of failed or unsafe equipment

relevant legislation:

work health and safety/occupational health and safety

building codes and regulations

fire regulations

health acts

industrial relations

environment legislation

local government regulations

Australian tax office regulations

information on equipment safety specifications

appropriate personnel such as facility managers and supervisors; these can be:

personnel in an industry workplace who are assisted by the individual during the assessment process or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessment activities that allow the individual to:

implement and monitor maintenance of a facility over time.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXFAC004 Coordinate facility and equipment acquisition and maintenance

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop a maintenance plan for a facility and coordinate the implementation and review of acquisition and maintenance requirements. It does not include specialist skills, but focuses on the need for managers to proactively plan for and manage the acquisition and maintenance of physical assets.

This unit applies to facility or operations managers in locations such as fitness centres, outdoor sporting grounds or complexes, aquatic centres or community recreation centres. These individuals are responsible for managing the implementation of a broad range of facility maintenance systems and staff, and have a high degree of autonomy. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Facility Management

Unit Sector

Cross-Sector

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. Scope facility and equipment maintenance needs.	1.1 Source and analyse equipment, and facility maintenance history, and confirm with appropriate personnel. 1.2 Identify areas or items prone to defects or requiring regular maintenance. 1.3 Identify maintenance budget and resources available to carry out work required. 1.4 Calculate costing of work and assess impact on budget. 1.5 Identify need for operational testing and recommissioning.
2. Develop maintenance plan.	2.1 Prioritise maintenance requirements, taking into consideration safety, security and capacity. 2.2 Develop and document maintenance plans. 2.3 Confirm and document availability of resources. 2.4 Develop work schedules for identified work requirements in consultation with affected user groups. 2.5 Identify organisations and individuals suitably qualified to undertake maintenance repair services. 2.6 Develop and document procedures for isolation and access. 2.7 Develop record keeping systems for repair work completed. 2.8 Develop systems to ensure that urgent or non-routine maintenance jobs are reported to the appropriate authority immediately.
3. Implement and monitor maintenance plan.	3.1 Inform relevant individuals of maintenance requirements and duties. 3.2 Manage and document requests for isolations where appropriate, in a timely manner. 3.3 Convey information in relation to work schedules to all affected staff and service users. 3.4 Monitor work schedules and expenditure. 3.5 Schedule maintenance work to minimise disruption to service operation. 3.6 Seek feedback on maintenance plan from appropriate personnel and modify plan to reflect feedback obtained as appropriate.
4. Monitor on-site maintenance contracts and contractors.	4.1 Convey maintenance requirements to contractors. 4.2 Monitor work in progress and work outcomes to ensure the alignment with contractual and organisational requirements.
5. Supervise equipment storage.	5.1 Establish re-order levels and notify appropriate personnel when adequate levels cannot be sustained. 5.2 Establish procedures to ensure equipment is stored safely and appropriately. 5.3 Establish systems for recording quantity and condition of stored equipment.
6. Coordinate the selection and purchase of new equipment and facilities.	6.1 Investigate options for new equipment and facilities. 6.2 Encourage staff members to contribute recommendations to selection of new equipment and facilities. 6.3 Identify benefits expected from the suggested new equipment and facilities. 6.4 Estimate acquisition costs based on evaluation of current, accurate and relevant data. 6.5 Make decisions on replacing and acquiring physical assets. 6.6 Select methods of financing to meet current financial objectives. 6.7 Keep accurate records of all agreements.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Problem-solving skills to:	resolve issues arising from maintenance operations.
Planning and organising skills to:	minimise the impact of maintenance on service delivery organise staff to conduct equipment and facility maintenance according to required timeframes.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXFAC004 Coordinate facility and equipment acquisition and maintenance

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan for and manage the maintenance, acquisition, and replacement of at least two of the following main types physical assets:

buildings

built structures

equipment related to one of the following:

sport

fitness

recreation

safety

indoor

outdoor

gardens

pools

vehicles

provide regular reports on above assets that reflect:

maintenance history of equipment and facility:

condition of equipment and facilities

recent modifications

existing status

frequency

formal and informal customer and staff feedback

procedures for integrating daytoday condition reports

scheduled

internal or external inspections or audits

implementation of maintenance plan and any alterations to the plan as required

develop and maintain a current register for above assets.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit :

legislation to enable:

safe coordination and implementation of maintenance operations

reporting of unsafe equipment

organisational policies and procedures to enable maintenance programs to be planned and implemented efficiently, safely and responsibly

types of physical assets required by industry and the organisation

maintenance requirements for different types of physical assets

formats for and inclusions of asset registers specified in performance evidence

features and benefits of different financing options for asset acquisition:

hire purchase

lease

purchase

rent

depreciation that can be applied to different types of physical assets

practices to support environmental sustainability using different types of physical assets

safety standards of equipment and maintenance techniques relevant to the equipment being maintained

contract and legal requirements for outsourced repairs

schedule of facility operations to enable maintenance to be carried out with minimum disruption

re-order levels for consumables

criteria for assessing the safety of materials and equipment.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation facility for which physical assets are monitored and maintained. This can be a workplace or simulated facility.

Assessment must ensure use of:

resources and equipment to implement maintenance plan,

current commercial purchase specifications, supplier product and cost information and contractual documentation used for the purchase of assets

suppliers with whom the individual can interact and negotiate; these can be:

suppliers in an industry workplace or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXFAC005 Manage stock supply and purchase

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to establish and implement stock control and cost-effective stock purchasing and supply systems for a multi-use sport, fitness or recreation facility.

This unit applies to those with leadership roles such as facility managers in locations such as fitness centres, outdoor sporting grounds or complexes, aquatic centres or community recreation centres. These individuals are responsible for managing the implementation of a broad range of facility requirements and have a high degree of autonomy. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Facility Management

Unit Sector

Cross-Sector

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 stock requirements.	1.1 Use business data, forecasting methods and standard measures to calculate required stock levels. 1.2 Determine stock requirements for standard business periods, peak seasons and special events. 1.3 Establish cost-effective purchase quantities based on business information and supplier advice.
2. Establish optimum supply arrangements.	2.1 Evaluate quality of supply, based on feedback from colleagues and customers. 2.2 Source and review potential suppliers. 2.3 Develop appropriate and accurate purchase specifications. 2.4 Assess suppliers against specifications considering all relevant factors. 2.5 Assess terms of purchase and negotiate with suppliers to achieve optimum supply arrangements. 2.6 Adjust sources of supply and make accurate records of agreements.
3. Develop and implement stock control systems.	3.1 Develop stock control systems and communicate to relevant staff. 3.2 Develop special control systems for stock with high wastage or loss. 3.3 Monitor workplace systems and make adjustments according to feedback and operational experience. 3.4 Initiate training of staff to minimise stock wastage.
4. Manage stock reconciliation.	4.1 Plan and implement stock reconciliation process. 4.2 Monitor stock reconciliation procedures in consultation with an auditor as required. 4.3 Complete and maintain stock reconciliation records according to relevant legislation.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret complex supplier cost sheets, specific terms of purchase, and supplier contracts sort and analyse information to make decisions on supply arrangements.
Writing skills to:	prepare complex and accurate purchase specifications and stock control system documents.
Oral communication skills to:	negotiate complex supply arrangements and liaise with stock suppliers.
Numeracy skills to:	work with budgets interpret complex stock performance, wastage and stocktake reports interpret supply costs and calculate cost-effective quantities for purchase.
Problem-solving skills to:	monitor the quality and cost of supply, identify deficiencies and adjust purchasing arrangements.
Initiative and enterprise skills to:	negotiate cost-effective supply and maximise profitability.
Planning and organising skills to:	establish and monitor stock control systems.
Technology skills to:	use a computer, keyboard and stock control software.

Unit Mapping Information

SISXFAC506A Manage stock supply and purchase

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXFAC005 Manage stock supply and purchase

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

establish and implement cost-effective stock purchasing and control systems for at least three of the following stock items:

food and beverages

office supplies and stationery

equipment

cleaning agents and chemicals

maintenance supplies

general stores

monitor stock control systems involving above stock items, stock quality and cost-effectiveness of supply

produce stock control reports and data required to calculate cost-effective purchasing of above items.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

specific industry sector:

forecasting methods for calculating required stock levels including formulas for yield testing and use of standard measures

methods to calculate cost-effective order quantities for different stock items

types of computer stock control systems used, their functions and features

stock security systems

types of storage and their suitability for different kinds of stock

supply sources for different types of product

formats for and inclusions of purchase specifications, including appropriate terminology

specific organisation:

relevant stock, product life and storage requirements for specific goods

standard business periods, peak seasons and special events

stock control systems

reasons for stock loss and damage and methods to control these

formats for, inclusions and uses of stock control procedures including those for stock with high wastage or loss

various stock control reports.

Assessment Conditions

Skills must be demonstrated in:

a multi-use sport, fitness or recreation facility or context for which stock is purchased and stock control systems are developed. This can be a workplace or simulated facility.

Assessment must ensure access to:

computers, printers and stock control software systems

current commercial purchase specifications, stock control procedures and reports, supplier cost and contractual documentation used for the purchase of stock

suppliers with whom the individual can interact and negotiate; these can be can be:

suppliers in an industry workplace who are assisted by the individual during the assessment process or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXFIN001 Develop and review budgets for activities or projects

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to collect and prepare data to develop budgets for activities, events and programs.

This unit applies to those with responsibility for activity budget development. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Finance

Unit Sector

Cross-Sector

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. Source data for budget preparation.	1.1 Access and interpret data about resources required to conduct initiative. 1.2 Confirm budget allocation for initiative with person responsible. 1.3 Identify potential sources and scope of activity income.
2. Prepare budget calculations.	2.1 Calculate realistic projections of income and expenditure based on data and information obtained. 2.2 Determine unit cost or product price and break-even point. 2.3 Record and maintain costing and income calculation system to ensure information is current, accurate and confidential. 2.4 Identify and plan for likely contingencies.
3. Prepare budget documentation.	3.1 Prepare draft budgets in established format from data obtained and calculations made. 3.2 Identify and support income and expenditure estimates with current and valid information. 3.3 Submit budget for approval within designated timelines. 3.4 Adjust budget in response to feedback from nominated people.
4. Review budget against actual results.	4.1 Compare original budget to actual results and identify variances and their reasons. 4.2 Record and maintain information to allow retrieval for the development of future budgets. 4.3 Review own work performance and identify potential improvements.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Technology skills to:	use computer-based systems to obtain budgetary data and record financial information.

Unit Mapping Information

SISCCRO305A Develop a budget for a recreation initiative

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXFIN001 Develop and review budgets for activities or projects

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

prepare, document and review budgets for at least two different activities or projects.

Knowledge Evidence

Demonstrated knowledge of required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures that enable development of sound financial budgets:

timelines

nominated person for authorisation

record keeping

contingency planning

confidentiality and security of financial information

budget preparation techniques:

information required for budget preparation

components of a budget:

income and potential sources – sales, grants, sponsorship, donations

costs – labour, materials, overheads, hire fees, catering

techniques for making budget estimates and forecasts

type of supporting information required

presentation techniques

formats for budgets

principles of budgetary control

principles of statistical analysis and measures of variance to enable accurate analysis of data.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated industry environment.

Assessment must ensure use of:

data required to develop budgets such as sources of income, costing information

computers and technology required for the preparation of budget documents

relevant legislation and organisational policies and procedures such as communication protocols, privacy and confidentiality, approval processes

individuals with whom the candidate interacts on budget allocation and approvals, these can be:

participants in a workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

prepare budgets within industry realistic timeframes.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXFIN002 Process financial transactions

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to accept and process cash and other payments for products and services, and to reconcile takings at the end of the service period or day.

