MTM07 Australian Meat Industry Training Package VOLUME VII ... · • MTM07 Volume IV: Certificate IV, Diploma and Advanced Diploma – Meat Processing, all sectors ... Science and

MTM07 Australian Meat Industry Training Package VOLUME VII of VII Imported Units of Competency

The material contained within this volume is part of the Endorsed component of the Training Package.

This volume must be read in conjunction with the sector-specific companion volumes, which are:

• MTM07 Volume I: Policy, including Qualifications Framework and Assessment Guidelines • MTM07 Volume II: Certificate II in Meat Processing (Abattoirs) • MTM07 Volume III: Certificate III – Meat Processing, Abattoirs Sector • MTM07 Volume IV: Certificate IV, Diploma and Advanced Diploma – Meat Processing,

all sectors • MTM07 Volume V: Certificates I to III – Meat Processing, Smallgoods sector • MTM07 Volume VI: Certificates I to III – Meat Processing, Meat Retailing and Food

Services sectors.

The material contained within this volume is part of the endorsed component of MTM07 Australian Meat Industry Training Package, endorsed by the National Quality Council on 10 April 2007 and agreed to by the Ministers. This Training Package is to be reviewed by March 2010.

MTM07 Australian Meat Industry Training Package

© Commonwealth of Australia 2007

This work has been produced with the assistance of funding provided by the Commonwealth Government through Department of Education Science and Training (DEST).

An individual may make a photocopy of all or part of the work for their personal use.

A Registered Training Organisation may make photocopies of all or part of the work for the teaching purposes of that organisation, including for supply to its students provided that any consideration does not exceed the marginal cost of preparation, reproduction, assembly and delivery.

Except as permitted under the Copyright Act 1968, all other rights are reserved. Requests for permission may be directed to:

Branch Manager, Technology and Information Services Branch, Industry Skills Development Group, Department of Education, Science and Training, GPO Box 9880 Canberra City, ACT, 2601 Website: www.dest.gov.au

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 DEST 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, DEST 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. DEST 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.

This Training Package should not be regarded as professional advice and it should not be relied upon in any important matter without obtaining appropriate advice relevant to your circumstances.

Published by: [Name of publisher]

[Contact details of publisher]

First published: [Month/Year]

Stock Code Number: [Inserted by ATP, if published by ATP]

ISBN: [inserted by publisher]

Printed by: [Name of printer – inserted by printer]

AEShareNet Code: [inserted by ATP]

Print Version No: 2.00

Release Date: [inserted by ATP]

The Agri-Food Industry Skills Council and MINTRAC wish to acknowledge the financial and advisory support provided by the following organisations during the development of this Training Package:

Australian Meat Processor Corporation (AMPC)

Meat and Livestock Australia (MLA)

Australian Meat Industry Council (AMIC)

MTM07 – Volume VII

© Commonwealth of Australia 2007 Page i MTM07 Australian Meat Industry Training Package Version 2.00 To be reviewed by March 2010

Important note to users Training Packages are not static documents; they are amended periodically to reflect the latest industry practices and are version controlled. It is essential that the latest version is always used.

Check the version number before commencing training or assessment

This Training Package is Version 2.00 – check whether this is the latest version by going to the National Training Information Service (www.ntis.gov.au) and locating information about the Training Package. Alternatively, contact the Agri-food Industry Skills Council (http://www.agrifoodskills.net.au) to confirm the latest version number.

Explanation of version number conventions

The primary release Training Package is Version 1.00. When changes are made to a Training Package, sometimes the version number is changed and sometimes it is not, depending on the extent of the change. When a Training Package is reviewed it is considered to be a new Training Package for the purposes of version control, and is Version 1.00. Do not confuse the version number with the Training Package’s national code (which remains the same during its period of endorsement).

Explanation of the review date

The review date (shown on the title page and in the footer of each page) indicates when the Training Package is expected to be reviewed in the light of changes such as changing technologies and circumstances. The review date is not an expiry date. Endorsed Training Packages and their components remain current until they are reviewed or replaced.


Page ii © Commonwealth of Australia 2007 MTM07 Australian Meat Industry Training Package Version 2.00 To be reviewed by March 2010


© Commonwealth of Australia 2007 Page iii MTM07 Australian Meat Industry Training Package Version 2.00 To be reviewed by March 2010

Table of contents

Overview of meat processing qualifications 2

Section 1 2

Contextualisation of imported units 2 Contextualisation statement.............................................................................................................. 2

Section 2 2

Imported Units of Competency contained within MTM07 Australian Meat Industry Training Package 2

BSBCMN107A Operate a personal computer.................................................................................. 2 BSBCMN314A Utilise a knowledge management system .............................................................. 2 BSBCMN317A Meet customer needs and expectations .................................................................. 2 BSBCMN404A Develop teams and individuals .............................................................................. 2 BSBCMN412A Promote innovation and change ............................................................................. 2 BSBCMN418A Address customer needs ......................................................................................... 2 BSBEBUS406A Monitor and maintain records in an online environment ...................................... 2 BSBFLM312A Contribute to team effectiveness ............................................................................. 2 BSBFLM405B Implement operational plan..................................................................................... 2 BSBFLM406B Implement workplace information system .............................................................. 2 BSBFLM409B Implement continuous improvement....................................................................... 2 BSBFLM412A Promote team effectiveness..................................................................................... 2 BSBFLM513A Manage budgets and financial plans within the work team .................................... 2 BSBHR404A Co-ordinate human resource services ........................................................................ 2 BSBHR604A Manage employee relations ....................................................................................... 2 BSBMGT503A Prepare budgets and financial plans ....................................................................... 2 BSBMGT504A Manage budgets and financial plans....................................................................... 2 BSBMGT511A Develop a business opportunity.............................................................................. 2 BSBMGT603A Review and develop business plans........................................................................ 2 BSBMKG405A Implement and monitor marketing activities ......................................................... 2 CHCORG11B Lead and develop others........................................................................................... 2 FDFCORBM2A Use basic mathematical concepts.......................................................................... 2 FDFFSACA Assess compliance with food safety programs ............................................................ 2 FDFFSCFSAA Conduct food safety audits...................................................................................... 2 FDFFSCHZA Identify, evaluate and control food safety hazards.................................................... 2 FDFFSCOMA Communicate and negotiate to conduct food safety audits ...................................... 2 FDFZMHFS2A Work in a freezer storage area................................................................................ 2 FDFZMHTS2A Work with temperature controlled stock................................................................ 2 FDFZPRSP3A Set up a production/packaging line for operation .................................................... 2 HLTFA301B Apply first aid ............................................................................................................ 2 PMASUP130B Follow established work plan.................................................................................. 2 PMLCAL400A Perform standard calibrations ................................................................................. 2 PMLDATA200A Record and present data....................................................................................... 2 PMLMAIN300B Maintain the laboratory fit for purpose ................................................................ 2 PMLORG602B Manage complex projects....................................................................................... 2


Page iv © Commonwealth of Australia 2007 MTM07 Australian Meat Industry Training Package Version 2.00 To be reviewed by March 2010

PMLSAMP201A Handle and transport samples or equipment ........................................................ 2 PMLSAMP400B Obtain representative samples in accordance with sampling plan ....................... 2 PMLTEST300B Perform basic tests................................................................................................. 2 PMLTEST303B Prepare working solutions ..................................................................................... 2 PMLTEST304B Prepare culture media ............................................................................................ 2 PMLTEST305B Perform aseptic techniques.................................................................................... 2 PRMCL35B Maintain a cleaning storage area.................................................................................. 2 PRMCL38A Clean a food handling area .......................................................................................... 2 RTC2309A Operate tractors ............................................................................................................. 2 RTE2308A Operate ride-on vehicles................................................................................................ 2 RTE2106A Care for and train working dogs .................................................................................... 2 RTE2130A Ride and care for horses and equipment........................................................................ 2 TAADEL301A Provide training through instruction and demonstration of work skills .................. 2 TAAASS401A Plan and organise assessment .................................................................................. 2 TAAASS402A Assess competence .................................................................................................. 2 TDTA997B Complete and check import/export documentation ...................................................... 2 TDTD1397B Move materials mechanically using automated equipment ........................................ 2 TDTD2097B Care for livestock in transit......................................................................................... 2 THHADCC01B Prepare pates and terrines ...................................................................................... 2 THHGLE13B Manage finances within a budget .............................................................................. 2 WRRF1B Balance register/terminal ................................................................................................. 2 WRRF4B Prepare payroll ................................................................................................................. 2 WRRI4B Buy merchandise .............................................................................................................. 2 WRRM3B Coordinate merchandise presentation............................................................................. 2 WRRO5B Control inventory ............................................................................................................ 2 WRRO6B Manage store facilities .................................................................................................... 2 WRRPL2B Set strategic plans .......................................................................................................... 2 WRRPL3B Initiate and implement change....................................................................................... 2 WRRS1B Sell products and services................................................................................................ 2


© Commonwealth of Australia 2007 Page v MTM07 Australian Meat Industry Training Package Version 2.00 To be reviewed by March 2010

MTM07– Volume VII

© Commonwealth of Australia 2007 Page 1 MTM07 Australian Meat Industry Training Package Version 2.1 To be reviewed by March 2010

Overview of meat processing qualifications

Abattoirs Smallgoods Food Services Meat Retailing

Certificate I MTM10107 Smallgoods

MTM10207 Meat Retailing

Certificate II MTM20107 Abattoirs MTM20207

Smallgoods MTM20407 Food Services MTM20307

Meat Retailing

Certificate III MTM30107

Boning Room MTM30907 Smallgoods – General MTM30207

Food Services MTM30807 Meat Retailing

MTM30307 Meat Safety

MTM31007 Smallgoods – Manufacture

MTM30407 Rendering

MTM30507

Slaughtering

MTM30607

General

PML30104 Laboratory PML30104

Laboratory

Certificate IV MTM40107 Leadership MTM40107

Leadership MTM40107 Leadership MTM40107

Leadership

MTM40207 Meat Safety

MTM40307

Quality Assurance MTM40307 Quality Assurance

MTM40407

General MTM40407 General MTM40407

General MTM40407 General

Diploma MTM50107

Meat Processing MTM50107 Meat Processing MTM50107

Meat Processing MTM50207 Meat Retailing

Advanced Diploma

MTM60107 Meat Processing MTM60107

Meat Processing

MTM07– Volume VII


Section 1

Contextualisation of imported units

This section contains:

• Contextualisation statement


Page 4 © Commonwealth of Australia 2007 MTM07 Australian Meat Industry Training Package Version 2.1

To be reviewed by March 2010

MTM07– Volume VII


Contextualisation statement The contextualisation statement is provided as an aid to trainers, assessors and others who need to apply standards from other industries or cross-industry standards in Meat Processing industry contexts.

Contextualisation information in the form of a ‘General Description’, ‘Range Statement’ and an ‘Evidence Guide’ to assist those interpreting the standards to understand critical aspects of the meat industry context is provided in the introductory sections of each MTM07 Volume.

The statement should be read in conjunction with the existing Range Statements and Evidence Guides of the units of competency concerned. The additional information should be used to ensure that training programs and assessment processes based on the standards, and designed for use in the meat industry, relate meaningfully to the key aspects and requirements of the meat industry context.




MTM07– Volume VII


Section 2

Imported Units of Competency contained within MTM07 Australian Meat Industry Training Package




MTM07– Volume VII


BSB01 Business Services Training Package Code Unit title

BSBCMN107A Operate a personal computer

BSBCMN314A Utilise a knowledge management system

BSBCMN317A Meet customer needs and expectations

BSBCMN404A Develop teams and individuals

BSBCMN412A Promote innovation and change

BSBCMN418A Address customer needs

BSBEBUS406A Monitor and maintain records in an online environment

BSBFLM312A Contribute to team effectiveness

BSBFLM405B Implement operational plan

BSBFLM406B Implement workplace information system

BSBFLM409B Implement continuous improvement

BSBFLM412A Promote team effectiveness

BSBFLM513A Manage budgets and financial plans within the work team

BSBHR404A Co-ordinate human resource services

BSBHR604A Manage employee relations

BSBMGT503A Prepare budgets and financial plans

BSBMGT504A Manage budgets and financial plans

BSBMGT511A Develop a business opportunity

BSBMGT603A Review and develop business plans

BSBMKG405A Implement and monitor marketing activities

CHC02 Community Services Training Package CHCORG11B Lead and develop others

FDF03 Food Processing Industry Training Package FDFCORBM2A Use basic mathematical concepts

FDFFSACA Assess compliance with food safety programs

FDFFSCFSAA Conduct food safety audits

FDFFSCHZA Identify, evaluate and control food safety hazards

FDFFSCOMA Communicate and negotiate to conduct food safety audits

FDFZMHFS2A Work in a freezer storage area

FDFZMHTS2A Work with temperature controlled stock

FDFZPRSP3A Set up a production/packaging line for operation

HLT07 Health Training Package HLTFA301B Apply first aid

PMPT02 Chemicals, Hydrocarbons and Oil Refining Training Package PMASUP130B Follow established work plan NIL




PML04 Laboratory Operations Training Package Code Unit title

PMLCAL400A Perform standard calibrations

PMLDATA200A Record and present data

PMLMAIN300B Maintain the laboratory fit for purpose

PMLORG602B Manage complex projects

PMLSAMP201A Handle and transport samples or equipment

PMLSAMP400B Obtain representative samples in accordance with sampling plan

PMLTEST300B Perform basic tests

PMLTEST303B Prepare working solutions

PMLTEST304B Prepare culture media

PMLTEST305B Perform aseptic techniques

PRM04 Asset Maintenance Training Package PRMCL35B Maintain a cleaning storage area

PRMCL38A Clean a food handling area

RTC02 Rural/Conservation Common Units RTC2309A Operate tractors

RTE03 Rural Production Training Package RTE2308A Operate ride-on vehicles

RTE2106A Care for and train working dogs

RTE2130A Ride horses and care for equipment

TAA04 Training and Assessment Training Package TAADEL301A Provide training through instruction and demonstration of work skills

TAAASS401A Plan and organise assessment

TAAASS402A Assess competence

TDT02 Transport and Distribution Training Package TDTA997C Complete and check import/export documentation

TDTD1397B Move materials mechanically using automated equipment

TDTD2097B Care for livestock in transit

THH02 Hospitality Training Package THHADCC01B Prepare pates and terrines

THHGLE13B Manage finances within a budget

MTM07– Volume VII


WRR02 Retail Training Package Code Unit title

WRRF1B Balance register/terminal

WRRF4B Prepare payroll

WRRI4B Buy merchandise

WRRM3B Coordinate merchandise presentation

WRRO5B Control inventory

WRRO6B Manage store facilities

WRRPL2B Set strategic plans

WRRPL3B Initiate and implement change

WRRS1B Sell products and services

BSBCMN107A Operate a personal computer – Volume VII


BSBCMN107A Operate a personal computer

Unit Descriptor This unit covers the competencies required to start up a personal computer or business computer terminal, correctly navigate the desktop environment and use a range of basic functions.