This unit applies to individuals who work in customer contact roles such as activity assistants or customer service assistants in locations such as community recreation centres, indoor recreation facilities, sporting complexes, fitness venues, and leisure and aquatic centres. It may also apply to those working on-site during sport, fitness or recreation events. These individuals work under supervision and according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Finance

Unit Sector

Cross-Sector

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. Process customer payments.	1.1 Receive, check and record cash float. 1.2 Check customer payments against sale value. 1.3 Provide correct change for cash payments. 1.4 Process and record transactions according to organisational procedures. 1.5 Prepare and issue accurate receipts including all relevant tax details. 1.6 Complete transactions using appropriate software applications in line with organisational speed and customer service requirements.
2. Reconcile takings.	2.1 Balance customer payments at the designated time according to organisational policy. 2.2 Separate cash floats from takings prior to balancing. 2.3 Determine point-of-sale records of customer payments. 2.4 Accurately count and calculate customer payments. 2.5 Balance cash and other payments with point-of-sale records. 2.6 Investigate or report discrepancies in the reconciliation. 2.7 Record takings according to organisational procedures. 2.8 Transport and secure cash floats, cash and other payments according to organisational security procedures.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret organisational procedures for processing financial transactions, cash float documentation, credit card and receipt details and reconciliation information.
Writing skills to:	prepare receipts and record reconciliations and basic reports about discrepancies.
Numeracy skills to:	count cash floats tender correct change.
Technology skills to:	use point-of-sale equipment and software applications.

Unit Mapping Information

SISXCCS202 Process entry transactions

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXFIN002 Process financial transactions

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

process at least six of the following financial transactions to address different types of customer payments in line with security and other relevant procedures:

advance payments

application of Goods and Services Tax (GST)

cash

cheques

credit cards

deposits

electronic funds transfer at point-of-sale (EFTPOS)

petty cash for internal customers

refunds

vouchers

process above customer payments in a logical and fair sequence within customer time constraints so that all customers are served effectively

complete reconciliations of three different work or service periods within designated timelines.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational procedures for processing and recording financial transactions:

completing reconciliation records

complying with financial institution documents and procedures

designated times for completing reconciliations

handling customer claims of short change

how and where large sums of cash should be counted

maintaining low levels of cash in tills

managing petty cash

process for providing receipts and invoices to customers

process for taking cash from customers

securing credit card imprints

securing takings in the event of a hold-up

features and functions of point-of-sale equipment and software

role and importance of the reconciliation process to organisational financial management system

security procedures for transporting and securing cash floats, cash and other payments:

obtaining receipts or sign-off for takings handed over to financial personnel

separating and securing cash floats

transporting takings to back office areas and internal cashiers

transporting takings to the bank and obtaining receipts or sign-off

different products and services that attract GST

services provided by the facility and related transaction types.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated industry environment.

Assessment must ensure access to:

point-of-sale equipment and software used to process and reconcile financial transactions

current commercial procedures and documentation for the processing of financial transactions

forms of payments

customers from whom the individual can take payments and with whom they can interact; these can be

customers in an industry workplace who are assisted by the individual during the assessment process or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXHRM001 Recruit and manage volunteers

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to establish the need for volunteers and to recruit, induct and manage volunteers.

This unit applies to those with responsibility for managing volunteers in the context of an established volunteer management policy framework. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Human Resource Management

Unit Sector

Cross-Sector

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 volunteer requirements.	1.1 Establish need for volunteers in a timely manner based on analysis of workforce needs. 1.2 Identify and document key requirements for volunteers. 1.3 Access and interpret the organisational volunteer management policy for relevant procedures.
2. Recruit volunteers.	2.1 Identify and target sources for volunteer recruitment. 2.2 Prepare and communicate call for volunteers including information about scope of role. 2.3 Receive and process applications. 2.4 Organise suitable venue and conduct selection procedures. 2.5 Analyse and record outcomes of selection process. 2.6 Advise applicants of selection outcomes and follow-up processes.
3. Induct volunteers.	3.1 Prepare and distribute relevant documentation to successful volunteers. 3.2 Organise suitable time and venue for volunteer induction. 3.3 Prepare documents and resources for induction. 3.4 Provide induction to volunteers. 3.5 Identify and arrange training required by volunteers to undertake allocated roles and responsibilities.
4. Manage volunteers.	4.1 Review volunteer performance and provide feedback and opportunities for additional training where required. 4.2 Develop and maintain accurate records of volunteer engagement.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCCRD302A Recruit and manage volunteers

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXHRM001 Recruit and manage volunteers

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

recruit and induct volunteers for at least one activity or organisation in accordance with organisational procedures and relevant legislation.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation and organisational policies and procedures that impact volunteer recruitment and management:

work health and safety/occupational health and safety

employment conditions

anti-discrimination and equal opportunity

working with children

privacy

selection processes

induction and training procedures

communication protocols

administration procedures

security

volunteer eligibility and suitability with roles:

coach or instructor

fundraiser

official

administrator

organiser

finance

technical assistance

maintenance

transport

first aid

determinants of volunteer eligibility and suitability:

conflict of interest

police checks

competencies required

selection processes and how they are conducted:

interviews

appraisal tests

timelines

notification procedures

content and purpose of volunteer management policies:

philosophy

volunteer eligibility

rights and responsibilities

training and accreditation

expenses and reimbursement

cash handling

security

grievance procedures

authorities and responsibilities

reporting.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated industry environment.

Assessment must ensure use of:

organisational documentation such as volunteer management policies and procedures, volunteer job descriptions, selection tools, induction packages

legislation and organisational policies and procedures in relation to the recruitment and management of volunteers

participants to be recruited; these can be:

participants in a sport or recreation setting, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

recruit and induct volunteers in situations that require the planning and problem-solving skills reflective of the workplace.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXICT001 Select and use technology for sport, fitness and recreation work

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to assess and regularly review the technology requirements of an organisation. This unit requires the ability to source technical information and use technology skills in a sport, fitness or recreation context.

This unit applies to a range of individuals working in the sport, fitness or recreation industries who require an essential and broad knowledge of technology to support their activities.

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

Pre-requisite Unit

Nil

Competency Field

Computer Operations and ICT Management

Unit Sector

Cross-Sector

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. Conduct technology appraisal.	1.1 Identify, access and interpret specific technical information on relevant technology. 1.2 Identify ways in which technology can be used to enhance own work. 1.3 Confirm access to technology and organisation conditions of use. 1.4 Identify and evaluate technology currently used in the organisation. 1.5 Identify suitable alternatives or improvements to technology selection and use within budget, as required.
2. Apply wireless requirements.	2.1 Identify and evaluate role of social media and other wireless technologies. 2.2 Identify general internet requirements of organisation. 2.3 Use wireless technology in day-to-day communication.
3. Apply monitoring software requirements.	3.1 Use monitoring software according to legal obligations and industry standards of ethical practice. 3.2 Download data from monitoring. 3.3 Take action to solve common problems. 3.4 Interpret data and explain results clearly and concisely to relevant others.
4. Apply capture technology requirements.	4.1 Determine the purpose and value of capturing vision or audio. 4.2 Identify and use techniques for obtaining the best quality vision or audio. 4.3 Use software applications to import and edit vision or audio, as required. 4.4 Take action to solve common problems. 4.5 Share vision or audio with relevant individuals.
5. Maintain technology equipment.	5.1 Use appropriate methods to use, store and maintain equipment securely and safely. 5.2 Identify maintenance problems with equipment and refer to appropriate personnel for action.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret often complex information in technology documentation and user guides interpret organisational policies and procedures for technology requirements and use.
Learning skills to:	improve technology-related skills through practice.
Problem-solving skills to:	deal with routine technology problems.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXICT001 Select and use technology for sport, fitness and recreation work

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

source information on at least three different technologies used in the sport, recreation and fitness industry that are appropriate to the performance of own work role

evaluate the applicability and usefulness of the above and at least three currently used technologies within the organisation

use wireless technology, including social media, to effectively communicate with at least four of the following relevant individuals:

athletes

clients

coaches

personal trainers

sports scientist

support personnel

administrators

IT support

officials

media

sponsors

volunteers

capture vision and audio and use software applications to enhance audio and vision for the purpose of gathering information or enhancing performance for at least two different individuals and two different purposes.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for the use, care and storage of technology equipment

specific technical information on commonly used and available technology of relevance to the sport, fitness and recreation industry

features of standard technology based equipment and related software and the ways it can be used in the sport, fitness and recreation industry

work health and safety/occupational health and safety practices, procedures and ethical standards as they apply to using technology

use of wireless technologies for communications:

social media

internet

event or competition communication systems

client relationship management

ethical requirements in regards to technology use:

professional relationships

information collection, storage and dissemination

intellectual property

inclusive and non-discriminatory practices.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment. This can be a workplace or simulated environment.

Assessment must ensure use of:

a variety of technology based equipment and relevant software for the individual’s current or intended work

relevant information sources in order to conduct research and collect sufficient information

codes of ethical behaviour or conduct

technical documentation relevant to sport, recreation and fitness technologies.

Assessment activities that allow the individual to:

conduct audio or vision recordings of individuals using technology based equipment in sport, recreation and fitness contexts

assess application of technologies to different situations and contexts.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXIND001 Work effectively in sport, fitness and recreation environments

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work effectively in a sport, recreation or fitness environment. The unit requires the ability to use industry knowledge to support the completion of day-to-day work activities.

This unit applies to key personnel working in customer service roles in gyms, aquatic centres, community centres or indoor activity centres. It also applies to individuals working as instructors, trainers or guides and volunteers in indoor and outdoor settings with a range of client groups.

These individuals work under supervision and according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Working in Industry

Unit Sector

Cross-Sector

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 industry knowledge.	1.1 Identify and access sources of information on the industry sector. 1.2 Implement industry information in day-to-day work activities. 1.3 Identify the economic and social significance, and the impact, of the industry sector on individuals and the community. 1.4 Update knowledge and share with clients and colleagues as appropriate. 1.5 Identify the role of volunteers within the sport, fitness and recreation industry.
2. Identify client needs and organisational objectives.	2.1 Conduct and participate in daily work activities. 2.2 Refer clients to services. 2.3 Implement a client focused approach according to community development philosophies and principles. 2.4 Identify and apply industry standards of ethical practice. 2.5 Adapt work processes to meet the specific needs of individual clients.
3. Implement customer service practices.	3.1 Respond to client feedback in line with individual level of responsibility. 3.2 Follow up on client feedback in a timely manner. 3.3 Record communication and outcome between client and organisation.
4. Minimise risks to personal and public safety.	4.1 Identify situations that may endanger the personal safety of self, staff and other clients. 4.2 Implement actions to minimise risk, as required. 4.3 Report situations to appropriate staff, as required.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	research and interpret relevant information including procedures and instructions to meet organisational requirements within job role.
Writing skills to:	complete documents in relation to incident reporting and client feedback.

Unit Mapping Information

SISXIND101A Work effectively in sport and recreation environments

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXIND001 Work effectively in sport, fitness and recreation environments

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

integrate industry knowledge and provide service to clients for a minimum of ten service periods that individually or in combination involve:

interacting with and positively responding to diverse demands and requests of multiple clients

working with speed and efficiency to deal with numerous service and operational tasks simultaneously

identifying issues and problems, determining solutions and taking appropriate action to resolve

working cooperatively as part of a team, monitoring the service process and workflow, and taking responsibility for own work outcomes

providing technical advice and support to other team members.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures for:

administrative reporting

administration and reporting relating to:

completing financial transactions

completing work plans and schedules

handover

hygiene, health, safety and security:

completing incident, work health and safety and maintenance reports

customer service

complaint handling

information sources for the sport, fitness and recreation industry and how to access that information

roles and responsibilities of service team members

sectors of the sport, fitness and recreation industry and their interrelationships, roles and functions

full details of organisation products, services, facilities, current promotions, events and entertainment.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

products and services to be delivered to clients

industryrealistic ratios of staff to clients; these can be:

staff and clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXIND002 Maintain sport, fitness and recreation industry knowledge

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop and update current and emerging information on the sport, fitness and recreation industry. This unit requires the ability to source and comprehend general sport, fitness and recreation industry information and develop a required knowledge base.

This unit applies to individuals working in any sector, and in any location, of the sport, fitness and recreation industry that require an essential and broad knowledge to support all work activities.

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

Pre-requisite Unit

Nil

Competency Field

Working in Industry

Unit Sector

Cross-Sector

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. Update and apply structural and operational knowledge.	1.1 Identify credible sources of information. 1.2 Access and interpret specific and relevant industry information. 1.3 Identify the economic and social significance of the relevant industry and its impact on individuals and the community. 1.4 Identify the role of volunteers. 1.5 Use industry information in day-to-day work activities.
2. Update and apply legal and ethical information.	2.1 Source information on legal issues that impact own work role. 2.2 Conduct work tasks according to legal obligations and industry standards of ethical practice. 2.3 Conduct work tasks using a client focused approach, according to community development philosophies and principles.
3. Update and apply information on technology.	3.1 Source and access information on current and emerging technologies. 3.2 Identify the potential effects of different technologies. 3.3 Use knowledge of current and emerging technology in day-to-day work activities.
4. Update and apply knowledge.	4.1 Identify and use a range of opportunities to update industry knowledge. 4.2 Share updated information with colleagues and incorporate into day-to-day work activities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret the content of plain English information documents about legal issues, industry accreditation and registration schemes, working with children checks and codes of conduct or behaviour.
Writing skills to:	summarise and record information in basic documents such as information sheets, portfolios and files.

Unit Mapping Information

SISXIND211 Develop and update sport, fitness and recreation industry knowledge

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXIND002 Maintain sport, fitness and recreation industry knowledge

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

participate in at least four of the following opportunities to update current and emerging information relevant to own industry:

discussions with experienced industry personnel

membership of professional industry associations or unions

networking with colleagues and suppliers

participating in industry:

accreditation schemes

industry seminars

training courses

suggest three new or improved workplace practices based on information obtained from the above sources.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

sources of information on the sport, fitness and recreation industry

structure of the sport, fitness and recreation industry and its different sectors including their:

key characteristics

main functions

business relationships between different sectors

roles and general responsibilities for different jobs in the industry

key characteristics and main functions of allied and related industries

primary functions of:

major crossindustry and sectorspecific industry associations especially those with which the business has a relationship

trade unions in the industry

basic aspects of ethical issues specifically relevant to the sport, fitness and recreation industry

basic aspects of sport, fitness and recreation industry quality assurance processes:

industry accreditation schemes

codes of conduct or ethics

occupational licensing

reasons for participation and impacts of noncompliance

roles and responsibilities of individual staff members when participating in schemes

basic aspects of state, territory and commonwealth laws specifically relevant to the sport, fitness and recreation industry and actions that must be adhered to by organisations:

Equal Employment Opportunity (EEO)

anti-discrimination

work health and safety/occupational health and safety

workers compensation

workplace relations

child protection

legal liability and duty of care

volunteers

drugs

environmental protection

local community protection (this would include land ownership, management and access requirements that must be met when delivering services)

consumer protection (this would include refund requirements that must be met by sport, fitness and recreation organisations, terms and conditions of memberships and cancellation fees)

basic aspects of EEO law: rights of employees and responsibilities of employers to make merit-based employment decisions

current and emerging technology used in the sport, fitness and recreation industry: ebusiness and social media

economic, health and social significance of the sport, recreation and fitness industry.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

computers, printers, communication technology and information programs used to source industry information

plain English documents issued by government regulators that describe laws specifically relevant to the industry.

industry personnel or colleagues; these can be:

staff and clients in an industry workplace, or

individuals who participate in role plays or simulated activities, set up for the purpose of assessment, in a simulated industry environment operated within a training organisation.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXIND003 Maintain legal knowledge for organisation governance

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop and update legal knowledge to ensure compliance with legislation across sport, fitness and recreation organisations. This unit requires the ability to research, understand and use legal information relevant to organisational governance. This is combined with a general knowledge of the legal framework in which organisations in different sport, fitness and recreation contexts operate.

This unit applies to committee and board members, and senior personnel responsible for ensuring overall compliance of an organisation with legislative and regulatory requirements in the sport, fitness and recreation industries.

The unit does not cover the specialist skills and knowledge required by legal experts or managers whose primary role relates to compliance.

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

Pre-requisite Unit

Nil

Competency Field

Working in Industry

Unit Sector

Cross-Sector

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. Identify legal information required for organisation compliance.	1.1 Source and interpret relevant legal and licensing information and advice. 1.2 Determine compliance needs for the organisation. 1.3 Determine risks, penalties and consequences of non-compliance.
2. Ensure compliance with legal requirements.	2.1 Assess the need for specialist legal advice and seek assistance, where appropriate. 2.2 Record and distribute relevant legal information to colleagues, employees and volunteers as appropriate. 2.3 Organise information updates and training for colleagues, employees and volunteers. 2.4 Establish and monitor workplace systems and procedures, including a risk management approach to ensure compliance with legal requirements. 2.5 Identify aspects of operations that may infringe laws. 2.6 Solicit advice on how to develop and implement required operational modifications to ensure legal compliance.
3. Update legal knowledge.	3.1 Use formal and informal research to update legal knowledge required for business compliance. 3.2 Share updated knowledge with colleagues, employees and volunteers and incorporate into organisation planning and operations.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Problem-solving skills to:	evaluate and apply complex information to a particular organisation operational context.

Unit Mapping Information

SISXIND402 Apply legal knowledge for organisation governance

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXIND003 Maintain legal knowledge for organisation governance

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

access and interpret regulatory information and determine the scope of compliance for specific business operations in relation to at least three different areas of compliance

develop a diverse range of policies and procedures for legal compliance with above areas of compliance

integrate, into compliance planning activities and documentation:

sources of detailed information and advice on regulatory compliance

objectives and primary components of a broad range of local, state, territory and commonwealth government laws relevant to specific sport, fitness or recreation business operations

use of policies and procedures in managing regulatory compliance.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legal responsibilities and liabilities of managers and directors in varying business structures

sources of information and advice on regulatory compliance:

local, state, territory or commonwealth government departments or regulatory agencies

industry associations

plain English documentation that explains the operational requirements of legislation

functions and general operating procedures of regulatory authorities of particular relevance to the sport, fitness or recreation industries

methods of receiving updated information on laws and licensing requirements

use of policies and procedures in managing regulatory compliance

range of formats for and inclusions in policies and procedures

objectives and primary components of a broad range of local, state, territory and commonwealth government laws to which all types of businesses must comply and that cover:

anti-discrimination especially provisions for Equal Employment Opportunity (EEO) and harassment

Australian Consumer Law (ACL) especially provisions for refunds, exchanges and cancellations, terms and conditions of quotations and consumer contracts

contracts

employer superannuation contributions

environmental protection especially provisions for environmental hazard identification, use of minimal impact practices and reporting of incidents

Fair Work Act 2009 especially provisions for national employment standards

local community protection especially provisions for land management and access and protecting the lifestyle of neighbouring residents

taxation

workplace relations

public liability and duty of care

work health and safety/occupational health and safety

workers compensation especially provisions for injury reporting and occupational rehabilitation

objectives and primary components of laws, codes, standards and licensing requirements that impact on specific operators in the sport, fitness or recreation industries; chosen to be applicable to the individual’s context

for each relevant law, code, standard and licensing requirement, the depth of knowledge must cover:

key practices that are prohibited by the law

auditing and inspection regimes

main consequences of non-compliance

need to apply for and maintain business or occupational licensing and associated mandatory training and certification requirements

requirements for record keeping and acceptable record keeping mechanisms

statutory reporting requirements for businesses

key business insurances required including public liability and workers compensation

adherence to mandatory codes of conduct enshrined in legislation

requirements to develop and implement plans, policies, codes of conduct or incorporate certain business practices

rights and responsibilities of employees and employers

other specific action that must be taken for legal compliance

sources of legal information and advice relevant to particular industry sectors

legal framework under which organisations operate:

non-incorporated groups

incorporated

company

company limited by guarantee

trust.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment or context for which a tailored set of regulatory requirements can be researched and compliance management implemented. This can be a workplace or simulated environment.

Assessment must ensure access to:

computers, software programs, printers and communication technology used to administer regulatory requirements

current legislation

current plain English regulatory documents distributed by government regulators

codes of practice and standards issued by regulatory authorities

regulatory information and business management manuals issued by industry associations or commercial publishers

current commercial policies and procedures used to manage regulatory issues

sources of specialist legal advice:

compliance consultants

industry associations

lawyers

local, state, territory or commonwealth government departments or regulatory agencies.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXIND004 Analyse participation patterns

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to analyse current participation patterns in sport, fitness or recreation activities. The unit requires the ability to review and evaluate market penetration and identify potential directions for future marketing in order to increase participation levels.

This unit applies to personal trainers in the sport, fitness or recreation industry as well as operations managers and program managers planning, implementing and evaluating programs and activities across a range of activity areas.

Work is undertaken independently and according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Working in Industry

Unit Sector

Cross-Sector

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. Interpret the market.	1.1 Identify market segments for current industry service delivery. 1.2 Identify and analyse participant attributes common to specific market segments for current industry service delivery. 1.3 Access and interpret statistical analysis of market research.
2. Assess participation levels and patterns.	2.1 Identify major features of current industry service delivery. 2.2 Identify and assess potential impact of internal and external influences on participation levels and patterns. 2.3 Evaluate the scope for possible expansion of participation within specific market segments.
3. Report on participation levels and patterns.	3.1 Present outcomes of analysis to relevant personnel within the required timeframe. 3.2 Recommend expansion opportunities relevant to organisation. 3.3 Document outcomes and opportunities.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret often complex statistics and research findings.
Oral communication skills to:	source information from relevant sources: to evaluate market penetration of specific market segments about participation levels and patterns in specific market segments.
Planning and organising skills to:	complete research and analysis activities within required timeframes.
Technology skills to:	access electronic sources of information

Unit Mapping Information

SISXIND403A Analyse participation patterns

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXIND004 Analyse participation patterns

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

review and evaluate market penetration of an organisation in at least three of the following market segments:

attitudes and values

culture

geography

lifestyle

employment status

socio-economic status

when completing the above, consider:

participation patterns and attributes in key market segments of the sport, recreation or fitness industry

trends of potential significance to the organisation

participant participation levels and patterns and potential impacts of:

internal influences

external influences

communicate observations and interpretations to colleagues and management

scope at least three potential opportunities, using well-researched information and appropriate resources, to increase participation and make at least three logical recommendations to colleagues and management.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

marketing principles to enable the identification of new and emerging markets and those not currently penetrated, with the aim of increasing participation

contemporary participation patterns in the sport, fitness and recreation industries and factors that impact on participation levels and patterns to enable market segments to be identified and analysed

dimensions and characteristics of leisure and its benefits for individuals and the community to enable understanding of client recreation needs

features of service delivery relevant to organisation:

variety and breadth of services

locations

qualified staff

equipment and facilities

actual or potential impact of internal influences on participation levels and patterns:

individual

lifestyle

social

actual or potential impact of external influences on participation levels and patterns:

leisure characteristics

competitive service provision from public sector, commercial sector and not-for-profit sector

economic developments

environmental trends

shifts in demographics, political landscape and geographical landscape

technological change

codes of practice

legislation relevant to the sport, fitness and recreation industries and organisational policies and procedures to enable collection and use of market research data

market research and analysis techniques and information sources

relevant information to research in market segments:

attitudes and values

culture

geography

lifestyle

employment status

socioeconomic status.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

sources of information on participation patterns and market segments in the sport and recreation industry:

Australian Bureau of Statistics

commercial research

internet

print media

surveys

television

organisational data

organisational policies and procedures regarding the use of market research information:

access to and collection of market information

privacy

reporting requirements

information protocols

security and confidentiality requirements

management and accountability channels.