This unit is related to BSBCMN213A Produce simple word processed documents and BSBCMN214A Create and use simple spreadsheets. Consider co-assessment with BSBCMN108A Develop keyboard skills.

Competency Field Common

ELEMENT PERFORMANCE CRITERIA

1.1 Computer is started or user logged on according to user procedures

1.2 Basic functions and features are identified using system information

1.3 Desktop configuration is customised if necessary with assistance from appropriate persons

1

1.4 Disks are erased and formatted as necessary

Start computer and basic system information and features

1.5 Available help functions are used as required

2.1 Desktop icons are correctly selected, opened and closed to access features (directories/folders, files, network devices, recycle bin and waste basket)

2.2 Different roles and parts of the desktop window are identified for particular functions

2.3 Desktop windows are opened, resized and closed for navigation purposes

2 Navigate and manipulate desktop environment

2.4 Shortcuts from the desktop are created if necessary with assistance from appropriate persons

3.1 Directories/folders with subdirectories/subfolders are created and suitably named

3.2 Directory/folder attributes (size, dates, etc) are identified

3 Organise basic directory and folder structures

3.3 Subdirectories/folders are moved between directories/folders




3.5 Directories/folders and subdirectories/folders are accessed via different paths

4.1 The most commonly used types of files in a directory/folder are identified

4.2 Files are created and suitably named when required

4.3 Groups of files are selected and opened and renamed as required

4.4 Files are copied or cut and pasted across directories

4.5 Files are copied to disk where necessary

4.6 Deleted files are restored as necessary

4 Organise files for use and/or organisational requirements

4.7 Software tools are used to locate files

5.1 Information printed from installed printer

5.2 Progress of print jobs viewed and deleted as required

5 Print information

5.3 Default printer is changed for installed list if available

6.1 All open applications are closed 6 Shutdown computer

6.2 Computer is shutdown in accord with user procedures

RANGE STATEMENT The Range Statement provides advice to interpret the scope and context of this unit of competency, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The following variables may be present for this particular unit:

Legislation, codes and national standards relevant to the workplace which may include:

• award and enterprise agreements and relevant industrial instruments

• relevant legislation from all levels of government which affect business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations, anti-discrimination and diversity

• relevant industry codes of practice

Documents may include but are not limited to:

• help files

• established files and applications

Operating systems may include • command line and graphical user interface



Disks may include but are not limited to:

• diskettes

• CDs

• zip disks

IT components can include: • hardware

• software

• communications packages

OHS standards may include: • statutory requirements

• OHS guidelines related to the use of the screen equipment, computing equipment and peripherals, and ergonomic work stations, security procedures, customisation requirements

EVIDENCE GUIDE The Evidence Guide identifies the critical aspects, underpinning knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statement.

Critical Aspects of Evidence Ability to perform start up and filing procedures, file name conventions and

To navigate and manipulate the desktop environment within the range of assigned workplace tasks

Underpinning Knowledge*

* At this level the learner must demonstrate knowledge by recall in a narrow range of areas.

Relevant legislation from all levels of government which affect business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations, anti-discrimination and diversity

Organisational benchmarks for keyboarding

Basic ergonomics of keyboard and computer use

Main types of computers and basic features of different operating system

Main parts of a computer

Storage devices and basic categories of memory

Relevant types of software

Suitable file naming conventions

General security, viruses, privacy legislation and copyright

Underpinning Skills Literacy skills to identify work requirements and to comprehend basic workplace documents and interpret basic user manuals

Communication skills to identify lines of




communication, request advice, effectively question, follow instructions and receive feedback

Problem solving skills to solve routine problems in the workplace, while under direct supervision

Technology skills to use equipment safely while under direction, basic keyboard and mouse using skills and logging procedures relating to accessing a PC

Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental

Resource Implications The learner and trainer should have access to appropriate documentation and resources normally used in the workplace

Consistency of Performance In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations

Context/s of Assessment Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement

Assessment must take account of the endorsed assessment guidelines in the Business Services Training Package

Assessment of performance requirements in this unit should be undertaken in an actual workplace or simulated environment

Assessment should reinforce the integration of the key competencies and the Business Services Common Competencies for the particular AQF Level. Refer to the Key Competency Levels at the end of this unit

KEY COMPETENCY LEVELS NB: These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

Col

lect

, an

alys

e an

d or

gani

se

info

rmat

ion

Com

mun

icat

e id

eas a

nd

info

rmat

ion

Plan

and

or

gani

se

activ

ities

Wor

k w

ith

othe

rs a

nd in

te

ams

Use

m

athe

mat

ical

id

eas a

nd

tech

niqu

es

Solv

e pr

oble

ms

Use

te

chno

logy



Level 1 Level 1 Level 1 Level 1 N/A Level 1 Level 1

Three levels of performance denote level of competency required to perform a task.

1. Perform 2. Administer 3. Design

Collecting, analyse and organise information – to access equipment instructions

Communicating ideas and information – to obtain advice

Planning and organising activities – to plan own work

Working with teams and others – to complete scheduled tasks

Using mathematical ideas and techniques – not applicable for this unit

Solving problems – to operate a computer

Using technology – to operate equipment and complete a task

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies

BSBCMN314A Utilise a knowledge management system – Volume VII



BSBCMN314A Utilise a knowledge management system

Unit Descriptor This unit specifies the outcomes required to access and use a knowledge management system, input into a knowledge management system, and contribute to monitoring, reviewing and improving a knowledge management system and work practices.


Domain Knowledge management

Application of the Competency

This unit addresses the use of a planned and implemented knowledge management system by people to increase productivity, improve quality or recognise other benefits to the organisation through the improved use of knowledge.

ELEMENT PERFORMANCE CRITERIA Elements define the critical outcomes of a unit of competency.

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Italicised terms are elaborated in the Range Statement.

1.1 Knowledge management system is accessed to assist with specific tasks in line with system procedures

1 Access and use knowledge management system

1.2 System is administered in line with procedures

2.1 Inputs are gathered, analysed and prepared for contribution to the system in line with procedures

2.2 Inputs are checked for clarity, accuracy, currency and relevance

2.3 Inputs are made to system in line with procedures

2 Input to knowledge management system

2.4 Requirements of the system are analysed and suggestions for improvements are provided to relevant personnel

3 Contribute to monitoring and enhancing knowledge management system

3.1 Feedback about the clarity, accuracy, currency and relevance of the system's output is provided to relevant personnel

4.1 Learning resulting from the use of the system is documented

4 Review and improve work practices

4.2 Work practices are improved as a result of learning from the use of the system



RANGE STATEMENT The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.



• relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination


Knowledge management includes: • the whole range of strategies, methods, activities and techniques used formally and informally by individuals and the organisation (as formalised in a knowledge management system) to identify, collect, organise, store, retrieve, analyse, share and apply knowledge to the work of the organisation

A knowledge management system is: • a planned and implemented system comprising policies, protocols, procedures and practices to manage knowledge within the organisation and among relevant stakeholders

• accessible operating instructions

• accessible user manuals

• templates for the collection of input to the system

• criteria established for the selection and filtering of input to the system

• related policies and procedures covering:

Procedures include:

• consultation, participation, communication and reporting (written and verbal)

• documentation

• data collection, storage and retrieval

• privacy and confidentiality




• quality

• staff, professional development, training, and coaching and mentoring

• work organisation

• electronic

• verbal

Inputs may be:

• paper-based

• owners

• managers, leaders, supervisors and coordinators

Relevant personnel include:

• staff, team members and colleagues

EVIDENCE GUIDE The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of the assessment requirements followed by identification of specific aspects of evidence that will need to be addressed in determining competence. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency. Assessment must reflect the endorsed Assessment Guidelines of the parent Training Package.

Overview of Assessment Requirements A person who demonstrates competence in this unit must be able to provide evidence that they have utilised the organisation’s knowledge management system to recognise benefits for the organisation through the improved use of knowledge. They should also provide evidence that they have contributed to the organisation's knowledge management system by using procedures for input to the system.

Specific Evidence Requirements

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

• privacy and confidentiality requirements

• freedom of information legislation

• organisational policies and procedures for knowledge management

Required knowledge and understanding include:

• other relevant organisational policies and procedures, for example:



• records management

• information management

• customer service

• commercial confidentiality

• ability to relate to people from a range of social, cultural and ethnic backgrounds, and physical and mental abilities

• self-review skills

• writing and verbal skills required to effectively use the system

• attributes:

Required skills and attributes include:

• open to learning

• accuracy and attention to detail

Key competencies or generic skills relevant to this unit

The seven key competencies represent generic skills considered essential for effective work participation. Innovation skills represent a further area of generic competence. The bracketed numbering indicates the performance level required in this unit:

Level (1) represents the competence to undertake tasks effectively

Level (2) represents the competence to manage tasks

Level (3) represents the competence to use concepts for evaluating and reshaping tasks

The bulleted points provide examples of how the key competencies can be applied for this unit.

1 Communicating ideas and information (1)

• using verbal and writing skills to communicate improvements to content

• accessing system and analysing relevance of content to own work practices

2 Collecting, analysing and organising information (2) • analysing content of system to suggest

improvements

3 Planning and organising activities (2)

• planning to integrate use of system into own work practices

4 Working in a team (–) • not applicable

5 Using mathematical ideas and techniques (–)

• not applicable

6 Solving problems (–) • not applicable

7 Using technology (2) • using software associated with knowledge management system




8 Innovation skills (–) • not applicable

• examples of use of system

• examples of contributions entered into system

• improvements identified in content of system

• changes made to content of system

Products that could be used as evidence include:

• documentation of learning resulting from system use

• how knowledge management system was accessed and input contributed

• how decisions were made about relevance, accuracy and currency of content of system

• how own use of system contributed to learning

Processes that could be used as evidence include:

• how work practices have changed as a result of use of system

Resource implications for assessment include:

• access to system (within privacy and confidentiality provisions)

• that where assessment is part of a learning experience, evidence will need to be collected over a period of time, involving both formative and summative assessment

Validity and sufficiency of evidence requires:

• evidence of the use of a knowledge management system for an organisation over a period of time in an actual example or a simulated situation

Integrated competency assessment means:

• that this unit can be assessed alone or as part of an integrated assessment activity involving other relevant units in areas of frontline management, strategic management and common business units

BSBCMN317A Meet customer needs and expectations – Volume VII


BSBCMN317A Meet customer needs and expectations

Unit descriptor This unit specifies the outcomes required to deal with complex, long-term customer relationships at an operational level. It covers identifying, clarifying and meeting customer needs and expectations on a one-to-one basis, usually over an extended period of time. It will usually entail multiple encounters with the same customer, but could also apply to a single complex encounter

Application of the unit Customer service workers would be expected to possess detailed product knowledge and have sufficient authority to make choices between the different products and services based on customer needs and expectations.

This unit does contain some similar outcomes to BSBCMN310A Deliver and monitor a service to customers . Care should be taken in including both of these units in a qualification.

The customer service units are based on the GCS01 Customer Service Generic Guideline Competencies, one of the sets of guideline competencies developed by ANTA.

Unit sector Common : Domain - Customer service

ELEMENT PERFORMANCE CRITERIA 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.

1.1 Customer preferences, needs and expectations are clarified

1.2 Special requirements of customers are identified promptly

1 Identify customer needs and expectations

1.3 Effective communication appropriate to the relationship and the purpose of the interaction is used

1.4 External assistance is accessed as required

2.1 Knowledge of specified products and services is applied to provide assistance to customers

2 Provide the identified customer needs and expectations

2.2 Alternative products and services are suggested if necessary




2.3 Features and benefits of relevant products and services are explained to customers

2.4 Special promotions for products and services are suggested to customers according to organisational policies

2.5 Confirmation is sought from customers that needs and, where practical, expectations have been satisfied

3 Develop knowledge for a specific range of products and services

3.1 Features and characteristics of a specified range of products and services are identified and described accurately

3.2 Knowledge of a specified range of products and services, including comparisons between specified products and services, is developed and maintained

3.3 Organisation manuals, labels and instructions are read, interpreted and stored according to organisational policies, procedures and standards

3.4 Availability of products and services is determined according to organisation and/or supplier information

Key competencies The seven key competencies represent generic skills considered essential for effective work participation. Innovation skills represent a further area of generic competence. The bracketed numbering indicates the performance level required in this unit: Level (1) represents the competence to undertake tasks effectively Level (2) represents the competence to manage tasks Level (3) represents the competence to use concepts for evaluating and reshaping tasks

Key Competency Example of Application Performance Level

Communicating ideas and information

receiving and recording customer needs and expectations communicating information to customers

2

Collecting analysing and organising information

identifying customer needs and expectations developing product knowledge

2

Planning and organising activities

providing alternative ways of satisfying customer needs

1

Working with others and in teams

working with team members to promote customer relationships

1

Using mathematical ideas and techniques

enhancing customer service 1



Solving problems

developing alternative solutions to unresolved customer needs and expectations

2

Using technology

recording customer service information

1

RANGE STATEMENT The Range Statement relates to the Unit of Competency as a whole. It allows for different work environments within the meat industry and situations that may affect performance. This includes 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. Bold italics wording in the Elements and Performance Criteria, and Required Skills and Knowledge, is detailed below.