Assessment activities that allow the individual to:

analyse participation patterns within a sport, fitness or recreation context relevant to current or intended work.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXIND005 Coordinate work teams or groups

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to coordinate work teams or groups in a sport, fitness or recreation environment. It requires the ability to organise and monitor staffing levels, inform team or group members of expected standards of work, motivate teams and maintain staffing records. Group or team members may be paid employees or volunteers.

This unit applies to individuals responsible for coordinating others as part of their role, ensuring all work is according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Working in Industry

Unit Sector

Cross-Sector

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 staff levels and expectations.	1.1 Set staffing levels within budget to maximise operational and customer service efficiency. 1.2 Roster teams or groups to meet anticipated demand and statutory requirements. 1.3 Induct new team or group members. 1.4 Inform team or group members of rosters within designated timeframes. 1.5 Monitor and adjust staffing levels in response to organisational requirements. 1.6 Communicate expected standards of work and clarify workplace rights and obligations. 1.7 Encourage individuals to contribute to discussion and planning of team or group objectives and goals.
2. Coordinate work team or group.	2.1 Allocate tasks and responsibilities using appropriate communication techniques. 2.2 Ensure team or group members are familiar with specific or required procedures. 2.3 Develop contingency plans to cope with unexpected situations and implement as required. 2.4 Maintain accurate and current records of staffing.
3. Monitor team or group performance.	3.1 Review and update objectives and goals regularly in consultation with relevant personnel. 3.2 Evaluate performance against allocated responsibilities and performance standards. 3.3 Counsel team or group members, as required, and record outcomes.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret workplace documents and legal requirements.
Oral communication skills to:	provide feedback and encouragement ask questions to identify and confirm requirements resolve conflict.
Technology skills to:	maintain records of staffing and meetings.

Unit Mapping Information

SISXIND410 Coordinate sport, fitness or recreation work teams or groups

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXIND005 Coordinate work teams or groups

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

identify and document staffing requirements for at least three different situations that considers at least two of the following:

season demand

special event

time commitment of volunteers

promotional activities

competition schedules

adjust staffing requirements on at least three different occasions where requirements change.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative requirements relating to sport, fitness and recreation:

work health and safety/occupational health and safety

environmental issues

equal employment opportunity

industrial relations

anti-discrimination

relevant industry awards/enterprise agreements

unfair dismissal legislation and procedures

policy and procedures related to:

complaints and grievances

culturally appropriate entitlements

discipline

employment conditions

equal opportunity

anti-discrimination

cultural diversity

induction and training

staff counselling

staff records

performance measures.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

relevant documentation, such as:

legislation and statutory requirements

awards and agreements

job descriptions and responsibilities

training programs

organisation policies and procedures including volunteer management

rostering and recording systems

a work team or group; these can be:

individuals in an industry workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individuals to:

coordinate and monitor a range of sport, fitness or recreation work teams or groups over a period of time

monitor work teams or groups with opportunities to implement suggested improvements

maintain staff records related to the coordination of work teams or groups.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXIND006 Conduct sport, fitness or recreation events

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to organise and conduct a sport, fitness or recreation event. It requires the ability to plan, setup and conduct an event, supervise the event team, and monitor and evaluate the event outcomes. Event team members may be paid employees or volunteers. It applies to event organisation and coordination requirements at a single site or venue.

Event coordinators must consistently and responsibly conduct events according to relevant legislation and organisational policy and procedures, and within the framework of the event managing organisation or sport controlling body.

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

Pre-requisite Unit

Nil

Competency Field

Working in Industry

Unit Sector

Cross-Sector

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. Identify event scope.	1.1 Confirm purpose, objectives, budget and timeline of event with organisation management. 1.2 Determine event resource requirements. 1.3 Finalise event components, program or competition format consistent with the requirements of the relevant body. 1.4 Determine participation targets, selection and entry criteria. 1.5 Arrange event time and venue in the context of other scheduled and competing events or activities. 1.6 Identify potential event team members.
2. Plan the event.	2.1 Prepare budget in line with allocated funds. 2.2 Establish event team and clarify roles and responsibilities of team members. 2.3 Identify and seek required approvals to meet regulatory requirements. 2.4 Develop systems and procedures in consultation with event team. 2.5 Design event activities considering waste minimisation and efficient resource utilisation. 2.6 Prepare competition draw or event schedule and distribute, as required. 2.7 Identify event specific risks and prepare risk management strategy. 2.8 Develop contingency and critical incident procedures. 2.9 Develop event coordination plan with documented tasks, responsibilities and timelines. 2.10 Organise promotional materials to generate interest and publicity.
3. Coordinate implementation of the event.	3.1 Provide participants with required information. 3.2 Organise event briefings for all associated staff and volunteers. 3.3 Ensure health, safety and security procedures are integrated into event procedures. 3.4 Oversee event setup according to prearranged operational requirements. 3.5 Identify discrepancies and deficiencies, and take required remedial action. 3.6 Monitor event operation through observation and communication with event team members. 3.7 Implement contingency plans, as required. 3.8 Ensure event break down is completed according to agreements with contractors and event team. 3.9 Process results, communicate outcomes to participants and submit results to relevant body, as required.
4. Evaluate the event.	4.1 Determine event evaluation criteria prior to event in consultation with organisation management. 4.2 Use a variety of evaluation methods to obtain feedback. 4.3 Conduct an event debrief with event team. 4.4 Analyse delivery of the event against evaluation criteria. 4.5 Document event outcomes and recommendations for future similar events for organisation management.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Numeracy skills to:	prepare an event running sheet and monitor event timing.
Technology skills to:	utilise software and equipment for event organisation.

Unit Mapping Information

SISXIND409 Organise a sport, fitness or recreation event

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXIND006 Conduct sport, fitness or recreation events

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, deliver, and evaluate at least two of the following events that have prearranged operational components:

banquet

business or corporate event

entertainment or leisure event

exhibition, exposition or fair

fundraising event

industry and other awards presentations

meetings and conventions

social event

sporting event

develop and present comprehensive event proposals for each event that cover:

budget

floor or site plans

systems and procedures appropriate to the type of event:

timeframe and running sheet

contingency and critical incident procedures

register of staff, officials and volunteers

registration system

participant or player database

competition draw or schedule

technical production (lighting, sound, audio, visual)

communication strategy

media access

recording and processing of results or outcomes

database of suppliers and contractors

financial system such as cash handling and point of sale

contingency and critical incident procedures related to:

equipment breakdown

participant injury or illness

facility and venue problems or changes

traffic issues

adverse weather

modifications to draw

late withdrawals

event staff sickness

insufficient officials

lateness of VIPs

number of registrations

date of event

decorations

format, style and duration

food and beverage requirements

event program

event set up

styling of venue

technical equipment

timing of service

develop and produce these comprehensive documents for each event:

briefing papers

emergency phone contacts

layout plan for venue or site

program

running sheet

schedules.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

the primary components of state, territory and local council laws that impact on event delivery and actions that must be adhered to by event operators during event setup, conduct and break down, in particular laws that cover:

work health and safety/occupational health and safety (this would include requirements that must be met for providing a safe workplace, hazard identification and assessment and control of associated risks)

workers’ compensation (this would include insurance requirements, injury reporting and occupational rehabilitation requirements)

workplace relations

legal liability and duty of care of participants

characteristics of these events staged in various locations:

banquets

business or corporate event

entertainment or leisure event

exhibition, exposition or fair

fundraising event

industry and other awards presentations

meetings and conventions

social events

sporting events

for each event:

purpose and format

roles and responsibilities of team members

event running order

entertainment and speeches

service order and timing for food and beverage items to complement event activities

key features and functions of these event staging products and services:

catering

displays, stands and signage

exhibitor services

security

talent:

entertainers

speakers

technical equipment and services:

audio-visual

lighting

rigging

sets

sound

special effects

stage design

venue or site:

furniture

layouts

registration areas and equipment

styling

formats for, inclusions and uses of:

event proposals

specific event documentation:

booking conditions

confirmation letters

contracts and invoices

event operational documentation:

event orders

floor plans

menus

key environmental and social sustainability impacts of event delivery and procedures for:

recycling and disposal of all waste and hazardous substances

ensuring safety for crowds and the movement of large numbers of attendees

minimising the use of energy, water and other resources during event setup, operation and break-down.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment. This can be a workplace or simulated environment with:

real events

a simulated industry activity or event created for the purpose of skills assessment that has commercial, community or business relevance in one or more of the following environments:

auditoria

exhibition areas

conference rooms

restaurants

sporting facilities.

Assessment must ensure access to:

current and comprehensive event venue information:

product information within sales kits, brochures, product manuals, information kits or information databases

site specifications, operational and capacity information

technical production and staging specifications

industry current template documents for:

event proposals

event documentation issued to customers including booking conditions, confirmation letters, contracts and invoices

event operational documentation including event orders

floor plans

procedures for preparing proposals

customers, internal personnel and external suppliers with whom the individual can interact; these can be:

individuals in an industry workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXIND007 Develop and implement participation strategies

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to apply strategic management skills to expand participation in a sport, fitness or recreation service. It requires the ability to act on recommendations to attract non-participants, by use of information compiled for the development of strategies.

This unit applies to operations managers, program managers or adventure guides, or those working in a sport development role such as program developers in the sport, fitness or recreation industry. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Working in Industry

Unit Sector

Cross-Sector

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. Review analysis of market trends and participation patterns.	1.1 Analyse participation levels and patterns for relevant industry service. 1.2 Analyse impact of current participation initiatives relevant to specific industry service. 1.3 Identify priority market segments to expand participation. 1.4 Review recommendations for expansion opportunities in consultation with appropriate personnel. 1.5 Select recommendations for implementation.
2. Implement participation strategies.	2.1 Implement strategies to address issues and needs for prioritised market segments in consultation with providers. 2.2 Communicate strategies to potential participants and relevant personnel. 2.3 Establish and monitor impact of strategies on participation patterns.
3. Monitor and manage participation trends.	3.1 Develop and implement systems and processes to monitor changing participation trends. 3.2 Evaluate strategies and modify in response to changing participation patterns and trends. 3.3 Document outcomes of strategies.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	interpret relevant market information analyse recommendations for expansion.
Numeracy skills to:	interpret measures of changing participation rates and trends.
Problem-solving skills to:	evaluate recommendations for expansion in participation.
Planning and organising skills to:	establish performance criteria to measure increased participation.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXIND007 Develop and implement participation strategies

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

implement, monitor and review at least three different initiatives that expand participation in the relevant sport, fitness or recreation service

initiatives should be in response to outcomes of analysis of at least six of the following:

participant attributes:

age

gender

occupation

education

family

values, beliefs and ethics

routines

market segments:

attitudes and values

culture

geography

education

lifestyle

employment status

socioeconomic status.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

contemporary participation patterns and trends in the sport, fitness and recreation industry

factors that impact on participation levels and patterns

dimensions and characteristics of leisure and its benefits for individuals and the community

organisational policies and procedures:

access to and collection of market information

privacy

reporting requirements

information and communication protocols

security and confidentiality requirements

management and accountability channels

strategies and methods used for sport, fitness and recreation initiatives for:

market segments:

attitudes and values

culture

geography

education

lifestyle

employment status

socioeconomic status.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment. This can be a workplace or simulated environment.

Assessment must ensure use of:

organisational data on participation levels and patterns and market segments in the sport, fitness and recreation industry

an environment or facility with a range of recreation and leisure services

organisational policies and procedures regarding the use of market research information:

organisational marketing plans and objectives.