Legislation, codes and national standards relevant to the workplace may include:


• relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety and environmental issues, equal opportunity, industrial relations, anti-discrimination, privacy and consumer law


Customers may include:

• internal or external customers

• customers with routine or special requests

• regular and new customers

• people from a range of social, cultural or ethnic backgrounds

• people with varying physical and mental abilities

• people who may be unwell, drug affected or emotionally distressed

Effective communication includes:

• using active listening techniques

• using open and/or closed questions

• speaking clearly and concisely

• using appropriate language and tone of voice

• giving customers full attention

• maintaining eye-contact, except where eye contact may be culturally inappropriate

• using non-verbal communication e.g. body language, personal presentation (for face-to-face interactions)

• using clear written information/communication

Knowledge of specified products and services may

• range of products and services

• features and benefits of products and services




include: • promotional and supplier information

• written communications on products and services

• other relevant descriptions

Organisational policies, procedures and standards may include:

• quality systems, standards and guidelines

• organisational standard report forms

• code of conduct/ethics

• procedures on record keeping

EVIDENCE GUIDE The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of the assessment requirements followed by identification of specific aspects of evidence that will need to be addressed in determining competence. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency. Assessment must reflect the endorsed Assessment Guidelines of the parent Training Package. Overview of Assessment Requirements A person who demonstrates competence in this standard must be able to provide evidence that they have the ability to identify customer need(s) and expectations and to: suggest, explain and deliver appropriate services or products to a standard and in an appropriate timeframe, or recommend an acceptable alternative to the customer, and base advice and recommendations on a detailed knowledge of a specific range of products and services according to organisation and supplier information.


• relevant legislation, regulations, standards and codes from all levels of government that affect business operation and customer relations, especially in regard to:

⎯ occupational health and safety and environmental issues

⎯ equal opportunity, anti-discrimination and diversity

⎯ industrial relations and consumer relations

⎯ privacy

• relevant organisational procedures and standards for customer service relationships

• an understanding and application of:

⎯ the importance of customer service

⎯ the importance of good communication

⎯ the individual's role in delivering customer service

⎯ the range of possibilities for product and service delivery

• a detailed product knowledge which may be:

⎯ of significant breadth (so as to propose alternative products and services), or

⎯ of significant depth (so as to propose variations within a limited product and service range)





• language, literacy and numeracy requirements:

• language skills which allow for adequate communication with customers and other team members

• literacy skills to the level required to meet customer needs and expectations

• numeracy skills to the level required to meet customer needs and expectations

• the ability to present and weigh the advantages and disadvantages of differing possible solutions to the customer need


• customer satisfaction surveys

• diaries or journals

• evidence from role-plays

• reports from customers, colleagues or supervisors


• completed written materials including customer record forms

• direct observation of work performance

• customer satisfaction survey reports


• where questions, case studies/scenarios form part of the assessment, a bank of relevant material will be required

• access to workplace documents

• access to opportunities to observe the individual in the workplace or in small group discussions and presentations



• at least two examples of candidate applying communication skills to identify complex customer needs and expectations and to develop acceptable outcomes based on a detailed knowledge of products and/or services


• that, where practical, this unit should be assessed in an integrated fashion with other appropriate units

• that this unit is essentially skills-based and it is expected that assessment will be largely practical (that is, workplace-based or by simulation) in nature, supported by questioning to assess product knowledge

• that practical assessment will frequently be in the workplace or a suitable similar environment.




Access to such an environment will be required. Questioning may occur in the work environment, or another suitable room such as an office, classroom or lunchroom

BSBCMN404A Develop teams and individuals – Volume VII


BSBCMN404A Develop teams and individuals

Unit Descriptor This unit covers the skills and knowledge required to determine individual and team development needs and facilitate the development of the workgroup.

This unit is related to BSBCMN304A Contribute to personal skill development and learning.



1.1 Learning and development needs are systematically identified and implemented in line with organisational requirements

1.2 A learning plan to meet individual and group training and development needs is collaboratively developed, agreed to and implemented

1.3 Individuals are encouraged to self evaluate performance and identify areas for improvement

1 Determine development needs

1.4 Feedback on performance of team members is collected from relevant sources and compared with established team learning needs

2.1 Learning and development program goals and objectives are identified to match specific knowledge and skill requirements of competency standards

2.2 Learning delivery methods are appropriate to the learning goals, the learning style of participants, and availability of equipment and resources

2.3 Workplace learning opportunities and coaching and mentoring assistance are provided to facilitate individual and team achievement of competencies

2.4 Development opportunities incorporate a range of activities and support materials appropriate to the achievement of identified competencies

2 Develop individuals and teams

2.5 Resources and timelines required for learning activities are identified and approved in accordance with organisational requirements

3 Monitor and evaluate 3.1 Feedback from individuals or teams is used to identify and implement improvements in future




learning arrangements

3.2 Outcomes and performance of individuals/teams are assessed and recorded to determine the effectiveness of development programs and the extent of additional development support

3.3 Modifications to learning plans are negotiated to improve the efficiency and effectiveness of learning

workplace learning

3.4 Records and reports of competency are documented and maintained within organisational requirements


They may use legislation, codes and national standards relevant to the workplace including:




Learning and development needs may include:

• coaching, mentoring and/or supervision

• formal/informal learning programs

• internal/external training provision

• work experience/exchange/opportunities

• personal study

• career planning/development

• performance appraisals

• workplace skills assessment

• Recognition of Prior Learning

Organisational requirements may be included in:

• quality assurances and/or procedures manuals

• goals, objectives, plans, systems and processes

• legal and organisational policy/guidelines and requirements

• Occupational Health and Safety policies, procedures and programs

• confidentiality and security requirements

• business and performance plans

• anti-discrimination and related policy



• access and equity principles and practice

• ethical standards

• quality and continuous improvement processes and standards

• defined resource parameters

Feedback on performance may include:

• formal/informal performance appraisals

• obtaining feedback from supervisors and colleagues

• obtaining feedback from clients

• personal, reflective behaviour strategies

• routine organisational methods for monitoring service delivery

Competency standards are standards which measure:

• all those personal and technical knowledge, skills and attitudinal aspects (competencies) required to effectively and efficiently undertake the day to day tasks and duties of the practitioner’s work function

Learning delivery methods may include:

• on-the-job coaching or mentoring

• problem solving

• presentations/demonstrations

• formal course participation

• work experience

• involvement in professional networks

• conference and seminar attendance

• induction

Equipment and resources may include:

• funding

• facilities

• guest speakers

• training equipment such as whiteboards and audio-visual equipment

• technological tools and equipment

• time

Coaching and mentoring assistance may include:

• providing feedback to another team member

• fair and ethical practice

• non-discriminatory processes and activities

• respecting the contribution of all participants and giving credit for achievements

• presenting and promoting a positive image of the collective group

• problem solving

• providing encouragement





Critical Aspects of Evidence Identifying and implementing learning opportunities for others

Giving and receiving feedback constructively

Facilitating participation of individuals in the work of the team

Negotiating learning plans to improve the effectiveness of learning

Preparing learning plans to match skill needs

Accessing and designing learning opportunities


*At this level the learner must demonstrate understanding of a broad knowledge base incorporating some theoretical concepts.

The relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

Knowledge of the principles of coaching and mentoring for development of competence

Understanding how to work effectively with team members who have diverse work styles, aspirations, cultures and perspectives

Understanding how to facilitate team development and improvement

Knowledge of the organisation’s policies, plans and procedures

Understanding methods and techniques for eliciting and interpreting feedback

Understanding methods for identifying and prioritising personal development opportunities and options

Knowledge of career paths and competency standards in the industry

Underpinning Skills Literacy skills to read and understand a variety of texts; prepare general information and papers according to target audience; spell with accuracy; use grammar and punctuation effectively as an aid to understanding; maintain records of learning

Communication skills including receiving feedback and reporting, maintaining effective relationships and conflict management

Planning skills to organise required resources and



equipment to meet learning needs

Coaching and mentoring skills to provide support to colleagues

Report writing skills to organise information; assess information for relevance and accuracy; identify and elaborate on learning outcomes

Facilitation skills to conduct small group training sessions

Time management skills for scheduling learning programs within work activities

Ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities











Col

lect

, an

alys

e an

d or

gani

se

info

rmat

ion

Com

mun

icat

e id

eas a

nd

info

rmat

ion

Plan

and

or

gani

se

activ

ities

Wor

k w

ith

othe

rs a

nd in

te

ams

Use

m

athe

mat

ical

id

eas a

nd

tech

niqu

es

Solv

e pr

oble

ms

Use

te

chno

logy

Level 2 Level 2 Level 2 Level 2 Level 2 Level 2 Level 2



Collecting, analysing and organising information – to measure team performance

Communicating ideas and information – with members of the work team

Planning and organising activities – for learning opportunities

Working with teams and others – in completing scheduled tasks

Using mathematical ideas and techniques – as an aid to measure learning outcomes

Solving problems – as an aid to team-development

Using technology – to manage scheduling of tasks


BSBCMN412A Promote innovation and change – Volume VII


BSBCMN412A Promote innovation and change

Unit Descriptor This unit covers the skills and knowledge required to promote the use and implementation of innovative work practices to effect change.

This unit is related to BSBCMN312A Support innovation and change.



1.1 Options for change incorporate identified improvements to work practices and procedures

1.2 Risk factors affecting change are analysed to identify potential constraints

1.3 Change is planned and resourced to promote the introduction and management of new processes

1.4 Benefits of change are clear and consistent with organisational requirements

1 Identify and develop opportunities for improved work practices

1.5 Timelines and targets for implementation are realistic and support the achievement of change

2.1 Team members are selected to maximise innovative opportunities

2.2 Work assignments are organised to facilitate innovative work skills

2.3 Team members are provided with guidance and coaching on innovation in the workplace

2 Lead team to foster innovative work practices

2.4 Models of innovative work practice are provided and discussed

3.1 Opinions and suggestions on improving work practices are encouraged to facilitate participation in change processes

3.2 Goals and objectives of change are communicated clearly and promptly to individuals and teams

3 Facilitate commitment to workplace change

3.3 Business technology is used to manage and provide access to information on progress towards objectives of change




3.4 Mentoring and coaching is provided to support individuals and groups in introduction of change

3.5 Decisions to overcome problems in the implementation of change are made in consultation with designated individuals and groups

3.6 Effective relations and communications are maintained with clients and stakeholders during the process of change

4.1 Organisation’s systems and technology are used to monitor progress towards objectives

4.2 Team members are actively encouraged to reflect on team activities and opportunities for improvement and innovation

4.3 Team activities are evaluated based on feedback from team members, management, clients and other interested people

4.4 Suggestions for work improvements made by team members are positively received and acted on where appropriate

4.5 Evidence and information on the impact of change is accurate, relevant and reported within organisational requirements

4.6 Recommendations for improving methods or techniques to manage change are negotiated with designated individuals and groups using appropriate negotiation skills

4.7 Systems, records and reporting procedures are maintained according to organisational requirements

4 Monitor and evaluate change

4.8 Feedback on individual and group work practices is prompt and constructive


They may use legislation, codes and national standards relevant to the workplace including:


• relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and



anti-discrimination


Change may include: • implementation of new work practices and/or services

• organisational restructures

• introduction of new technology

• change in work location

• new client base

• staffing changes

• job role changes

• work priorities

Innovative work skills are: • the skills required to come up with and develop new ideas or the new use of an old idea. They include:

• interpretation

• conceptualisation

• representation

• reflection

• evaluation

Organisational requirements may be included in:

• quality assurances and/or procedures manuals

• goals, objectives, plans, systems and processes

• legal and organisational policy/guidelines and requirements

• Occupational Health and Safety policies, procedures and programs


• anti-discrimination and related policy

• access and equity principles and practice

• ethical standards



• consultation and communication processes

Risk factors may include: • disturbances to workflow

• confusion/loss of confidence

• cost blow out

• supplier problems

• product/service delivery problems

• time delays




Business technology may include:

• computer

• internet/extranet/intranet

• email

• software

• answering machine

• fax machine

• telephone

Mentoring and coaching may include:

• providing feedback to another team member

• fair and ethical practice

• non-discriminatory processes and activities

• respecting the contribution of all participants and giving credit for achievements

• presenting and promoting a positive image of the collective group

• problem solving

• providing encouragement

Monitoring progress may include:

• weekly report

• monthly report

• consultative groups

• Occupational Health and Safety

• union delegates

• financial departments

• public profiles

Evidence and information may include:

• customer surveys

• employee satisfaction

• industrial disputes

• supplier feedback

• productivity measures

• cost savings

• market-share data

Negotiation skills may include:

• assertiveness

• collaboration

• solution designing

• confidence building

• conflict reduction

• stress management

• empathising




Critical Aspects of Evidence Analysing and evaluating problems associated with change

Developing processes to introduce change

Establishing plans and schedules to achieve the objectives of change

Presenting information on the causes and introduction of the change

Communicating priorities, goals and objectives

Gathering evidence on the effect of change


*At this level the learner must demonstrate understanding of a broad knowledge base incorporating some theoretical concepts.

The relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

Understanding of common effects of change and innovation in the workplace

Understanding of industrial and organisational context of change

Understanding of organisation’s policies, plans, procedures and structure

Knowledge of resources required by the organisation’s operations

Understanding processes to interpret and apply feedback

Knowledge of principles and techniques of goal setting and recording priorities

Knowledge of the principles of negotiation

Underpinning Skills Literacy skills to read and understand a variety of texts; prepare general information and papers according to target audience; spell with accuracy; use grammar and punctuation effectively as an aid to understanding

Planning skills to schedule work activities for the implementation of change

Team work skills for working as a member of a team during period of changes

Consultation skills for including stakeholders in the change process

Analytical skills for monitoring outcomes of change




Negotiation skills for dealing with competing objectives

Estimation skills for identifying resources necessary to support introduction of change









Col

lect

, ana

lyse

an

d or

gani

se

info

rmat

ion

Com

mun

icat

e id

eas a

nd

info

rmat

ion

Plan

and

org

anis

e ac

tiviti

es

Wor

k w

ith o

ther

s an

d in

team

s

Use

mat

hem

atic

al

idea

s and

te

chni

ques

Solv

e pr

oble

ms

Use

tech

nolo

gy






Collecting, analysing and organising information – to set goals and objectives

Communicating ideas and information – with members of the work team

Planning and organising activities – to promote change

Working with teams and others – in completing scheduled tasks

Using mathematical ideas and techniques – as an aid to measure impact of change

Solving problems – to diagnose problems of implementation

Using technology – to manage scheduling of tasks


BSBCMN418A Address customer needs – Volume VII



BSBCMN418A Address customer needs

Unit Descriptor This unit specifies the outcomes required to manage the ongoing relationship with a customer, which includes assisting the customer to articulate their needs, meeting the customer's needs and managing networks to ensure customer's needs are addressed.


Domain Customer service

Customer relationships are of the complexity where the worker would explore with the customer possible and satisfactory outcomes. The worker is required to be familiar with a product and/or service that varies widely and is capable of significant customisation. The customer relationship would typically involve direct interaction a number of times over an extended period.

This unit is appropriate to a worker who is expected to have detailed product knowledge in order to recommend customised solutions. They would be expected to apply organisation procedures and be aware of, and apply as appropriate, broader factors involving ethics, industry practice and relevant government policies and regulations.


The customer service units are based on the GCS01 Customer Service Generic Guideline Competencies, one of the sets of guideline competencies developed by ANTA.



1.1 Customer needs are fully explored, understood and agreed

1.2 Available services and products are explained and matched to customer needs

1 Assist customer to articulate needs

1.3 The rights and responsibilities of customers are identified and effectively communicated to the customer as appropriate

2 Satisfy complex customer 2.1 Possibilities for meeting customer needs are explained



2.2 Customers are assisted to evaluate service and/or product options to satisfy their needs

2.3 Preferred action is determined and prioritised

needs

2.4 Potential areas of difficulty in customer service delivery are identified, and appropriate actions are taken in a positive manner

3.1 Effective regular communication is established with customers

3.2 Relevant networks are established, maintained and expanded to ensure appropriate referral of customers to products and services from within and outside the organisation

3.3 Procedures are put in place to ensure that decisions about targeting of customer services are based on up-to-date information about the customer and the products and services available

3.4 Procedures are put in place to ensure that referrals are based on the matching of the assessment of customer needs and availability of products and services

3 Manage networks to ensure customer needs are addressed

3.5 Records of customer interaction are maintained in accordance with organisational procedures



• relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety and environmental issues, equal opportunity, industrial relations, anti-discrimination, privacy and consumer law



• internal and external customers

• customers with routine or special requests

• regular and new customers

Customers may include:

• in-person, computer-based and telephone customers




• people from a range of social, cultural or ethnic backgrounds

• people with varying physical and mental abilities

• people who may be unwell, drug affected or emotionally distressed

• informed consent Rights and responsibilities of customers may include:

• fulfilment of external obligations

• using active listening techniques

• using open and/or closed questions

• speaking clearly and concisely

• using appropriate language and tone of voice

• giving customers full attention

• maintaining eye-contact (for face-to-face interactions), except where eye contact may be culturally inappropriate

• using non-verbal communication e.g. body language, personal presentation (for face-to-face interactions)

• using clear written information/communication

Effective communication may include:

• handling sensitive and confidential issues

• procedural manuals Organisational procedures may include: • quality systems, standards and guidelines


Overview of Assessment Requirements Competence must be demonstrated in the ability to:

• identify the need(s) required by the customer • assist the customer to evaluate their service and product options • help determine the most appropriate action and deal with any difficulties in the process • manage and maintain information and networks to ensure customer needs are met.



• relevant legislation, regulations, standards and codes from all levels of government that affect



business operation and customer relations, especially in regard to:

⎯ occupational health and safety and environmental issues

⎯ equal opportunity, anti-discrimination and diversity

⎯ industrial relations and consumer relations

⎯ privacy

⎯ relevant organisational procedures and standards for customer service relationships

• an understanding and application of:

⎯ the importance of customer service

⎯ the importance of good communication

⎯ the individual’s role in delivering customer service

• detailed product knowledge which may be:

⎯ of significant breadth (so as to propose alternative products and services), or

⎯ of significant depth (so as to propose variations within a limited product and service range)


• language, literacy and numeracy requirements:

• language skills which allow for adequate communication with customer and all relevant personnel

• literacy skills to the level required to acquire the required read and write procedures

• numeracy skills to the level required to develop and implement customer service procedures


• ability to synthesise and develop a solution unique to a customer



• Level (1) represents the competence to undertake tasks effectively

• Level (2) represents the competence to manage




tasks

• Level (3) represents the competence to use concepts for evaluating and reshaping tasks


• communicating specialised information to customers and all relevant personnel

Communicating ideas and information (3)

• identifying complex customer service requirements

Collecting, analysing and organising information (3)

• identifying complex customer needs and expectations

• developing improved procedures Planning and organising activities (2) • ensuring customer service is delivered to

standard

Working in a team (2) • working with team members to promote customer relationships

Using mathematical ideas and techniques (1)

• developing procedures

Solving problems (3) • ensuring customer needs and expectations are delivered to standard

Using technology (1) • maintaining and developing customer service information

• improving customers service procedures Innovation skills (3)

• developing opportunities to provide excellent service

• customer satisfaction surveys

• diaries or journals

• evidence from role-plays


• reports from customers, colleagues or supervisors

• completed written materials including customer record forms

• direct observation of work performance


• customer satisfaction survey reports

• where questions, case studies/scenarios form part of the assessment, a bank of relevant material will be required

• access to workplace documents


• access to opportunities to observe the individual in the workplace or in small group discussions and presentations





• at least two examples of the candidate applying significant skills and knowledge to assist the customer to articulate their needs, meet the customer's needs, and manage networks to ensure customer need are addressed

• that, where practical, this unit should be assessed in an integrated fashion with other appropriate units

• that this unit is essentially skills-based and it is expected that assessment will be largely practical (that is, workplace-based or by simulation) in nature, supported by questioning to assess product knowledge or, alternatively, project type assessment may be valid


• that practical assessment will frequently be in the workplace or a suitable similar environment. Access to such an environment will be required. Questioning may occur in the work environment, or another suitable room such as an office, classroom or lunchroom

BSBEBUS406A Monitor and maintain records in an online environment – Volume VII



BSBEBUS406A Monitor and maintain records in an online environment

Unit Descriptor This unit covers the identification and assessment of records for storage and the maintenance and monitoring of electronic business records.

This unit is related to BSBEBUS308A Maintain online business records.

Competency Field e-business


1.1 Organisational record keeping system is identified and system procedures for capturing and managing records are confirmed

1.2 Organisational and risk management requirements for classifying and storing online information are identified and verified

1.3 Legal, business, financial, socio-historical, and security requirements for recording online business transactions are identified

1 Confirm requirements for record keeping in an online environment

1.4 An organisational checklist is prepared in accordance with organisational requirements for use in assessing which electronic information should be captured, for how long and in what format

2.1 Incoming and outgoing information is categorised in terms of key activities and responsible personnel

2.2 Information is assessed against organisational checklist and records identified for capture

2.3 Information not to be stored is disposed of in accordance with organisational procedures

2 Identify and assess records for storage

2.4 Storage methods and media are determined in accordance with retention requirements

3 Monitor and maintain business records in an online environment

3.1 Records are classified, sentenced and linked to other records in the system in accordance with system rules and organisational procedures



3.2 Unique identifiers are assigned and records are registered into the record keeping system in accordance with system rules and organisational procedures

3.3 Access and security status, and disposal requirements of records are determined and recorded in accordance with organisational procedures

3.4 Records are stored on required media in accordance with organisational and record retention requirements

3.5 Migration of records from one medium to another is carried out in accordance with organisational procedures

3.6 Archiving or disposal of records is actioned and recorded in accordance with disposal schedule and organisational procedures

3.7 Records are maintained in a usable and accessible form in accordance with security conditions and legislative requirements



• award and enterprise agreements

• national, State/Territory legislative requirements especially in regard to Occupational Health and Safety

• industry codes of practice and standards

• Government State/Territory/Commonwealth standards

• Freedom of Information Acts

• public Records Acts (State/Territory/Commonwealth)

• OECD International Guidelines for Consumer Protection in E-Commerce

• copyright laws particularly in relation to digital material (ie digital amendment)

• privacy legislation

• intellectual property, confidentiality requirements

• legal and regulatory policies affecting business




in general and e-business in particular

• records, archive management and disposal laws

• legal deposit requirements (libraries) ie copies of all published documents are usually required to go to libraries

• AS4390 Records Management

• AS9000 Quality Standards – quality records sections

Risk management requirements may include:

• policy and procedures for checking the accuracy and currency of data

• backup and recovery procedures

• secondary storage requirements

• remote storage for backup data

Organisational requirements may include:

• legal

• business

• financial

• socio-historical

• security

Storage may include: • online

• off-line

• on-site

• off-site

• outsourced

• migration of records from one medium to another eg tape to compact disc

Storage media may include: • server

• hard drive

• diskette

• computer tape

• audiotape

• film

• video

• compact disc

• imaging systems

• audiovisual

• multimedia

• mainframe

• microform



• paper based

Retention requirements may include: • remote storage of backup data in case of fire or other incidents

• long term storage media for information / records

• most cost-effective storage media for ephemeral or short term records

Access and security status may include:

• confidential

• high security (restricted)

• open

Migration of records may include: • from tapes, which may deteriorate over time

• from about-to-be superseded media eg 5¼” disks

Disposal of records may include: • permanent deletion from electronic media

• destruction of paper based records eg shredding


Critical Aspects of Evidence Integrated demonstration of all elements of competency and their performance criteria

Record keeping / information management principles and processes

Knowledge of organisational record keeping system, and policy and procedures relating to record keeping in an online/business environment

Access and security issues relating to record keeping in a business environment

Underpinning Knowledge* * Required knowledge/skills is to be limited to that which is sufficient to perform the particular workplace competency

Relevant legislation from all levels of government that affects business operation, especially in regard to Occupational Health and Safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

Internet / World Wide Web

Information technology skills related to record keeping

Record keeping / information management principles and processes

Organisational record keeping system

Online record keeping environment including




location and nature of transactions

Policy and procedures relating to record keeping in an online environment including risk management

Access and security issues

Legal and regulatory requirements

Underpinning Skills Computer skills especially relating to record keeping systems

Organisational skills especially attention to detail

Literacy skills for reading and interpreting information and content of records, retention and disposal schedules, and access/security conditions, and for preparing checklist and schedules

Communication skills to identify organisational requirements for record keeping in an online environment







Assessment should reinforce the integration of the key competencies and the business services common competencies for the particular AQF level. Refer to the Key Competency Levels at the end of this unit




Col

lect

, ana

lyse

an

d or

gani

se

info

rmat

ion

Com

mun

icat

e id

eas a

nd

info

rmat

ion

Plan

and

or

gani

se

activ

ities

Wor

k w

ith

othe

rs a

nd in

te

ams

Use

m

athe

mat

ical

id

eas a

nd

tech

niqu

es

Solv

e pr

oble

ms

Use

tech

nolo

gy



1. Perform

2. Administer

3. Design

Collecting, analysing and organising information – to identify and assess information, to aid decision making on classification and storage of records and to maintain and monitor records in an online environment

Communicating ideas and information – to prepare checklist and schedules, delegate responsibilities and to monitor and administrate the record keeping system

Planning and organising activities – to classify, register and store records and to monitor and administrate the record keeping system

Working with teams and others – to access all incoming and outgoing information, to confirm responsibilities and to achieve cooperation to maintain and monitor records in an online environment

Using mathematical ideas and techniques – to interpret disposal schedules

Solving problems – in determining status and maintenance procedures of records and to monitor and administrate the record keeping system

Using technology – to maintain records in an online environment


BSBFLM312A Contribute to team effectiveness – Volume VII



BSBFLM312A Contribute to team effectiveness

Unit Descriptor This specifies the outcomes required to by frontline managers to contribute to the effectiveness of the work team. It involves planning with the team to meet expected outcomes, developing team cohesion, participating in and facilitating the work team, and communicating with the management of the organisation.

Competency Field Business management services

Domain Frontline management

This unit replaces BSBFLM302A Support leadership in the workplace and BSBFLM304A Participate in work teams, which have been combined to create this unit.

Frontline managers have a key role in developing efficient and effective work teams within the context of the organisation. They play a prominent part in motivating, mentoring, coaching and developing team cohesion by providing leadership for the team and forming the bridge between the management of the organisation and the team members.