Assessment activities that allow the individual to:

implement and review initiatives in consultation with appropriate personnel

implement organisational knowledge of key market segments in the sport, fitness and recreation industry

review participation analysis and make modifications to initiatives.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXMGT001 Develop and maintain stakeholder relationships

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to develop and maintain an effective relationship with key stakeholders who contribute to and influence the delivery of services.

This unit applies to managers or program coordinators who work with some autonomy. Work is performed according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Management and Leadership

Unit Sector

Cross-Sector

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. Identify the role and function of key stakeholders.	1.1 Identify key stakeholders and personnel that impact on the organisation and its service delivery. 1.2 Access and analyse information on the roles and functions of key stakeholders. 1.3 Determine the decision making processes within key stakeholder organisations and their impact on the organisation. 1.4 Research types of information and resources available from key stakeholder personnel.
2. Develop and implement strategies to promote effective stakeholder relationships.	2.1 Consult with stakeholders to establish their needs. 2.2 Plan activities to facilitate effective rapport with stakeholders. 2.3 Adopt communication techniques and methods appropriate to the needs of stakeholders. 2.4 Identify and respond to factors that may negatively impact stakeholder communication 2.5 Develop strategies to maintain working relationships with stakeholders.
3. Evaluate stakeholder relationships.	3.1 Seek feedback from stakeholders on communication and engagement activities. 3.2 Assess organisational strategies in developing effective working relationships with stakeholders. 3.3 Modify strategies in consultation with key organisational and stakeholder personnel.

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

SISCCRD304A Work with key stakeholders

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXMGT001 Develop and maintain stakeholder relationships

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

develop, implement and evaluate strategies to promote effective stakeholder relationships with at least two of the following stakeholder types:

government agencies

funding agencies

community organisations

peak bodies

boards of management

enterprises

industry associations

select and use at least three different techniques and methods for stakeholder communication.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

key stakeholders likely to impact the organisation and the types of strategies and communication methods for building relationships, as specified in the Performance Evidence

roles and functions of different stakeholders in the industry and how these are changing in relation to:

funding

management

decision-making

sponsorship

organisational policies and procedures for stakeholder relationship management:

stakeholder consultation and engagement

communication protocols and methods for different situations

evaluation measures and criteria

conflict resolution procedures

information management and security

strengths and weaknesses of different types of stakeholder communication

barriers to effective communication with stakeholders and ways to respond

information and resources of stakeholders:

facilities

equipment

grants or funding

personnel

services

legislative requirements relating to communication of information.

Assessment Conditions

Skills must be demonstrated in:

a workplace or simulated industry environment.

Assessment must ensure use of:

legislative information related to communication of information

information about stakeholder groups / organisations

individuals and groups with whom the candidate builds relationships; these can be:

individuals in industry organisations, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

plan and implement strategies over time.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXRES001 Conduct sustainable work practices in open spaces

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to plan and conduct work in open spaces while upholding sustainable practices. This unit requires the ability to conduct research of the current land condition, capability, uses and practices, and develop and implement strategies to achieve sustainable practices for outdoor programs and activities.

This unit applies to operation or program managers who are responsible for planning, implementing and evaluating sport, recreation or fitness programs and activities across a range of activity areas. They work autonomously with responsibility for management of resources and upholding of sustainable work practices.

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

Pre-requisite Unit

Nil

Competency Field

Resource Management

Unit Sector

Cross-Sector

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. Plan sustainable activities for work in open spaces.	1.1 Determine opportunities and options for using open space within the local community. 1.2 Review and document relevant codes of practice and local government requirements for use of open space. 1.3 Consult with colleagues and other stakeholders about issues of responsibility for environmental and social sustainability.
2. Conduct minimal impact activities.	2.1 Select and use minimal impact techniques and procedures appropriate to the area. 2.2 Conduct activities using positive sustainable outcomes for local communities and environments. 2.3 Advise clients of appropriate behaviours in open space environments and address any unacceptable behaviours.
3. Monitor impacts and changes.	3.1 Monitor and record changes in the natural environment using appropriate technology. 3.2 Collect environmental information on behalf of environmental agencies or local government as required. 3.3 Advise appropriate authorities of environmental and social change promptly.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
SKILLS	DESCRIPTION
Reading skills to:	analyse data on conservation strategies research usage and potential usage.
Writing skills to:	develop a plan to improve efficiency while drawing on data analysis.
Learning skills to:	maintain currency of information related to sustainable practices in open spaces.
Problem-solving skills to:	assess threats and opportunities compare conservation strategies and select appropriate strategies monitor and evaluate the effectiveness of strategies and develop alternative strategies where appropriate identify current use of resources develop strategies to maximise efficiency of resource use.
Planning and organising skills to:	work within identified timeframes and budgets plan, implement and monitor strategies for optimal resource use establish criteria to evaluate open spaces.
Self-management skills to:	apply sustainable work practices on an ongoing basis.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXRES001 Conduct sustainable work practices in open spaces

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan and conduct at least three sessions in two or more open space environments to minimise environmental impacts of sport, fitness or recreation activities

for each of the sessions incorporate:

local government requirements

industry codes of practice

provision of advice to clients regarding the use of open spaces

management of client behaviour in open spaces

provide feedback on the environmental impact of at least five sport, fitness or recreation activities conducted in open spaces.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislation, regulations and land management requirements and guidelines:

permits in national parks or on land under control of traditional owners

restrictions on camp site operations and use of open fires

global environmental issues, in particular a layperson understanding of the science associated with:

climate change

energy

land management

waste and consumption

water

environmental and social impacts of sport, fitness or recreation industry in relation to global environmental issues in particular sites and communities

practical sustainability considerations for sport, fitness or recreation operations, incorporating those related to:

environmentally or culturally sensitive areas and associated minimal impact practices

handling and disposal of waste, including human waste

industry codes of practice

use of water sources

minimal impact techniques and procedures in relation to:

activity-specific guidelines

energy use

group size

interaction with wildlife

local customs and courtesies

noise

setting of camps

souveniring

use of tracks

waste disposal

biophysical and sociocultural elements in an environment and the relationship between them

information collection techniques for monitoring environmental and social impact, including what is observed and measured and how specific data is recorded.

Assessment Conditions

Skills must be demonstrated in:

an outdoor space that could be used for sport, recreation or fitness work purposes.

Assessment must ensure access to:

areas or locations containing natural systems or components of these systems

resources and information relevant to the natural system

relevant information impacting on conservation of natural systems

relevant stakeholder and local government information regarding the use of open spaces

industry code of ethical practice

organisational documentation relevant to open space planning.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISXRES002 Educate user groups

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to identify and address issues in the use of facilities and activity resources. It requires the ability to develop resources or education for target user groups.

This unit applies to those working as program staff with supervisory responsibilities in a range of locations or with a range of user groups in aquatic programs, sport programs or recreation leisure centres, including gyms. They work autonomously and according to relevant legislation and organisational policies and procedures.

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

Pre-requisite Unit

Nil

Competency Field

Resource Management

Unit Sector

Cross-Sector

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 educational strategies.	1.1 Identify specific issues relating to the use of facilities and activity resources by user groups. 1.2 Suggest alternative strategies to address issues in consultation with staff, as appropriate. 1.3 Develop educational programs and/or resources to address issues. 1.4 Contribute to the production of educational material. 1.5 Assess and select strategies for presenting educational programs.
2. Plan and conduct educational programs.	2.1 Plan educational programs according to the needs of the target user group. 2.2 Identify and organise required equipment and other resources. 2.3 Liaise with user groups to promote educational programs and/or resources. 2.4 Implement programs and resources to user groups.
3. Evaluate programs.	3.1 Seek and acknowledge feedback from user groups on effectiveness of programs. 3.2 Analyse feedback from user groups. 3.3 Evaluate components of program and/or resources according to evaluation criteria, and record outcomes. 3.4 Make recommendations for future improvement. 3.5 Review own performance and identify potential improvements. 3.6 Record, update and file documentation, schedules and costings.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here along with a brief context statement.
SKILLS	DESCRIPTION
Oral communication skills to:	discuss and respond to appropriate recommendations to expand participation present information about education strategies to a wide range of groups liaise with appropriate personnel to establish networks with education providers.
Problem-solving skills to:	review and evaluate current education activities implement and monitor initiatives to expand participation into the relevant sport, fitness or recreation service.
Technology skills to:	maintain records of resource use and public education programs.

Unit Mapping Information

SISXRES301A Provide public education on the use of resources

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

Assessment Requirements for SISXRES002 Educate user groups

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

identify and address at least three issues in relation to use of a current facility or activity resource through either:

educational programs

information resources such as notices, leaflets or handouts

identify and address at least two issues that could arise as a result of upcoming changes to/ addition of a facility or activity resources through either:

educational programs

information resources

promote each program and/or resource using appropriate strategies to the user group

evaluate all educational programs and resources, identify improvements and document improvement for at least:

one program

one resource

maintain and update records of information and programs.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

organisational policies and procedures to enable the production and storage of documentation and educational material

potential issues in relation to resource use, to enable educational programs to target these areas

components of an educational program

types of educational material and presentation techniques to enable information on resource use to be conveyed effectively

use of relevant audio-visual and multimedia equipment to enable clear presentations

formal and informal evaluation techniques to enable improvements to be made in educational programs

budgeting for educational programs and resources.

Assessment Conditions

Skills must be demonstrated in:

a sport, fitness or recreation environment. This can be a workplace or simulated environment.

Assessment must ensure access to:

information relating to public safety issues

audio-visual or multimedia presentation equipment

suitable resources, for example facilities or venues

organisational policies and procedures related to:

budget constrains

storage of documentation

production and circulation of materials

a range of target user groups, these can be:

user groups in a workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessment activities that allow the individual to:

present and provide several educational programs or resources relevant to the candidate’s current or intended work environment over a period of time

interact with a variety of user groups, including conveying information that educates the safe use of resources

deal with contingencies, such as inappropriate behaviour or inappropriate use of equipment, in a timely manner

implement information from participant feedback to review programs in a timely manner.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SITXEVT505 Manage on-site event operations

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	E Replaces and is equivalent to SITXEVT017B Provide on-site event management services. New title. 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 manage on-site operational activities for the staging of events. It requires the ability to finalise operational plans, oversee event set up, execution and break down and evaluate the operational success of events.

Application of the Unit

Events are diverse in nature and this unit is relevant to any type of event coordinated in any industry context, including the tourism, hospitality, sport, cultural and community sectors.

This unit applies to event coordinators and managers as well as venue duty, front of house and operations managers who operate independently, and are responsible for making a range of operational decisions. They may work in event management companies, in event venues, or in organisations which organise their own events.

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. Finalise event preparations.	1.1 Check final arrangements for event and address any discrepancies or outstanding matters. 1.2 Analyse event requirements and develop plans and procedures for event staging. 1.3 Prepare and collate operational documentation to facilitate effective on-site management and distribute to relevant personnel. 1.4 Develop and provide event briefings to relevant personnel in advance of the event. 1.5 Minimise use of printed materials and maximise electronic transmission of documents to reduce waste.
2. Oversee event set up.	2.1 Establish on-site contact with contractors and reconfirm all requirements. 2.2 Assess all aspects of event set up against prearranged service agreements and check for safety and ease of attendee access. 2.3 Identify any deficiencies and discrepancies and take prompt action to resolve. 2.4 Conduct final briefing on event operational details including communication and control mechanisms.
3. Monitor event operation.	3.1 Monitor event operation through observation and communication with relevant personnel to ensure effective delivery of services. 3.2 Identify and quickly evaluate operational problems as they arise and take prompt action to resolve. 3.3 Monitor compliance with environmental and social sustainability procedures to ensure minimal impacts. 3.4 Liaise with client throughout event to ensure satisfaction with service delivery and make necessary adjustments.
4. Oversee event break down.	4.1 Ensure event break down is completed according to agreements. 4.2 Check and sign invoices according to contractor agreements. 4.3 Debrief relevant personnel to improve future event service delivery.
5. Evaluate operational success of event.	5.1 Obtain feedback from customers and seek input from personnel and contractors on event operations. 5.2 Reflect on and evaluate operational problems. 5.3 Provide recommendations for improvements to future event management practices.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: provide clear and accurate verbal briefings to event team and contractors about operational details of event staging liaise with clients to ensure satisfaction with service delivery provide precise instructions to event team members and contractors throughout the operation of the event negotiate solutions and provide clear instructions when problems arise critical thinking skills to: analyse event requirements and develop plans and procedures to facilitate effective event staging quickly evaluate problems as they arise and determine solutions evaluate feedback from clients and event personnel and use to benefit future events literacy skills to: read and interpret complex event planning documentation write complex and detailed, yet easily accessible, event operational documents numeracy skills to: interpret event budgets and event service agreement costings to ascertain correct on-site supply of contracted services work quickly and accurately with budget figures to calculate effect on event profitability when resolving on-site problems planning and organising skills to collate event staging documentation and finalise all operational aspects of event within designated deadlines problem-solving skills to: identify operational problems as they arise, make quick evaluations and resolve all issues immediately negotiate solutions with clients, internal and external personnel under pressure where time constraints play a key factor self-management skills to take responsibility for the finalisation of event plans and on-site coordination of the delivery of the event teamwork skills to: lead a team of event staging personnel and external contractors to effectively deliver events consult with team members and take account of suggested solutions to on-site staging problems technology skills to use calculators, computers, software programs and printers for processing event documentation and two-way communication equipment for on-site management.
Required knowledge
characteristics of different types of events; their purpose, format and running order roles and responsibilities and hierarchy of controls and reporting, for event staging, of: corporate clients internal event team members, venue personnel and external contractors on-site event manager features and functions of a range of two-way communication equipment used to facilitate communication between event personnel techniques for managing stress and time during operation of events key features and functions of event staging products and services including: catering displays, stands and signage exhibitor services security talent: entertainers speakers technical equipment and services: audio-visual lighting rigging sets sound special effects stage design venue or site: furniture layouts registration areas and equipment styling a range of styles for setting up venue rooms and their different purposes including: banquet classroom conference theatre u shape a range of formats for, inclusions and uses of: operational plans and procedures used to manage on-site event logistics event documentation issued to operational personnel and contractors including, briefing papers, running sheets for delivery of event, registration reports and layout plan for venue or site event service agreements key environmental and social impacts of event delivery and minimal impact procedures to reduce these including issues surrounding: lifestyle of neighbouring residents maintenance of natural and cultural integrity recycling and disposal of all waste, especially hazardous substances safety for crowds and the movement of large numbers of attendees use of energy, water and other resources during event set up, operation and break down.

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: manage on-site event operations for events involving: comprehensive event plans dedicated event budgets formal communications plans multiple operational components an event operations team a wide range of stakeholders efficiently manage on-site operations of multiple and diverse events including overseeing event set up, operation and break down develop accurate and comprehensive plans, procedures and operational documentation for staging events integrate knowledge of: purpose, format and running order for different types of events key features and functions of event staging products and services roles and responsibilities of different personnel in event staging formats for and inclusions of event documentation manage on-site events in live time where commercially realistic time pressures and constraints play a key factor.
Context of and specific resources for assessment	Assessment must ensure use of: actual events for which on-site event operations are managed. Events 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. Small personal events are not appropriate as a means of assessing an individual’s skills and knowledge venues and sites where events are operated; these can be: real event venues and sites event venues and sites operated within a training organisation such as auditoria, exhibition areas, conference rooms, restaurants and sporting facilities where real events are staged customers with whom the individual can interact internal event team members, venue personnel and external contractors with whom the individual can interact computers, software programs and printers currently used by the events industry to prepare event documentation two-way communication equipment for on-site management comprehensive event plans dedicated event budgets industry current template documents: documents used to manage on-site event logistics including plans, procedures briefing papers, running sheets event, registration reports and layout plans for venues or sites event service agreements.
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: providing pre-event briefing to event personnel interacting with internal venue staff and external contractors to facilitate effective event delivery evaluation of the operational efficiency and service quality at an event sitemanaged by the individual evaluation of reports prepared by the individual on the on-site event management process, including the issues and challenges associated with delivering effective outcomes review of documents prepared by the individual: operational plans and procedures used to manage on-site event logistics briefing papers and running sheets for delivery of event case studies and problem-solving exercises to allow the individual to analyse and respond to different staging deficiencies and discrepancies written or oral questioning to assess knowledge of: purpose, format and running order for different types of events key features and functions of event staging products and services roles and responsibilities of different personnel in the event staging process formats for and inclusions of event documentation 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: BSBWRT401A Write complex documents SITXCCS501 Manage quality customer service SITXMGT401 Monitor work operations 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.
Event may include:	business and corporate entertainment and leisure exhibitions, expositions and fairs festivals fundraising government and civic marketing meetings and conventions social sports.
Plans and procedures may be developed to manage:	bump-in and bump-out of: client displays and livery exhibitor or sponsor stands merchandising stands on-site registration area seating tables technical equipment and services venue styling communication channels with and between: clients event operational team exhibitors organising committee sponsors suppliers volunteers crowd control hazard identification and risk assessment minimal impacts on lifestyle of local residents on-site registrations record keeping and reporting recycling and correct and environmentally sound disposal practices for waste regulatory requirements roles and responsibilities of internal staff, contractors and volunteers reporting structures for resolution of problems risk to and control measures for: attendees contract staff local community personnel site and environment volunteers security storage facilities for client and outside contractors use of energy, water and other resources during event set up, operation and break down transportation and timelines work health and safety.
Operational documentation may include:	briefing papers contact numbers for: contractors emergency services copies of agreements with: contractors clients event program and scheduled time for activities event orders itemised lists of resources, suppliers and costs layout plan for venue or site plans and procedures registration reports: attendance lists per session, site, venue or table name lists special requests running sheet for delivery of event service vouchers signage site maps staffing rosters.
Relevant personnel may include:	clients contractors event operational team exhibitors internal personnel merchandisers organising committee sponsors suppliers venue coordinators or duty managers volunteers.
Event briefings may:	be: facetoface in writing on telephone involve clarification of: access times for service personnel, client and attendees client expectations client role in event management event program and scheduled time for activities hierarchy of responsibility for instructions, controls and resolution of problems during event operation procedures for event staging regulatory compliance and roles and responsibilities of individual team members roles and responsibilities of internal staff, contractors and volunteers service expectations staffing rosters.
Contractors may include:	caterers display suppliers entertainers food and beverage personnel florists equipment hire companies registration and ticket sales specialist companies security personnel speakers and facilitators suppliers of technical equipment and services: audio-visual pyrotechnics rigging sound and lighting special effects stage design and construction venue styling venue coordinators or duty managers.
Deficiencies and discrepancies may include:	client dissatisfaction delays faulty or unavailable technical equipment inadequate supplies incorrect set up of: client displays and livery exhibitor or sponsor stands merchandising stands on-site registration area seating tables technical equipment and services venue styling inappropriate space for on-site registration areas inappropriate management of risk to personnel, participants and the site environment lack of equipment to manage displays and signage nonarrival of key talent or speakers non-compliance with environmental and social sustainability practices non-compliance with legislative requirements and local council requirements shortage of or incorrect food and beverage staff shortages.
Communication and control mechanisms may include:	guidelines on hierarchy of control and reporting lines during the event operational procedures regularity of updates to: clients event managers.
Event break down may involve:	correct removal of infrastructure and facilities to ensure site is left in good condition debriefing participants, exhibitors and contractors directing event team member participation liaising with venue and site personnel overseeing recycling and environmentally sound disposal of waste packing and removing items.

Unit Sector(s)

Cross-Sector

Competency Field

Events

SITXEVT602 Develop event concepts

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 SITXEVT009A Develop event concepts. Re-written and based on BSBCRT501A Originate and develop concepts. Unit now more fully articulates the creative process of developing event concepts.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to explore and refine ideas for event concepts, and to progress those concepts to the point where they can be made operational.

Application of the Unit

Events are diverse in nature and this unit is relevant to any type of event coordinated in any industry context, including the tourism, hospitality, sport, cultural and community sectors. Sometimes the concept development phase is undertaken in parallel with feasibility analysis or the event bidding process.

This unit applies to event managers who operate with significant autonomy and who are responsible for making a range of strategic event management decisions.

They may work in event management companies, in event venues, or in organisations that organise their own events.

The unit does not include the specialist concept development undertaken by experts such as writers, technical specialists or lighting, sound, exhibition, set or costume designers. Consultation with relevant experts, however, may be a key aspect of overall event concept development.

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. Evaluate and explore needs and opportunities.	1.1 Research and evaluate existing information that informs new concept development. 1.2 Expand the potential of new ideas through exploration of opportunities beyond the obvious. 1.3 Evaluate factors that impact event concept development. 1.4 Develop preliminary ideas on innovative and different ways to address needs and opportunities in consultation with relevant stakeholders.
2. Develop a range of creative approaches.	2.1 Use creative thinking techniques to generate innovative and creative concepts. 2.2 Challenge, test and experiment with different concepts as part of a collaborative process. 2.3 Evaluate event concepts in terms of suitability for the target audience or purpose, feasibility and commercial potential. 2.4 Take account of regulatory, risk and sustainability considerations as concepts and ideas are developed. 2.5 Identify resources required to achieve desired outcomes. 2.6 Evaluate and select strategies for achieving desired outcomes. 2.7 Present proposed concepts in an appropriate format.
3. Refine concepts.	3.1 Ensure concept development process is open to ongoing refinement and testing. 3.2 Seek input and feedback on concepts from relevant stakeholders. 3.3 Seek specialist advice on creative and technical aspects of proposals as required. 3.4 Compare concepts with best practice examples of similar products, programs, processes or services. 3.5 Use creative and practical criteria to determine the advantages and disadvantages of different concepts. 3.6 Evaluate constraints on the realisation of concepts. 3.7 Refine proposals based on analysis and feedback.
4. Progress concepts to operational stage.	4.1 Verify the operational practicality and cohesiveness of the concept through consultation and analysis. 4.2 Develop implementation specifications from refined concepts. 4.3 Present specifications to relevant parties for approval, funding or approval. 4.4 Facilitate effective planning and implementation through timely provision of information on the concept relevant stakeholders. 4.5 Reflect on methodology used to generate concepts and ideas and note ways of improving this in the future.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication skills to: consult and liaise on potentially complex concepts and planning issues engage in a collaborative process of ideas generation and refinement critical thinking skills to analyse, develop and refine complex information and ideas initiative and enterprise skills to develop innovative ideas for events literacy skills to analyse complex information from varied sources planning and organisational skills to: integrate practical considerations into the concept development process create implementation specifications for concepts numeracy skills to estimate costs and develop broad budgetary scenarios problem-solving skills to develop and adjust ideas in response to varied creative, management and operational challenges.
Required knowledge
techniques for exploring, generating and testing creative ideas, and for translating these ideas into workable concepts internal and external factors that affect event concept development: market factors: competitive environment potential levels of participation and interest media interest operational considerations: access climate regulatory requirements risk resource availability, constraints and potential: human physical financial sustainability different creative, promotional, technical and operational options to consider when developing an event concept key stakeholders for different types of event.

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: engage in a creative process of concept generation and refinement develop multiple event concepts, substantiated and supported with sufficient information to allow for implementation to occur integrate knowledge of event planning and operations opportunities and constraints.
Context of and specific resources for assessment	Assessment must ensure use of: other people with whom the individual can interact and collaborate.
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 event concepts generated by the individual, and of the processes used to generate and test the ideas debate and discussion with the individual to assess knowledge of the operational context and the broader factors that impact on event concept development evaluation of presentation or 'pitch' made by the individual in relation to a particular concept use of case studies to develop concepts for different types of events oral or written questioning to assess knowledge of the range of key market factors and management issues to be considered in the concept development phase 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: SITXEVT603 Determine event feasibility.