At this level, work will normally be carried out within known routines, methods and procedures, and may also involve a number of complex or non-routine activities that require some discretion and judgement.


This unit is related to BSBFLM412A Promote team effectiveness.



1.1 Team purpose, roles, responsibilities, goals, plans and objectives are identified in consultation with team members

1 Contribute to team outcomes

1.2 Team members are supported in meeting expected outcomes

2 Support team cohesion 2.1 Team members are encouraged to participate in the planning, decision making and operational aspects of the work team to their level of responsibility



2.2 Team members are encouraged and supported to take responsibility for their own work and to assist each other in undertaking required roles and responsibilities

2.3 Feedback is provided to team members to encourage, value and reward team members’ efforts and contributions

2.4 Issues, concerns and problems identified by team members are addressed or referred to relevant persons as required

3.1 Team members are actively encouraged and supported to participate in team activities and communication processes and to take responsibility for their actions

3.2 The team is given support to identify and resolve problems which impede its performance

3 Participate in work team

3.3 Own contribution to work team serves as a role model for others and enhances the organisation’s image within the work team, the organisation and with clients/customers

4.1 Communication with line manager/management is kept open at all times

4.2 Information from line manager/management is communicated to the team

4 Communicate with management

4.3 Unresolved issues are communicated to line manager/management and are followed up to ensure action is taken in response to these matters




• relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety (OHS) and environmental issues, equal opportunity, industrial relations and anti-discrimination





• provision of information about OHS legislative requirements, guidelines and the organisation’s OHS policies, procedures and programs

• training of all employees in health and safety procedures

• participation in the regular update of OHS systems and procedures

OHS considerations may include:

• changes to work practices, procedures and the working environment which impact on OHS

Team purpose, roles, responsibilities, goals, plans and objectives may include:

• goals for individuals and the work team

• expected outcomes and outputs

• individual and team performance plans and Key Performance Indicators (KPIs)

• action plans, business plans and operational plans linked to strategic plans

• OHS responsibilities

Feedback may refer to: • communication of ideas and thoughts which focus on specific tasks, outcomes, decisions, issues or behaviours

• formal/informal gatherings between team members where there is discussion on work-related matters

Relevant persons may include:

• frontline manager’s direct superior or other management representatives

• colleagues

• designated personnel e.g. safety officer

Responsibility for their actions may involve:

• individuals and teams

• individual and joint actions

• verbal, written or electronic communication

• face-to-face

Communication may include:

• formal/informal interaction

Line manager/management may refer to:


Unresolved issues may include:

• issues, concerns and tensions

• problems related to work roles and responsibilities

• grievances and complaints

• any matters affecting workplace relationships and team cohesion

EVIDENCE GUIDE The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of the assessment requirements followed by identification of specific aspects of evidence that will need to be addressed in determining competence. The Evidence Guide is an integral part of the unit and should be read and interpreted in



conjunction with the other components of competency. Assessment must reflect the endorsed Assessment Guidelines of the parent Training Package.

Overview of Assessment Requirements

A person who demonstrates competence in this unit must be able to show that they are able to demonstrate leadership in contributing to team plans, in leading and facilitating teamwork and in actively communicating with management. They must also provide evidence that teamwork is actively promoted, supported and encouraged within the work team; and that their own performance serves as a role model for others and enhances the organisation’s image within the work team, the organisation and with clients/customers.


Required knowledge and understanding includes:

• relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

• organisational policies and procedures

• organisational goals, objectives and plans at both tactical and strategic levels

• organisational structure including organisational chart

• learning and development options available within and through organisation

• a general understanding of the principles and techniques of:

⎯ group dynamics and processes

⎯ motivation

⎯ planning

⎯ negotiation

⎯ individual behaviour and difference


• ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities

• communication skills, including listening

• basic training skills, including mentoring and coaching

• planning and organising skills

• problem solving skills

• attributes:

⎯ empathic

⎯ communicative

⎯ self aware

⎯ supportive

⎯ trusting




⎯ open

⎯ flexible

⎯ accommodating

⎯ initiating

⎯ loyal

⎯ fair

⎯ adaptable




• Level (2) represents the competence to manage tasks

• Level (3) represents the competence to use concepts for evaluating and reshaping tasks.



• communicating verbally to lead a team, including negotiating, training, participating in meetings, questioning and discussing

• communicating in writing, including report writing


• managing information flow to and from line manager/management

Planning and organising activities (2)

• planning for own work and that of team members

Working in a team (2)

• working with team members and providing leadership to team

• working with line manager/management to represent team interests


• using calculation skills associated with data manipulation relevant to work of team, including financial data

Solving problems (2) • applying problem solving skills as required to address problems arising in leading team



Using technology (1) • using word processing packages, spreadsheets, databases, and other packages to produce written correspondence and reports related to operations and leadership of the team

• understanding assistive technologies, as necessary

Innovation skills (1) • developing an innovative approach to the support of team effectiveness


• documentation produced from working in a team, such as:

• reports

• minutes or records of meetings

• work journals or diaries

• learning and development plans developed with team members

• records of actions taken to address issues raised by team members


• how communication process has been managed and examples of how consultations have taken place

• examples of how team members have been supported and encouraged to meet expected outcomes

• examples of processes which have been developed to facilitate team cohesion

• how performance plan was communicated to team

• how team members were guided and supported in performing their role including induction process for new team members

• how performance management system was implemented within work team

• how problems and issues within the work team were addressed

• how input and advice was provided to management in relation to human resource management of the work team


• access by the learner and trainer to appropriate documentation and resources normally used in the workplace


• that this unit can be assessed in the workplace or in a closely simulated work environment


• that examples of actions taken by candidate to contribute to team effectiveness are provided





• that this unit should be assessed with other frontline management units taken as part of this qualification, as applicable to the candidate’s role in a work team, and as part of an integrated assessment activity

BSBFLM405B Implement operational plan – Volume VII


BSBFLM405B Implement operational plan

Unit Descriptor This unit specifies the outcomes required to implement the operational plan by monitoring and adjusting operational performance, producing short-term plans for the department/section, planning and acquiring resources and providing reports on performance as required.



This unit replaces BSBFLM405A Implement operational plan.

Frontline managers are actively engaged in planning activities to achieve the measurable, stated objectives of the team and the organisation. This key role is carried out to provide safe, efficient and effective products and services to customer satisfaction within the organisation’s productivity and profitability plans.

At this level, work will normally be carried out within routine and non-routine methods and procedures, which require planning and evaluation and leadership and guidance of others.


This unit builds on BSBFLM305B SUPPORT OPERATIONAL PLAN. Consider co-assessment with BSBFLM412A Promote team effectiveness, BSBFLM406B Implement workplace information system, BSBCMN411A Monitor a safe workplace, and BSBFLM409B Implement continuous improvement. This unit is related to BSBFLM505B MANAGE OPERATIONAL PLAN.



1.1 Details of resource requirements are collated, analysed and organised in consultation with relevant personnel, colleagues and specialist resource managers

1 Implement operational plan

1.2 Operational plans are implemented to contribute to the achievement of the organisation’s performance/business plan




1.3 Key performance indicators are identified and used to monitor operational performance

1.4 Contingency planning is undertaken as required

1.5 Consultation processes are undertaken as required

1.6 Assistance in the development and presentation of proposals for resource requirements is provided in line with operational planning processes

2.1 Employees are recruited and inducted within the organisation’s policies, practices and procedures

2 Implement resource acquisition

2.2 Plans for acquisition of physical resources and services are implemented within the organisation’s policies, practices and procedures in consultation with relevant personnel

3.1 Performance systems and processes are monitored to assess progress in achieving profit/productivity plans and targets

3.2 Budget and actual financial information is analysed and used to monitor profit/productivity performance

3.3 Unsatisfactory performance is identified and prompt action is taken to rectify the situation according to organisational policies

3.4 Mentoring, coaching and supervision is provided to support individuals/teams to use resources effectively, economically and safely

3.5 Recommendations for variation to operational plans are presented and approved by the designated persons/groups

3 Monitor operational performance

3.6 Systems, procedures and records associated with performance are implemented in accordance with the organisation’s requirements




• relevant legislation from all levels of government that



affects business operation, especially in regard to occupational health and safety (OHS) and environmental issues, equal opportunity, industrial relations, anti-discrimination and recordkeeping standards and legislation




• OHS practice as an ethical standard and legislative requirement

• ensuring all employees are effectively trained in health and safety procedures and are regularly updated on OHS systems

• OHS requirements are taken into consideration in the planning process

• ensuring the organisation’s OHS systems, procedures and records are regularly updated and reviewed

• organisation’s procedures for dealing with hazardous events are regularly updated and reviewed

• key performance indicators include appropriate OHS procedures

Resource requirements may refer to:

• human, physical and financial resources – both current and projected

• stock requirements and requisitions

• good and services to be purchased and ordered

Relevant personnel, colleagues and specialist resource managers may include:

• managers

• supervisors

• other employees

• colleagues and specialist resource managers

• OHS committees and other people with specialist responsibilities

• people from a wide range of social, cultural and ethnic backgrounds and physical and mental abilities

Operational plans may refer to:

• tactical plans developed by the department or section to detail product and service performance

• organisational plans

Key performance indicators may refer to:

• measures for monitoring or evaluating the efficiency or effectiveness of a system, and which may be used to demonstrate accountability and to identify areas for improvements




Contingency planning may refer to:

• rental, hire purchase or alternative means of procurement of required materials, equipment and stock

• contracting out or outsourcing human resource and other functions or tasks

• restructuring of organisation to reduce labour costs

• strategies for reducing costs, wastage, stock or consumables

• diversification of outcomes

• recycling and re-use

• finding cheaper or lower quality raw materials and consumables

• seeking further funding

• increasing sales or production

• risk identification, assessment and management processes

• succession planning

Consultation processes may refer to:

• meetings, interviews, brainstorming sessions, email/intranet communications, newsletters or other processes and devices which ensure that all employees have the opportunity to contribute to team and individual operational plans

• mechanisms used to provide feedback to the work team in relation to outcomes of consultation

The organisation’s policies, practices and procedures may include:

• those organisational guidelines which govern and prescribe operational functions, such as the acquisition and management of human and physical resources

• Standard Operating Procedures

• undocumented practices in line with organisational operations

• organisational culture

Performance systems and processes may refer to:

• formal processes within the organisation to measure performance, such as:

• Key Performance Indicators (KPIs)

• specified work outcomes

• individual and team work plans

• feedback arrangements

• informal systems used by frontline managers for the work team in the place of existing organisation-wide systems



Designated persons/groups may include:

• those who have the authority to make decisions and/or recommendations about operations such as workplace supervisors, other managers

• other affected work groups or teams and groups designated in workplace policies and procedures

Systems, procedures and records may include:

• individual and team performance plans

• organisational policies and procedures relative to performance

• databases and other recording mechanisms for ensuring records are kept in line with organizational requirements



A person who demonstrates competence in this standard must be able to provide evidence that they are able to implement an operational plan. This will include monitoring and adjusting operational performance, producing short-term plans for the department or section, planning and acquiring resources, and providing reports on performance as required.




• the principles and techniques associated with:

• monitoring and implementing operations and procedures

• resource planning and acquisition

• resource management systems at the tactical implementation level

• relevant budgeting and financial analysis, interpretation and reporting requirements

• methods for monitoring and reporting on performance

• problem identification and methods of resolution

• tactical risk analysis including identification and reporting requirements

• contingency planning




• alternative approaches to improving resource usage and eliminating resource inefficiencies and waste

• alternative approaches to mentoring and coaching individuals and teams who have difficulty in performing to the required standard



• functional literacy skills to access and use workplace information and to prepare reports

• skills to:

• monitor and maintain a safe workplace and environment

• access and use feedback to improve operational performance

• prepare recommendations to improve operations

• access and use established systems and processes

• coaching and mentoring skills to provide support to colleagues








• sharing information with team on strategies and processes for implementation'

• providing feedback to team members on work performance


• acquiring information for monitoring and reporting purposes, and to aid in the implementation of the operational plan


• planning the acquisition of physical and human resources

• allocating work within the team




• working cooperatively with team to achieve planned outcomes


• carrying out calculations associated with resource usage and analysing and monitoring budget and financial plans

Solving problems (2) • monitoring and implementing contingency plans to address unsatisfactory performance in all areas of the operation

Using technology (2) • using technology to track, monitor and report on implementation of operating plan

Innovation skills (2) • creating innovative methods to achieve planned outcomes


• documentation produced while implementing the operational plan, such as:

• variations to operational plan

• rosters and staff allocation

• resource acquisition planning

• actions taken to address resource shortfalls

• monitoring of financial plans and budgets

• contingency planning

• risk management

• learning and development plans for team members

• materials developed for coaching, mentoring and training

• induction programs developed and/or delivered

• actions taken to address poor, unsafe or excellent performance

• actions taken to address issues and problems within work team

• reviews of people management

• advice and input into management decisions related to the operational plan

• records of people management lessons learned


• how the operational plan was implemented

• how contingency plan was implemented

• how work has been allocated within the work team, and the rationale for allocations

• how team members were recruited, guided and supported in performing their role including the induction process for new team members




• how performance systems and process were monitored

• how the budget and financial information were analysed and used

• how the performance management system was implemented and/or monitored within work team

• examples of how consultation processes were conducted

• how problems and issues within the work team have been addressed

• how input and advice was provided to management in relation to human resource management

• how own people management processes have been reviewed and evaluated, and improvements identified, reported and acted upon






• that examples of actions taken by candidate to implement the operational plan are provided


• this unit should be assessed with other frontline management units taken as part of this qualification, as applicable to the candidate’s leadership role in a work team and as part of an integrated assessment activity

BSBFLM406B Implement workplace information system – Volume VII


BSBFLM406B Implement workplace information system

Unit Descriptor This unit specifies the outcomes required to implement the workplace information system. It involves the identification, acquisition, initial analysis and use of appropriate information which plays a significant part in the organisation’s effectiveness.