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 may include:	creative brief event objectives: business creative educational profile creation community impact participation or attendance event parameters: date, time and duration size and scope location resourcing market research organisational vision personal vision.
Exploration of opportunities beyond the obvious may involve:	challenging existing assumptions and preconceptions considering change to the way things are done exploring practice in a different industry context investigating new technologies making connections between seemingly unrelated activities.
Stakeholders may include:	clients colleagues creative professionals entertainers event principal local authorities local community organising committees staging contractors.
Creative thinking techniques may include:	brainstorming: bulletin board buzz session computer-aided sequencing stop and go Edward de Bono's six thinking hats ego alter or heroes graphic organisers: concept fans visual maps webbing lateral thinking games making associations mind mapping morphological analysis sub-culture surfing trigger words use of metaphors and analogies vision circles word salads visualisation.
Creative and practical criteria may relate to:	cost-effectiveness competing priorities ‘fit’ with: creative aspirations strategic directions of organisation target market needs how innovative the concept is risk benefit analysis technical feasibility time to realise the concept.
Operational practicality and cohesiveness may relate to:	components of the event and how they fit together managing risk resource availability scheduling sustainability time constraints venue or site constraints.
Implementation specifications may include:	briefs for work concept specification operational plan resource breakdown staging requirements.

Unit Sector(s)

Cross-Sector

Competency Field

Events

SITXEVT603 Determine event feasibility

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	E Replaces and is equivalent to SITXEVT007B Determine event feasibility. Minor changes to Elements, Performance Criteria, Required skills and Required knowledge to more fully articulate content.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to assess the viability of a proposed event, and to develop recommendations and models for its future planning and operation. It requires the ability to use advanced research, analytical and communication skills combined with a detailed knowledge of the event management process.

Application of the Unit

Events are diverse in nature and this unit is relevant to any type of event coordinated in any industry context, including the tourism, hospitality, sport, cultural and community sectors. Event feasibility may be determined after or in parallel with the creation of the initial event concept.

This unit applies to event managers who operate with significant autonomy and who are responsible for making a range of strategic event management decisions.

They may work in event management companies, in event venues, or in organisations that organise their own events.

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. Analyse event context and rationale.	1.1 Confirm event rationale and objectives through consultation with key stakeholders and evaluation of event concept information. 1.2 Determine the place of the proposed event in relation to other events and its economic, environmental and social sustainability. 1.3 Assess the marketability of the proposed event through research and consultation. 1.4 Evaluate internal and external factors that impact on the viability of the proposed event.
2. Assess resource requirements and opportunities.	2.1 Develop complete and realistic estimates of primary event costs based on breakdown of all event components. 2.2 Identify potential sources of revenue and other resources and develop realistic estimates. 2.3 Test and explore different resource scenarios with a range of possible event models.
3. Evaluate planning and operational requirements.	3.1 Analyse overall event planning and management requirements. 3.2 Evaluate operational requirements for each event component. 3.3 Identify compliance requirements and their impact on event management and operations. 3.4 Consider and develop opportunities to enhance sustainability.
4. Develop recommendations and models.	4.1 Develop positions and recommendations based on outcomes of analysis. 4.2 Develop planning, management and operational recommendations for the overall event and key event components. 4.3 Clearly articulate contingency planning requirements. 4.4 Present accurate and complete income and expenditure estimates to inform future decision-making. 4.5 Offer different models and options, including clear details of benefits and risks of suggested models. 4.6 Present key stakeholders with feasibility outcomes in appropriate format.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication skills to consult and liaise with stakeholders on strategic event management proposals and issues critical thinking skills to analyse complex information from varying sources and develop strategic positions and recommendations as a result of analysis initiative and enterprise skills to develop innovative models and recommendations for event management literacy skills to: analyse complex event information articulate complex arguments, scenarios and recommendations numeracy skills to estimate costs and develop different budgetary scenarios and models planning and organising skills to provide recommendations for cohesive event planning and management problem-solving skills to develop strategic positions and recommendations in response to complex event management and operational challenges.
Required knowledge
features and formats or a wide range of event types internal and external factors that impact on event feasibility and affect its management and operation resource requirements for the overall staging of complex events, and for specific event components sources of potential revenue for different types of event sources of event industry references, and broader references that may inform emerging and innovative practice in event management and operations current and emerging event industry trends across all areas of planning, management and operations, including: marketing trends management models opportunities offered by new technologies sustainable event management risk management considerations for event feasibility: compliance financial or commercial operational options for the presentation of feasibility analysis results.

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 present a detailed feasibility analysis that includes substantiated positions and recommendations for at least one event concept that involves the need for: comprehensive event plans dedicated event budgets formal communications plans multiple operational components an event operations team a wide range of stakeholders integrate knowledge of: current and emerging event industry trends across areas of planning, management and operations internal and external factors that impact on event feasibility resource requirements for the overall staging of events, and for specific event components.
Context of and specific resources for assessment	Assessment must ensure use of: a real event concept on which to base the feasibility analysis. Event concepts 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. Small personal events are not appropriate as a means of assessing an individual’s skills and knowledge event stakeholders with whom the individual interacts current industry data and information sources to inform the feasibility analysis.
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 feasibility studies prepared by the individual oral or written questioning to assess depth of individual’s event industry knowledge 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: SITXEVT602 Develop event concepts SITXEVT604 Develop and implement event management plans.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Key stakeholders may include:	community groups host organisation industry bodies organising committees potential sponsors.
Event concept information may relate to:	dates and times duration format management structures objectives proposed location or venue.
Place of the proposed event may relate to:	community values economic objectives other events: competing and complementary events similar formats similar objectives philosophy of host organisation previous events or past practice supplementary events wider industry directions.
Internal and external factors may include:	competitor activity industry context management structures organisation objectives resource constraints social, political or economic factors.
Primary event costs may include:	catering collateral materials equipment marketing costs security staffing requirements transport venue.
Potential sources of revenue and other resources may include:	community organisations general public government funding grants industry bodies participating organisations sponsors.
Planning and management requirements may relate to:	administration marketing management structures, roles and responsibilities resources: financial human physical sustainability technology.
Operational requirements for each event component may relate to:	minimal impact practices for the construction, maintenance and disposal of event staging components paid and voluntary staff requirements specialist assistance staging requirements, including: catering equipment infrastructure security transport.
Compliance requirements may relate to:	environmental sustainability fundraising insurance licensing safety.

Unit Sector(s)

Cross-Sector

Competency Field

Events

SITXFIN601 Manage physical assets

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	E Replaces and is equivalent to SITXFIN007A Manage physical assets. Re-worked Elements, Performance Criteria, Required Skills and Knowledge to more fully articulate content.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to manage the physical assets of an organisation. It requires the ability to establish systems and practices for asset monitoring, maintenance and acquisition.

Application of the Unit

This unit applies to all tourism, hospitality and event sectors.

It applies to senior managers who operate with significant autonomy and who are responsible for making a range of strategic management decisions.

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. Develop practices for systematic maintenance, repair and purchase of physical assets.	1.1 Develop and maintain an accurate and current physical assets register. 1.2 Develop practices for managing physical assets that reflect overall business objectives. 1.3 Establish and implement maintenance and repair regimes that minimise disruption and loss of revenue. 1.4 Integrate practices to support environmental sustainability into use of physical assets. 1.5 Evaluate current and potential financial ability to acquire physical assets.
2. Monitor the condition and performance of physical assets.	2.1 Establish and implement regular reporting practices to ensure the effective performance of physical assets. 2.2 Identify physical asset problems promptly and take appropriate action. 2.3 Assess long term physical asset performance. 2.4 Evaluate need for and access specialist assistance.
3. Coordinate financing and purchase of physical assets.	3.1 Prepare accurate equipment specifications to guide the acquisition process. 3.2 Estimate acquisition costs based on evaluation of current, accurate and relevant data. 3.3 Make decisions on the replacement and acquisition of physical assets. 3.4 Select methods of financing to meet current financial objectives. 3.5 Finance acquisitions in consultation with financial specialists. 3.6 Keep accurate records of all financial agreements.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication skills to discuss asset deficiencies with team members and to negotiate purchase and financial arrangements with suppliers critical thinking skills to evaluate current and future asset needs and financial ability to update physical assets initiative and enterprise skills to identify and analyse the utility of enhanced physical assets to improve business performance literacy skills to: read and interpret complex product specifications and financial contracts research new physical assets to enhance business performance write detailed specifications for the supply of physical assets numeracy skills to analyse financial data and interpret estimates and financial agreements for physical asset acquisition planning and organising skills to manage maintenance and repair regimes and plan for the acquisition of assets problem-solving skills to identify physical asset problems and to resolve through maintenance or replacement self-management skills to take responsibility for the monitoring of physical asset quality, utility and acquisition teamwork skills to regularly discuss the condition and utility of physical assets with team members and take account of their feedback when making acquisitions.
Required knowledge
types of physical assets required by tourism, hospitality and event organisations and the organisation in particular maintenance requirements for different types of physical assets a range of formats for and inclusions of asset registers features and benefits of different financing options for asset acquisition, including purchase, rent, lease and hire purchase depreciation that can be applied to different types of physical assets practices to support environmental sustainability using different types of physical assets.

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 for and manage the acquisition, maintenance and replacement of a diverse range of physical assets monitor the utility of assets to meet business needs over a period of time develop and maintain a current assets register demonstrate knowledge of the features and benefits of different financing options for asset acquisition.
Context of and specific resources for assessment	Assessment must ensure use of: a real or simulated tourism, hospitality or event industry business operation for which physical assets are monitored and maintained current commercial purchase specifications, supplier product and cost information and contractual documentation used for the purchase of assets suppliers with whom the individual can interact and negotiate.
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: projects, activities and case studies that allow assessment of the individual’s ability to: manage physical assets for specific tourism, hospitality and event business environments develop and maintain a physical assets register evaluate the performance of physical assets and take actions to address deficiencies written or oral questioning to assess knowledge of financing options 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, workplace and job role, for example: BSBWRT401A Write complex documents SITXFIN401 Interpret financial information SITXFIN501 Prepare and monitor budgets SITXMGT501 Establish and conduct business relationships.

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.
Physical assets may include:	buildings computer systems equipment fixtures, fittings and furniture contained within: accommodation establishments commercial kitchens restaurants and bars storage areas tourism, hospitality and event offices transportation depots gardens pools rides and games vehicles vessels.
Business objectives may include:	profitability growth provision of quality products and services to customers adherence to: codes of conduct environmental sustainability philosophies and practices industry accreditation schemes.
Practices to support environmental sustainability may include:	effective use of consumables minimising waste regular maintenance to ensure efficiency of machinery systems to reduce resource use: fuel power water.
Regular reporting practices may include a requirement for:	formal and informal customer and staff feedback procedures to integrate daytoday condition reports scheduled: internal or external inspections and audits management reports.
Assess may involve evaluation of:	ability to meet business objectives cost of maintenance over a period of time customer and staff feedback input from specialists operational efficiency safety.
Specialist assistance may involve:	architects builders designers electronic specialists information technology suppliers landscape architects manufacturers mechanics tradespeople vendors.
Specifications may include:	budget parameters environmental sustainability policies for the business floor plans numbers and types of required equipment fixtures, fittings and furniture operational performance requirements: efficiency customer traffic staff usage types of products and services offered by the business.
Current, accurate and relevant data used for estimating costs may include:	current maintenance contracts estimates and quotations from suppliers previous contracts and costs published or advertised prices.
Methods of financing may include:	hire purchase lease purchase rent.