This unit replaces BSBFML406A Implement workplace information system.

Frontline managers, in identifying, acquiring, analysing and using appropriate information, play a significant role in contributing to the organisation’s effectiveness.

At this level, work will normally be carried out within routine and non-routine methods and procedures which require planning and evaluation, leadership and guidance of others, and some discretion and judgement.


This unit builds on BSBFLM306B PROVIDE WORKPLACE INFORMATION AND RESOURCING PLANS. Consider co-assessment with BSBFLM405B Implement operational plan, BSBFLM409B Implement continuous improvement, BSBFLM412A Promote team effectiveness, BSBCMN410A Coordinate implementation of customer service strategies and BSBCMN411A Monitor a safe workplace. This unit is related to BSBFLM506B MANAGE WORKPLACE INFORMATION SYSTEMS.



1.1 Information required by teams is determined and found

1.2 Information held by the organisation is acquired and reviewed to determine suitability, accessibility, currency and reliability according to organisational policies

1 Identify and source information needs

1.3 Plans are prepared and implemented to obtain




information which is not immediately available or accessible

2.1 Collection of information is timely, and is adequate and relevant to the needs of teams

2.2 Information is in a format suitable for analysis, interpretation and dissemination

2 Collect, analyse and report information

2.3 Information is analysed to identify and report relevant trends and developments in terms of the needs for which it was acquired

3.1 Management information systems are implemented effectively to store, retrieve and regularly review data for decision making purposes

3.2 Technology available in the work area is used to manage information effectively

3 Implement information systems

3.3 Recommendations for improving the information system are submitted to designated persons and/or groups

4.1 Teams are involved in business plans and/or budget preparation in a way which uses their contribution effectively and contributes to gaining support for the outcomes

4.2 Business plans and/or budgets are presented and prepared in accordance with the organisation’s guidelines and requirements

4 Prepare business plan/budgets

4.3 Contingency plans are implemented in the event that alternative action is required

5.1 Resource planning data is collected in consultation with colleagues, including those who have a specialist role in resource management

5.2 Estimates of resource needs and use reflect the organisation’s business plans, and customer and supplier requirements

5 Prepare resource proposals

5.3 Proposals to secure resources are supported by clearly presented submissions describing realistic options, benefits, costs and outcomes






• relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety (OHS) and environmental issues, equal opportunity, industrial relations, anti-discrimination and recordkeeping standards and legislation


OHS considerations include: • provision of information about OHS legislative requirements, guidelines and the organisation’s OHS policies, procedures and programs including arrangements for reporting hazards to management

• health and safety procedures at the workplace relevant to employees, including the use and maintenance of risk control measures

• information on how employees can access health and safety information

• inclusion of OHS in business plans

• inclusion of OHS in resource proposals

Information may include: • data shared and retrieved in various forms such as in writing or verbally, electronically or manually

• policies and procedures

• planning and organisational documents

• organisational performance data

• financial and contractual data

• marketing and customer-related data

• continuous improvement and quality assurance data

• archived, filed and historical background data

• data available internally or externally

Organisational policies may include:

• guidelines for decision making throughout the organisation that link the formulation of strategy with its implementation

• sets of accepted actions approved by the organisation

• Standard Operating Procedures




Plans may refer to: • an informal document outlining a series of planned actions or steps

• action plans, project plans or more formal planning tools in line with organisational procedures

Technology may include: • computerised systems and software such as databases, project management and word-processing

• telecommunications devices

• any other technology used to carry out work roles and responsibilities

Designated persons and/or groups may include:

• managers or supervisors whose have management roles and responsibilities concerning information systems

• other work groups or teams whose work will be affected by the system

• groups designated in workplace policies and procedures

• other stakeholders accessing the information system such as customers and service providers

Business plans and/or budgets may refer to:

• long-term budgets/plans

• short-term budgets/plans

• operational plans

• spreadsheet-based financial projections

• cash flow projections

• targets or Key Performance Indicators (KPIs) for production, productivity, wastage, sales, income and expenditure

Contingency plans may include:













Resource may include: • people

• power/energy

• information

• finance

• buildings/facilities

• equipment

• technology

• time

• targets or Key Performance Indicators (KPIs) for

• production, productivity, wastage, sales, income and expenditure

Colleagues may include: • team members

• employees at the same level or more senior managers

• OHS committee members and other specialists

• people from a range of social, cultural and ethnic backgrounds and physical and mental abilities



A person who demonstrates competence in this standard must be able to provide evidence that they are able to effectively implement the workplace information system by demonstrating that they are able to access and use workplace information to facilitate business operations; and prepare information for financial and resource plans/proposals.




• workplace information systems

• tactical plans and budgets


• resource proposals




• the basic financial concepts in tactical plans and budgets

• the methods to gain efficiencies in resource management


• functional literacy skills to access and use workplace information

• communication skills

• research skills including:

• information collection, analysis, interpretation and reporting

• identifying corporate information resources

• identifying tactical and operational information requirements of the team

• information management skills

• information presentation skills

• skills to improve information usage in decision making



• technology skills to extract/input/present information








• identifying information needs with the work team

• seeking the contribution of others in preparing a business plan or budget

• providing feedback on information and contributions provided




• collecting data

• using the management information system to store and retrieve information

• submitting information in an appropriate format


• planning the timing and methods of information collection

• organising meetings to discuss results and outcomes


• utilising team strategies to maximise effective of work to be done


• using appropriate techniques to aid data collection and to make budget calculations

Solving problems (2) • contributing to contingency planning

Using technology (1) • using technology to assist the management of information

Innovation skills (2) • developing an innovative approach to the implementation of the information system to enhance business operations


• documentation produced in implementing workplace information systems, such as:

• contribution to organisational policies and procedures

• contribution to procedures and policies for dealing with information management systems, and related codes of conduct

• actions taken to address information collection and retrieval in the workplace

• actions taken to address methods of analysing information and implementing an information system

• actions taken to address internal and external information management issues

• learning and development plans



• actions taken to address issues and problems within work team


• advice and input into management decisions related to the management information system





• how information needs were determined and information was collected within the work team

• how information held by the organisation was acquired, analysed and reviewed

• examples of procedures implemented to obtain information which is not readily available

• how procedures have been implemented to ensure that information is collected in a suitable format, a time efficient manner and how accuracy and adequacy has been controlled

• how the information system was implemented

• examples of how information was used, especially with the utilisation of technology

• examples of how recommendations for improvement were encouraged and acknowledged

• how the work team was involved in the preparation of business plans and budgets

• how estimates of resource needs were planned and resource requirements are processed


• examples of contingency plan






• that examples of actions taken by candidate to implement the workplace information system are provided


• that this unit should be assessed with other frontline management units taken as part of this qualification, as applicable to the candidate’s leadership role in a work team and as part of an integrated assessment activity

BSBFLM409B Implement continuous improvement – Volume VII


BSBFLM409B Implement continuous improvement

Unit Descriptor This unit specifies the outcomes required to implement the organisation’s continuous improvement systems and processes. Particular emphasis is on using systems and strategies to actively encourage the team to participate in the process, monitoring and reviewing performance, and identifying opportunities for further improvements.



This unit replaces BSBFLM409A Implement continuous improvement.

Frontline managers have an active role in implementing the continuous improvement process in achieving the organisation’s objectives. Their position, closely associated with the creation and delivery of products and services, means that they have an important responsibility in influencing the ongoing development of the organisation.

At this level, work will normally be carried out within routine and non-routine methods and procedures, which require planning and evaluation, and leadership and guidance of others.


This unit builds on BSBFLM309A Support continuous improvement systems and processes. Consider co-assessment with BSBFLM405B Implement operational plan, BSBCMN411A Monitor a safe workplace, BSBCMN412A Promote innovation and change and BSBFLM412A Promote team effectiveness. This unit is related to BSBFLM509B Facilitate continuous improvement.



1 Implement continuous improvement systems and processes

1.1 Systems are implemented to ensure that individuals and teams are actively encouraged and supported to participate in decision making processes, assume responsibility and exercise initiative




1.2 The organisation’s continuous improvement processes are communicated to individuals and teams, and feedback is obtained

1.3 Effective mentoring and coaching ensures that individuals and teams are able to implement the organisation’s continuous improvement processes

2.1 The organisation’s systems and technology are used to monitor and review progress and to identify ways in which planning and operations could be improved

2.2 Customer service is improved through continuous improvement techniques and processes

2 Monitor and review performance

2.3 Recommendations for adjustments are formulated and communicated to those who have a role in their development and implementation

3.1 Processes are implemented to ensure that team members are informed of savings and productivity/ service improvements in achieving the business plan

3.2 Work performance is documented to aid the identification of further opportunities for improvement

3 Implement opportunities for further improvement

3.3 Records, reports and recommendations for improvement are managed within the organisation’s systems and processes




• relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety (OHS) and environmental issues, equal opportunity, industrial relations, anti-discrimination and record keeping standards and legislation




• OHS practice as an ethical standard and legislative



requirement

• training of all employees in health and safety procedures, and updating of records

• requirements of OHS legislation related to delegation and reporting

• implementation and monitoring of the continuous improvement processes of any OHS management system

Systems may refer to: • organisation policies and procedures

• web based communication devices

• forums, meetings

• newsletters and reports

Participate in decision making processes may include:

• processes which ensures that all employees have the opportunity to contribute to organisational issues

• feedback in relation to outcomes of the consultative process

Continuous improvement processes may include:

• policies and procedures which allow an organisation to systematically review and improve the quality of its products, services and procedures

• cyclical audits and reviews of workplace, team and individual performance

• seeking and considering feedback from a range of stakeholders

• modifications and improvements to systems, processes, services and products

• evaluations and monitoring of effectiveness

Mentoring and coaching may refer to:

• teaching another member of the team, usually focusing on a specific work task or skill

• providing feedback, support and encouragement on a range of matters

• providing assistance with problem solving

Technology may include: • computerised systems and software such as databases, project management and word-processing

• telecommunications devices

• any other technology used to carry out work roles and responsibilities

Customer service may be: • internal or external

• to existing, new or potential clients

Processes may refer to: • team meetings

• email/intranet, newsletters or other communication devices




• newsletters and bulletins

• staff reward mechanisms



A person who demonstrates competence in this standard must be able to provide evidence that they are able to implement, monitor and adjust plans, processes and procedures to improve performance; they must also be able to support others to implement the continuous improvement system/processes, and be able to identify and report opportunities for further improvement.





• continuous improvement systems and processes

• benchmarking

• best practice

• the quality approaches which the organisation may implement

• the methods that can be used in continuous improvement

• the organisation’s recording, reporting and recommendation processes to facilitate continuous improvement

• change management

• the benefits of continuous improvement

• the barriers to continuous improvement



• functional literacy skills to access and use workplace information

• communication skills to:

• gain the commitment of individuals and teams to



continuous improvement

• deal with people openly and fairly

• use consultation skills effectively

• research, analysis, interpretation and reporting skills

• monitoring and evaluation skills

• skills to consolidate opportunities for improvement



The seven key competencies represent generic skills considered essential for effective work participation. Innovation skills represent a further area of generic competence. The bracketed numbering indicates the performance level required in this unit: • Level (1) represents the competence to undertake tasks

effectively





• liaising with individuals and work team to improve the organisation’s continuous improvement processes

• communicating the organisation's continuous improvement systems and processes

• ensuring the effective coaching and mentoring of team members is provided


• analysing data related to progress and improvement

• organising information in such a way that it is accessible to team members

• making recommendations for adjustments to systems and processes


• planning customer service improvements


• encouraging team members to participate in decision making processes

• obtaining team feedback on further improvement initiatives


• completing calculations for work improvement




Solving problems (2) • implementing the organisation’s continuous improvement processes, and investigating problems with introducing improvements

Using technology (2) • using technology to assist the management of information to aid the continuous improvement

Innovation skills (2) • developing an innovative approach to the implementation of the continuous improvement system to enhance business operations


• documentation produced in implementing continuous improvement, such as:

• contribution to organisational policies and procedures

• contribution to procedures and policies for dealing with continuous improvement processes, and relevant codes of conduct

• actions for information collection, analysis and retrieval

• learning and development plans



• actions taken to address internal and external information management issues

• actions taken to address issues and problems


• advice and input into management decisions related to continuous improvement


• how strategies have been implemented to encourage team members to participate in the decision making process

• examples of how continuous improvement processes were communicated to all stakeholders

• examples of coaching and mentoring used to support continuous improvement processes

• how technology was used to monitor operational progress

• recommendations for adjustments that have been made


• how team members were informed of improvements/innovations

• how work performance was documented to aid identification of further opportunities for improvement

• how future planning has included areas which have recorded improvements








• that examples of actions taken by candidate to implement continuous improvement are provided


• this unit should be assessed with other frontline management units taken as part of this qualification, as applicable to the candidate’s leadership role in a work team and as part of an integrated assessment activity

BSBFLM412A Promote team effectiveness – Volume VII



BSBFLM412A Promote team effectiveness

Unit Descriptor This unit specifies the outcomes required of frontline managers to promote teamwork. It involves developing team plans to meet expected outcomes, leading the work team, and proactively working with the management of the organisation.



This unit replaces BSBFLM402A Show leadership in the workplace and BSBFLM404A Lead work teams, which have been combined to create this unit.

Frontline managers have an important leadership role in the development of efficient and effective work teams. They play a prominent part in team planning, supervising the performance of the team and developing team cohesion by providing leadership for the team and forming the bridge between the management of the organisation and the team members.