Unit Sector(s)

Cross-Sector

Competency Field

Finance

SITXFSA101 Use hygienic practices for food safety

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	E Replaces and is equivalent to SITXOHS002A Follow workplace hygiene procedures. Updated and re-categorised to Food Safety.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to use personal hygiene practices to prevent contamination of food that might cause food-borne illnesses. It requires the ability to follow predetermined organisational procedures and to identify and control food hazards.

Application of the Unit

This unit applies to all tourism, hospitality and catering organisations with permanent or temporary kitchen premises or smaller food preparation or bar areas.

This includes restaurants, cafes, clubs, hotels, bars, tour operators, attractions, function, event, exhibition and conference caterers, educational institutions, aged care facilities, correctional centres, hospitals, defence forces, cafeterias, kiosks, canteens, fast food outlets, residential caterers, inflight and other transport caterers.

It applies to food handlers which can be any person who directly handles food or food contact surfaces food such as cutlery, plates and bowls. People at many levels use this skill in the workplace during the course of their daily activities, including cooks, chefs, caterers, kitchen stewards, kitchen hands, bar and food and beverage attendants and sometimes room attendants and front office staff.

Licensing/Regulatory Information

Food handlers must comply with the requirements contained within the Australia New Zealand Food Standards (ANZFS) Code (the Code).

In some states and territories businesses are required to designate a food safety supervisor who is required to be certified as competent in this unit through a registered training organisation.

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. Follow hygiene procedures and identify food hazards.	1.1 Follow organisational hygiene procedures. 1.2 Promptly report unsafe practices that breach hygiene procedures. 1.3 Identify food hazards that may affect the health and safety of customers, colleagues and self. 1.4 Remove or minimise the hygiene hazard and report to appropriate person for follow up.
2. Report any personal health issues.	2.1 Report any personal health issues likely to cause a hygiene risk. 2.2 Report incidents of food contamination resulting from personal health issues. 2.3 Cease participation in food handling activities where a health issue may cause food contamination.
3. Prevent food contamination.	3.1 Maintain clean clothes, wear required personal protective clothing and only use organisation-approved bandages and dressings. 3.2 Prevent food contamination from clothing and other items worn. 3.3 Prevent unnecessary direct contact with ready to eat food. 3.4 Avoid unhygienic personal contact with food or food contact surfaces. 3.5 Avoid unhygienic cleaning practices that may cause food-borne illnesses.
4. Prevent cross contamination by washing hands.	4.1 Wash hands at appropriate times and follow hand washing procedures consistently. 4.2 Wash hands using appropriate facilities.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.
Required skills
communication skills to verbally report hygiene hazards and poor organisational practice literacy skills to comprehend workplace documents or diagrams that interpret the content of: organisational food safety program hygiene and food safety procedures Hazard Analysis and Critical Control Points (HACCP) practices problem-solving skills to identify and report hygiene hazards.
Required knowledge
basic aspects of national, state or territory food safety laws, standards and codes. This would include: meaning of contaminant, contamination and potentially hazardous foods as defined by the Code hygiene actions that must be adhered to by businesses to avoid food-borne illnesses employee responsibility to participate in hygienic practices reasons for food safety programs and what they must contain role of local government regulators ramifications of failure to observe food safety law and organisational policies and procedures basic aspects of HACCP method of controlling food safety for the specific industry sector and organisation: major causes of food contamination and food-borne illnesses sources and effects of microbiological contamination of food workplace hygiene hazards when handling food and food contact surfaces basic content of organisational food safety program the contents of hygiene and food safety procedures hygienic work practices for individual job roles and responsibilities.

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: integrate the use of predetermined hygiene procedures and food safety practices within day-to-day food handling work functions integrate, into daily work activities, knowledge of the basic aspects of food safety standards and codes and the ramifications of disregarding this.
Context of and specific resources for assessment	Assessment must ensure use of: an operational commercial food preparation area, bar or kitchen with the fixtures, large and small equipment and workplace documentation defined in the Assessment Guidelines; this can be a: real industry workplace simulated industry environment such as a training kitchen servicing customers food ingredients and ready to eat food items current plain English regulatory documents distributed by the national, state, territory or local government food safety authority the Code current commercial food safety programs, policies and procedures used for the management of food safety.
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 the candidate using hygienic work practices during an integrated assessment of operative functions, such as cleaning and tidying bars, cooking at a camp site, preparing meals in a commercial kitchen, storing unused foodstuffs use of problem-solving exercises so the individual can respond to a range of situations where food hazards exist written or oral questioning to assess knowledge of the content of hygiene procedures and food safety standards and codes 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, workplace and job role, for example: SITXFSA201 Participate in safe food handling practices SITXFSA202 Transport and store food any commercial cookery, commercial catering, patisserie, Asian cookery or food and beverage unit involving food preparation.

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.
Hygiene procedures:	may cover: cleaning and sanitising practices to avoid contamination of food food storage handling and disposal of garbage personal hygiene regular hand washing safe and hygienic handling of food and beverages safe handling and disposal of linen and laundry suitable dress and personal protective equipment and clothing use of cleaning equipment, clothes and materials to avoid contamination of food may be: covered by staff training programs documented in the organisational food safety program required by the national food safety code.
Unsafe practices may include:	being asked to participate in unhygienic work practices food handling practices that may result in the contamination of food ignoring the direction of: hygiene signage supervisors managers lack of: required hygiene signage training in hygiene procedures outdated practices not in keeping with current organisational procedures poor personal hygiene and cleaning practices that may result in crosscontamination of food and other items practices inconsistent with organisational food safety program seeing others using unhygienic work practices use of broken or malfunctioning equipment.
Food hazards may include:	airborne dust colleagues without appropriate training or understanding of good hygiene practices, policies and procedures contaminated food contaminated garbage dirty equipment and utensils equipment not working correctly, such as fridge and temperature probes items, such as linen, tea towels and towels that may be contaminated with human waste, such as blood and body secretions use of practices not in keeping with current organisational activities vermin.
Health issues may relate to:	airborne diseases food borne diseases infectious diseases.
Other items worn may include:	bandages hair accessories jewellery watches.
Unhygienic personal contact may involve:	transferring micro-organisms by: blowing nose coughing drinking eating scratching skin and hair sneezing spitting touching wounds transmitting tobacco products by smoking.
Food contact surfaces may include:	chopping boards containers cooking utensils crockery cutlery glassware pots and pans sinks workbenches.
Unhygienic cleaning practices may involve:	cleaning food contact surfaces with linen, tea towels and towels that may be contaminated with human waste: blood body secretions faeces using dirty: cleaning cloths tea towels spreading bacteria from bathroom or bedroom areas to mini-bar or kitchen areas in an accommodation facility.
Wash hands at appropriate times might include:	before commencing or recommencing work with food immediately after: handling raw food smoking, coughing, sneezing, blowing the nose, eating, drinking, and touching the hair, scalp or any wound using the toilet.
Appropriate facilities for hand washing may include:	designated hand washing sink liquid soap single use towels warm running water.

Unit Sector(s)

Cross-Sector

Competency Field

Food Safety

SIS Sport, Fitness and Recreation Training Package

Modification History

December 2017	Release 3.0 Endorsement and realease of 15 Equine Units of Competency.
December 2015	Release 2.0 Endorsement and release of the following additional qualifications: SIS10115 Certificate I in Sport and Recreation SIS20115 Certificate II in sport and Recreation SIS30115 Certificate III in sport and Recreation SIS40115 Certificate IV in sport and Recreation SIS50115 Diploma of Sport and Recreation Management Correction to typographical error in unit title for SISXCCS001 Provide quality service in SIS31015 Certificate III in Aquatics and Community Recreation.
September 2015	Release 1.0 Primary release of the SIS Sport, Fitness and Recreation Training Package.

Credit Arrangements

QUALIFICATION CODE	QUALIFICATION TITLE	CREDIT ARRANGEMENT DETAILS
At the time of endorsement of this Training Package no national credit arrangements exist.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=1ca50016-24d2-4161-a044-d3faa200268b

SISSS00110 Aquatic Technical Operator

Modification History

Not applicable.

Description

A set of skills in aquatic technical operations.

The Companion Volume Implementation Guide available for download at www.serviceskills.com.au/resources details aquatic registration schemes aligned to these skills.

Pathways Information

Achievement of these units provides credit towards a range of qualifications in the SIS Sport, Fitness and Recreation Training Package.

Licensing/Regulatory Information

These competencies are a pathway to industry led registration/accreditation schemes.

Skill Set Requirements

BSBRSK401	Identify risk and apply risk management processes
SISCAQU001	Test pool water quality
SISCAQU003	Maintain aquatic facility plant and equipment
SISCAQU004	Develop and implement pool water maintenance procedures
SISCAQU005	Develop and implement aquatic facility maintenance procedures

Target Group

This skill set is for individuals wishing to work as an aquatic technical operator.

Suggested words for Statement of Attainment

These units of competency from the SIS Sport, Fitness and Recreation Training Package provide a set of skills to meet the requirements for an aquatic technical operator.

SISSS00111 Pool Lifeguard

Modification History

Not applicable.

Description

A set of skills to meet the requirements for a Pool Lifeguard.

The Companion Volume Implementation Guide available for download at www.serviceskills.com.au/resources details aquatic registration schemes aligned to these skills.

Pathways Information

Achievement of these units provides credit towards SIS31015 Certificate III in Aquatics and Community Recreation.

Licensing/Regulatory Information

These competencies are a pathway to industry led registration/accreditation schemes.

Skill Set Requirements

HLTAID003	Provide first aid
PUAEME001B	Provide emergency care
PUAEME003C	Administer oxygen in an emergency situation
SISCAQU002	Perform basic water rescues
SISCAQU006	Supervise clients in aquatic locations
SISCAQU007	Perform advanced water rescues

Target Group

This skill set is for individuals wishing to work as a Pool Lifeguard.

Suggested words for Statement of Attainment

These units of competency from the SIS Sport, Fitness and Recreation Training Package provide a set of skills to meet the requirements for a Pool Lifeguard.

SISSS00112 Swimming and Water Safety Teacher

Modification History

Not applicable.

Description

A set of skills to meet the requirements for a swimming and water safety teacher.

The Companion Volume Implementation Guide available for download at www.serviceskills.com.au/resources details aquatic registration schemes aligned to these skills.

Pathways Information

Achievement of these units provides credit towards SIS31015 Certificate III in Aquatics and Community Recreation.

Licensing/Regulatory Information

These competencies are a pathway to industry led registration/accreditation schemes.

Skill Set Requirements

SISCAQU002	Perform basic water rescues
SISCAQU008	Instruct water familiarisation, buoyancy and mobility skills
SISCAQU009	Instruct clients in water safety and survival skills
SISCAQU010	Instruct swimming strokes

Target Group

This skill set is for those wishing to instruct swimming and water safety.

Suggested words for Statement of Attainment

These units of competency from the SIS Sport, Fitness and Recreation Training Package provide a set of skills to meet the requirements for a Swimming and Water Safety Teacher.

SISSS00113 Group Exercise Leader

Modification History

Not applicable.

Description

A set of skills to lead predesigned group exercise sessions in controlled environments.

Pathways Information

Achievement of these units provides credit towards SIS30315 Certificate III in Fitness.

Licensing/Regulatory Information

These competencies are a pathway to industry led registration/accreditation schemes.

Skill Set Requirements

HLTWHS001	Participate in workplace health and safety
SISFFIT009	Deliver pre-choreographed or prescribed community fitness
SISFFIT010	Deliver pre-choreographed or prescribed group exercise to music
SISXCCS001	Provide quality service

Target Group

Group exercise leaders working in a variety of locations who lead predesigned group exercise sessions according to program developer guidelines.

Suggested words for Statement of Attainment

These units of competency from the SIS Sport, Fitness and Recreation Training Package provide a set of skills required by a group exercise leader in the fitness industry.