At this level, work will normally be carried out within both routine and non-routine methods and procedures which require planning and evaluation, and leadership and guidance of others.


This unit builds on BSBFLM312A Contribute to team effectiveness and is related to BSBFLM512A Ensure team effectiveness



1.1 Team purpose, roles, responsibilities, goals, plans and objectives are identified, established and documented in consultation with team members

1 Plan to achieve team outcomes

1.2 Team members are supported in meeting expected outcomes

2 Develop team cohesion 2.1 Opportunities are provided for input of team members into planning, decision making and operational aspects of work team



2.2 Team members are encouraged and supported to take responsibility for own work and to assist each other in undertaking required roles and responsibilities

2.3 Feedback is provided to team members to encourage, value and reward individual and team efforts and contributions

2.4 Issues, concerns and problems identified by team members are recognised and addressed or referred to relevant persons as required

3.1 Team members are actively encouraged to participate in and take responsibility for team activities and communication processes

3.2 The team is given support to identify and resolve problems which impede its performance

3 Participate in and facilitate work team

3.3 Own contribution to work team serves as a role model for others and enhances the organisation’s image within the work team, the organisation and with clients/customers

4.1 Communication with line manager/management is kept open at all times

4.2 Information from line manager/management is communicated to the team

4.3 Unresolved issues, concerns and problems raised by the team/team members are communicated to line manager/management and followed up to ensure action is taken

4 Liaise with management

4.4 Unresolved issues, concerns and problems related to the team/team members raised by line managers/management are communicated to the team and followed up to ensure action is taken




• relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety (OHS) and




environmental issues, equal opportunity, industrial relations, anti-discrimination and record keeping standards and legislation





• training of all employees in health and safety procedures, and updating of records

Team purpose, roles, responsibilities, goals, plans and objectives may include:

• goals for individuals and the work team

• expected outcomes and outputs

• individual and team performance plans and Key Performance Indicators (KPIs)

• action plans, business plans and operational plans linked to strategic plans

• OHS responsibilities

Consultation may refer to: • attending meetings, interviews, brainstorming sessions and using email/intranet communications, newsletters or other processes and devices which ensure that all employees have the opportunity to contribute to team and individual effectiveness

• using mechanisms used to provide feedback to the work team in relation to outcomes of consultation

Responsibility for own work may involve:

• individuals and teams

• individual and joint actions

Feedback may refer to: • informal communication of ideas and thoughts on specific tasks, outcomes, decisions, issues or behaviours

• formal/informal gatherings between team members where there is communication on work related matters

Relevant persons may include:


• colleagues

• OHS committees and other people with specialist responsibilities

Communication may include:

• verbal, written or electronic communication

• face-to-face

• formal/informal interaction

Line manager/management may refer to:






A person who demonstrates competence in this unit must be able to provide evidence that they are able to demonstrate leadership in developing and implementing plans, in leading and facilitating teamwork and in actively liaising with management. They must also provide evidence that teamwork is actively promoted, supported and encouraged within the work team; and their own performance serves as a role model for others and enhances the organisation’s image.


Required knowledge and understanding includes:


• organisational policies and procedures

• organisational goals, objectives and plans

• organisational structure, including organisational chart


• leadership

• delegation and work allocation

• group dynamics and processes

• motivation

• goal setting

• planning

• negotiation

• individual behaviour and difference



• communication skills

• basic training skills, including mentoring and coaching

• planning and organising skills


• leadership skills




• group facilitation skills

• attributes:

• empathic

• communicative

• showing positive leadership

• self-aware

• supportive

• trusting

• open

• flexible

• accommodating

• initiating

• loyal

• recognising achievement

• fair

• adaptable

• assertive

• persuasive







• communicating verbally to lead a team including negotiating, basic training, conducting meetings, questioning and discussing


• communicating in writing, including report writing, communicating with management, identifying issues and concerns in writing




• maintaining currency of own knowledge and skills and that of team members relevant to organisation planning

• undertaking analysis following planning activities

• using data collection and analysis for monitoring and review


• planning for own work and that of team members including delegation and work allocation

• working with team members and providing leadership to team


• working with line manager/management to represent team interests


• using calculation skills associated with data manipulation relevant to work of team, including financial data

Solving problems (2) • applying problem solving skills as required to address problems arising in leading team

• using word processing packages, spreadsheets, databases, and other packages to produce written correspondence and reports related to operations and leadership of team

Using technology (1)

• understanding assistive technologies, as necessary

Innovation skills (2) • developing an innovative approach to the implementation of strategies to improve team effectiveness


• documentation produced in managing people within the work team, such as:

• reports

• minutes or records of meetings

• work journals or diaries

• records of actions taken to address issues raised by team members


• how communication process has been managed and how processes have been implemented to ensure that consultation takes place

• examples of how team members were supported and encouraged to meet expected outcomes

• examples of strategies which have been developed to develop and facilitate team cohesion

• how performance plan was implemented

• how team members were guided and supported in performing their role, including induction process for new team members

• how performance management system was implemented




within work team

• how problems and issues within the work team were addressed

• how input and advice was provided to management in relation to human resource management of the work team

• how own people management processes were reviewed and evaluated, improvements identified, reported and acted upon






• that examples of actions taken by candidate to promote team effectiveness are provided


• that this unit should be assessed with other frontline management units taken as part of this qualification, as applicable to the candidate’s leadership role in a work team and as part of an integrated assessment activity

BSBFLM513A Manage budgets and financial plans within the work team – Volume VII

Page 91 © Commonwealth of Australia 2007 MTM07 Australian Meat Industry Training Package


BSBFLM513A Manage budgets and financial plans within the work team

Unit Descriptor This unit specifies the outcomes required for financial management within a work team in an organisation. This 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 in line with the financial objectives of the work team and the organisation.



Frontline managers have a key role in implementing financial processes within the work team in organisations. They play a prominent part in ensuring that costs are controlled, expenditure is within established budgets and legislative and financial compliance requirements are met.


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.



1.1 Budget/financial plans for the work team are accessed

1.2 Budget/financial plans are clarified with relevant personnelwithin the organisation to ensure that documented outcomes are achievable, accurate and comprehensible

1.3 Any changes required to be made to budget/financial plans are negotiated with relevant personnel within the organisation

1 Plan financial management approaches

1.4 Contingency plans are prepared in the event that initial plans need to be varied

2 Implement financial management approaches

2.1 Relevant details of the agreed budget/financial plans are disseminated to team members




2.2 Support is provided to ensure that team members can competently perform required roles associated with management of finances

2.3 Resources and systems to manage financial management processes within the work team are determined and accessed

3.1 Processes for reporting of expenditure, income, assets, stock, consumables, equipment and wastage are implemented across the work team to monitor actual expenditure and to control costs

3.2 Expenditure and costs are monitored on an agreed cyclical basis to identify cost variations and expenditure overruns

3 Monitor and control finances

3.3 Contingency plans are implemented, monitored and modified as required to maintain financial objectives

4.1 Data and information on the effectiveness of financial management processes within the work team are collected and collated for analysis

4.2 Data and information on the effectiveness of financial management processes within the work team are analysed and any improvements to existing processes identified, documented and recommended

4 Review and evaluate financial management processes

4.3 Agreed improvements are implemented and monitored in line with financial objectives of the work team and the organisation




• relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety (OHS) and environmental issues, equal opportunity, industrial relations, anti-discrimination and record keeping legislation





• knowledge of OHS legislation, principles and practice within the context of the organisation’s operations and plans


• training of all employees in health and safety procedures, and regular updating of OHS systems

• adjustment of communications and OHS approach to cater for social/cultural diversity and special needs

Budget/financial plans may include:

• long-term budgets/plans

• short-term budgets/plans

• operational plans

• spreadsheet-based financial projections

• cash flow projections

• targets or key performance indicators (KPIs) for production, productivity, wastage, sales, income and expenditure

Relevant personnel may include:

• supervisors, fellow frontline managers

• financial managers, accountants or financial controllers

Contingency plans may include:











• succession planning

Support may include: • documentation of procedures

• intranet-based information

• training including, mentoring, coaching and shadowing

• help desk or identified experts within the organisation

• information briefings or sessions




• access to specialist advice

• maintaining petty cash system

• purchasing and procurement

• invoicing clients, customers and consumers

• debt collection

• wages and salaries payments and record keeping

• banking

• maintaining journals, ledgers and other record keeping systems

• arranging for use of corporate credit cards

Required roles may include:

• ensuring security, accuracy and currency of financial operations

Resources and systems may include:

• hardware and software

• human, physical or financial resources

• specialist advice or support

• record keeping systems (electronic and paper-based)

Processes for reporting may include:

• petty cash records

• logs

• ledgers and journals

• spreadsheet-based records

• invoices and receipts

• bank statements

• credit card statements

• financial reports

Data and information on the effectiveness of financial management processes may include records (paper-based and electronic) related to:

• income and expenditure

• cash flow data

• quotations

• files of paid purchase and service invoices

• job costings

• employee timesheets

• credit card receipts

• petty cash receipts

• wages/salaries books

• invoices

• bank account records

• insurance reports

• taxation records



• contracts



A person who demonstrates competence in this unit must be able to provide evidence that they are able to manage finances for the work team effectively and efficiently and within organisational and legislative requirements. This may include evidence of managing the work of others whose roles are associated with financial management and record keeping.




• organisational requirements related to financial management

• organisation roles in respect to financial delegations, accountabilities and responsibilities

• requirements for organisational record keeping and audit requirements

• organisational objectives and plans

• financial management requirements and performance measurement

• basic accounting principles

• consultative methods and processes

• the principles and techniques involved in:

⎯ budgeting

⎯ cash flows

⎯ ledgers and financial statements

⎯ accrual accounting concepts

⎯ advanced numerical calculations

⎯ electronic spreadsheets






• communication and training skills

• financial planning and management skills, including budgeting

• contingency management skills


• leadership and personnel management

• monitoring and review skills

• skills in the use of specialist software for financial record keeping and management (if and as relevant)

• attributes:

⎯ ethical

⎯ communicative

⎯ showing positive leadership








• communicating verbally to lead a team including negotiating, training, participating in meetings, questioning and discussing

• using written communication skills, including those involved in reporting, review and evaluation


• tracking, monitoring and controlling financial data

• reviewing and evaluating financial management


• planning for delegation of tasks associated with financial management while managing own work

Working in a team (3) • working with team members and providing leadership to team

• working with others involved in financial management from outside the team




• using calculation skills associated with data manipulation involved in financial data

Solving problems (3) • applying problem solving skills as required to address problems arising in managing finances

Using technology (2) • using word processing packages, spreadsheets, databases, and other packages to produce written correspondence and reports related to finances and data collation

Innovation skills (3) • using review process to improve financial management


• documentation produced in managing finances within the work team, such as:

⎯ revised budgets

⎯ cost estimates

⎯ cost management plans and strategies

⎯ cost breakdown structures

⎯ expenditure forecasts

⎯ records of cost management lessons learned and recommendations for improvements


• how any required changes to budgets/financial plans were negotiated

• how cost management plans and contingency plans were developed

• how budgets/financial plans were communicated to team members

• how team members were supported in undertaking roles associated with financial management

• how problems and issues with respect to finances were identified and addressed

• how financial management was reviewed and improvements acted upon






• that examples of actions taken by the candidate to manage finances across the work team are provided





• that this unit should be assessed with other frontline management units taken as part of this qualification, as applicable to the candidate’s management role in work team and as part of an integrated assessment activity

BSBHR404A Co-ordinate human resource services – Volume VII


BSBHR404A Co-ordinate human resource services

Unit Descriptor This unit covers the generic Human Resource services to be delivered in an organisation which are not already dealt with in BSBHR401A Administer human resource systems or BSBHR403A Process human resource documents and inquiries. It includes the development of clear objectives in relation to those services, the delivery of performance management and the resolution of industrial/employee relations issues.

Consider co-assessment with each or both of the units named above.

Competency Field Human Resource Management


1.1 Operational plans are analysed to determine human resource service objectives

1.2 Relevant groups and individuals are consulted to confirm or amend their human resource service requirements

1.3 Human resource service objectives, performance standards, and means of evaluation are developed for human resource services to be provided internally

1 Establish human resource service requirements

1.4 Quality assurance program is developed to monitor and continuously improve service delivery

2.1 Performance objectives are established for relevant groups and individuals

2.2 Codes of conduct/behaviour are agreed and communicated throughout the organisation

2.3 Relevant groups and individuals are given performance feedback in accordance with organisational policies and procedures

2.4 Underperformers are provided with counselling and agree an action plan

2.5 Individuals breaching organisational policies and/or codes of conduct are counselled and warned where appropriate

2 Undertake performance management

2.6 Individuals continuing to not meet performance




standards and/or codes of conduct are dealt with in accordance with organisational procedures and legal requirements

3.1 Strategies to deal with interpersonal conflict and dispute resolution are developed and proposed in accordance with organisational policy

3.2 Consultation and co-operation within the team is actively encouraged

3.3 Constructive support is provided to resolve/manage interpersonal conflict

3.4 Team members are accurately informed of current dispute resolution/grievance procedures

3.5 Details of discussions are recorded concisely and accurately, and made available to relevant groups and individuals

3.6 Outcomes acceptable to all parties in dispute are negotiated

3 Identify and implement solutions to employee/industrial issues

3.7 Team members are treated with integrity, respect and compassion







• establishment and maintenance of OHS training, records, induction processes

• performance against OHS legislation and organisation’s OHS system, especially policies, procedures and work instructions

Human resource service requirements may include:

• selection/recruitment

• induction



• training and development

• performance feedback

• counselling

• discipline

• terminating employee

• employee support systems

• remuneration and benefits

• EEO

• prevention of discrimination, harassment and/or vilification

• payroll

• OHS

• workers’ compensation

• record keeping

Relevant groups and individuals may include:

• all those who have a role in the implementation of policies, procedures or decisions and/or are affected by their implementation

Quality assurance program means:

• a set of structured arrangements and/or systems to ensure that services are delivered in accordance with predetermined specifications

Performance objectives means: • a statement of the outcomes to be achieved in each of the human resource service areas to be co-ordinated

Codes of conduct/behaviour means:

• an agreed (or decreed) set or rules relating to employee behaviour/conduct with other employees or customers

Underperformance means: • a failure to achieve an objective and/or a breach of the system which may lead to failing to meet an objective

Counselling means: • two-way discussions to bring about constructive change in a person’s behaviour or performance

Warning means: • the setting out in writing of the consequences of any further breach or underperformance including the circumstances which could lead to a termination of the contract of employment

Industrial/employee relations issues refers to:

• any issues/disputes/grievances/problems arising between the employer/management and employees or between employees

EVIDENCE GUIDE The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statement.




Critical Aspects of Evidence The ability to establish a clear direction for the provision of human resource services with a structured quality assurance system

A demonstration of follow-through in relation to performance management issues to bring about a satisfactory conclusion

Early warning systems to deal with employee/industrial relations issues as they arise

Underpinning Knowledge* *At this level the learner must demonstrate understanding of a broad knowledge base incorporating some theoretical concepts.


Organisational human resource policies and procedures

Legal aspects of human resources/industrial relations, including dealing with poor performance/conduct

Quality assurance concepts

Performance management

Performance measurement

Counselling/discipline procedures

Organisational/legal requirements for termination of employees

Industrial awards/agreements

Relevant industrial relations/employee relations legislation and regulations

Underpinning Skills Analytical skills to determine strategic and operational human resources

Consultative skills to ensure input from relevant groups and individuals for the specification of human resource services

Evaluative skills to assure quality of human resource services meets client expectations/specifications

Counselling skills to bring about constructive change in a person’s behaviour and/or performance

Interviewing skills to ensure that the basic causal factors associated with problems, issues and grievances are identified

Negotiation and conflict management skills to intervene and resolve individual/group conflict/disputes and grievances

Facilitation skills to work with groups and individuals

Ability to relate to people from a range of social, cultural



and ethnic backgrounds and physical and mental abilities








Col

lect

, an

alys

e an

d or

gani

se

info

rmat

ion

Com

mun

icat

e id

eas a

nd

info

rmat

ion

Plan

and

or

gani

se

activ

ities

Wor

k w

ith

othe

rs a

nd in

te

ams

Use

m

athe

mat

ical

id

eas a

nd

tech

niqu

es

Solv

e pr

oble

ms

Use

te

chno

logy




Collecting, analysing and organising information – to clearly establish human resource service requirements for the organisation

Communicating ideas and information – to internal customers who are the recipients of human resource services

Planning and organising activities – to involve relevant groups and individuals in the evaluation of human resource services




Working with teams and others – to deliver human resource services to internal customers

Using mathematical ideas and techniques – to assist planning

Solving problems – to satisfy employee grievances

Using technology – to communicate with the recipients of human resource services


BSBHR604A Manage employee relations – Volume VII


BSBHR604A Manage employee relations

Unit Descriptor This unit covers all aspects of employee relations impacting on managers at the strategic level. It seeks to develop and maintain a positive and productive workplace environment at all times.

This unit works well as a stand-alone unit but is related to BSBHR504A Manage industrial relations policies and plans. Consider co-assessment with BSBHR602A Participate in human resource strategic planning.

Competency Field Human Resource Management


1.1 Employee relations strategy is consistent with organisational strategic objectives

1.2 Strategies/policies provide for consultation with and participation by, relevant groups and individuals

1.3 Strategies and policies are developed through the application of a risk management approach and extensive consultation

1.4 Strategy and policies take account of equal opportunity, family/work relationships and ensure the absence of discrimination and/or harassment

1.5 Risk management strategies are developed which take account of the withdrawal of labour and other potential outcomes of disputes

1 Implement employee relations strategy and policies for own work area

1.6 Strategies and policies take account of the objectives of relevant groups and individuals and identify potential areas of conflict (if any)

2.1 Awards, agreements, and contracts which balance organisational objectives and employee rights and obligations are negotiated

2.2 Conditions of employment meet all legal and organisational requirements and are conducive to job satisfaction

2 Build and maintain a productive culture

2.3 Consultation and communication is regular, timely and engenders support for the productive culture




2.4 Policies and practices ensure employee recruitment, retention and satisfaction objectives are met

2.5 Induction and training develops competence and confidence to ensure work is performed safely and effectively

2.6 Employees understand their role and how it contributes to the achievement of organisational objectives

2.7 Individual and team development plans are in place and regularly reviewed and updated

2.8 Employee relations policies are regularly evaluated and improved

3.1 Processes have been established for early intervention to identify and minimise problems/grievances

3.2 Problem solving processes are communicated to, and supported by, all relevant groups and individuals

3.3 Competence in managing conflict negotiation skills and dispute resolution is developed through appropriate training and preparation

3.4 Specialist advice is taken where appropriate and/or where formal hearings are required

3.5 Processes are fair and equitable and consistent with all relevant awards agreements and legislation

3.6 Problem solving processes provide for external mediation and conciliation where appropriate

3 Resolve employee relations problems

3.7 Process provides for arbitration of disputes as a last resort and only where appropriate

4.1 Plans for the promotion of diversity in the organisation are developed

4.2 Plans cover managing and engaging diverse groups and individuals, both internal and external to the organisation

4 Manage diversity

4.3 Diversity is openly promoted as a key asset of the organisation

4.4 Education/communication plans are developed to promote/encourage diversity



4.5 Processes are in place to deal with events which inhibit the organisation from meeting its diversity objectives







• establishment and maintenance of OHS training, records, induction processes

• performance against OHS legislation and organisation’s OHS system, especially policies, procedures and work instructions

Employee relations refers to: • all of the activities in an organisation which impact on the employees’ terms and conditions of employment and their personal well-being and satisfaction with their work environment

Strategies and policies may include:

• selection/recruitment

• induction and training

• performance management

• discipline

• equal opportunity

• sexual harassment

• racial discrimination/vilification

• industrial/labour relations

• remuneration and benefits

• human resource strategy

• organisational values statement

Risk management means: • the process of identification of potential negative events and the development of plans to mitigate or minimise the likelihood of the negative event occurring and/or the consequences in the event it does occur




Employee rights and obligations refers to:

• those contained within any award agreement or contract of employment, or implied terms of those agreements, together with all rights and obligations under the laws of the Commonwealth and the relevant state/territory

Conditions of employment may include:

• salary/wages

• penalty rates

• holidays and leave entitlements

• superannuation

• hours of work

• grievance procedures

Problem solving processes may include:

• grievance procedures

• dispute resolution procedures

• mediation

• conciliation

• arbitration

Specialist means: • person expert in the conduct of formal hearings in the relevant jurisdiction

Diversity refers to: • any difference between individuals and groups, and includes age, gender, race, nationality, political and philosophical beliefs, or any other different individual or group characteristic

Communication plans refers to: • a structured program for the dissemination of information, and the receipt of feedback information from individuals, relevant to the process or activity


Critical Aspects of Evidence While the unit is designed for non-specialist HR managers, there is an expectation that competence will be demonstrated in the implementation of the full range of employee relations activities

Negotiation of employment agreements/contracts and the maintenance of high standards of performance in respect to equal opportunity and the management of diversity are key areas of assessment

Conflict management and early intervention in respect to employee grievances/problems are also key elements of the evidence to be presented during assessment



Underpinning Knowledge* * At this level the learner must demonstrate understanding of specialised knowledge with depth in some areas.


Industrial agreements

Performance measurement systems utilised within the organisation

Key result areas of the organisation

Human resource specialist assistance available

Organisational plans and objectives (strategic, tactical and operational)

Human resource planning

All legislation relevant to the organisation which impacts on people performance (including OHS, EEO and anti-discrimination laws)

Organisational support services for employees (external and internal)

Unfair dismissal rules and due process

Staff development strategies

Organisational policies relating to balancing family/work relationships

Underpinning Skills Risk management skills to analyse, identify and develop mitigation strategies for identified risks

Communication/consultation skills to ensure all relevant groups and individuals are advised of what is occurring and are provided with an opportunity for input

Conflict management skills to mediate, negotiate and/or attempt to obtain consensus between individuals/groups in conflict situations which are dysfunctional in relation to the organisation’s performance

Networking skills to ensure support from key groups and individuals for concepts/ideas/products/services












Col

lect

, an

alys

e an

d or

gani

se

info

rmat

ion

Com

mun

icat

e id

eas a

nd

info

rmat

ion

Plan

and

or

gani

se

activ

ities

Wor

k w

ith

othe

rs a

nd in

te

ams

Use

m

athe

mat

ical

id

eas a

nd

tech

niqu

es

Solv

e pr

oble

ms

Use

te

chno

logy

Level 3 Level 3 Level 3 Level 3 N/A Level 3 Level 2



Collecting, analysing and organising information – to resolve employee relations problems

Communicating ideas and information – to encourage/promote diversity across the organisation

Planning and organising activities – to consult with groups/individuals about employee relations policies

Working with teams and others – to evaluate employee relations policies

Using mathematical ideas and techniques – N/A

Solving problems – to resolve grievances with/between employees

Using technology – to assist communication/education of employee relations policies


BSBMGT503A Prepare budgets and financial plans – Volume VII


BSBMGT503A Prepare budgets and financial plans

Unit Descriptor This unit covers the preparation of financial plans and budgets by operational/non-financial managers, as required by their particular organisation.

This unit is related to BSBMGT504A Manage budgets and financial plans.

Competency Field Business Management Services


1.1 Strategic opportunities are expressed in terms of tactical and operational objectives

1.2 Tactical and operational objectives are converted into special projects or work programs

1.3 Financial trends are analysed and interpreted in the context of the organisational strategic objectives

1 Analyse strategic and operational plans

1.4 Financial planning objectives, process timeframes and resources are clearly identified

2.1 Individuals and groups are given responsibility for the development of specific budgets and plans

2.2 Consultation occurs with all relevant groups and individuals throughout the organisation

2.3 Proposals are developed taking account of past experience, present trends and future expectations

2.4 Outcomes of proposals are clearly linked to organisational strategic objectives

2.5 Realistic cost benefit and risk analyses/management plans are incorporated into all proposals

2.6 Organisational investment target rates are met for capital expenditure proposals

2.7 Performance measures and tactics for monitoring and control processes are identified for each proposal/action

2 Develop revenue, expenditure and capital investment proposals

2.8 Proposals comply with the organisation’s values, policies, Code of Conduct, legal and ethical obligations




2.9 Proposals are developed within the agreed timeframes

2.10 Supporting evidence is valid and sufficient to allow proper evaluation of the proposals

3.1 Negotiation is undertaken with relevant groups and individuals in ways that build commitment to the plans

3.2 Links to the achievement of organisational strategic objectives are identified and agreed

3.3 Outcomes are confirmed in terms of clear, concise objectives and timeframes

3.4 Negotiations lead to a clear agreement of those matters to be incorporated into budgets and plans

3.5 Budgets and plans incorporate the outcomes of negotiations and meet organisation’s approval processes

3.6 Delegations, accountabilities and responsibilities are agreed and confirmed in writing

3 Build agreement for budgets and financial plans

3.7 Final budget and plans are clearly documented and a communication plan developed






Strategic opportunities may include:

• new product/service development

• new models/revisions of products/services

• expansion/contraction of operational activities

• alliances/joint ventures

• outsourcing/in-sourcing



Budgets and plans may include: • operation/production budgets

• financial budgets

• sales budgets

• capital expenditure budgets

• cash flow plans

Relevant groups and individuals means:

• all personnel within the organisation affected by the budgets and financial plans being developed

Investment target rates refers to: • the minimum percentage rate of return required by the organisation for a capital investment project to proceed

Capital expenditure means: • those components of the budget which, for internal policy reasons, are considered to provide benefits over more than one financial period and are to be evaluated as capital expenditure projects

Legal and ethical obligations means:

• compliance with all relevant statutes, regulations and audit requirements of the organisation, along with the organisation’s policies and values

Supporting evidence may include: • cost/benefit analyses

• risk management plans

• market research results

• net present value

• interest rate of return

• pay pack calculations

Delegations means: • the decision-making accountabilities relating to the person’s position description and/or other written and verbal delegations

Accountabilities and responsibilities means:

• clarification of who is to be accountable for a decision or action prior to its execution, and identification of groups, individuals and activities for which a person is responsible for managing





Critical Aspects of Evidence Each of the elements needs to be clearly evidenced, both in terms of outcome and process, but this can be achieved through a holistic project approach to assessment

Evidence needs to determine that people not only have done and can do what is required, but that they understand why these activities need to be undertaken

Evidence of preparation and negotiation of proposed with clear links to strategic and operational plans

OHS considerations may include: sufficient resources for OHS in strategic and operational plans

proposals include OHS risk assessment and control

proposals meet OHS legislative requirements and address organisational OHS objectives

Underpinning Knowledge* * At this level the learner must demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas.


Financial planning within the organisation

Budgeting

Organisation’s objectives and plans (strategic, tactical and operational)

Consultative methods and processes

Capital investment evaluation techniques


Organisation roles in respect to financial delegations, accountabilities and responsibilities

Standards for organisational record-keeping and audit requirements

Underpinning Skills Analytical skills to analyse and interpret relevant financial information

Financial planning skills to develop formal estimates of reviews, costs, cash flows and logistic requirements


Cost and benefit analysis skills to produce balanced arguments to support financial proposals

Risk management skills to assess probability and



consequences of any potential negative event

Investment analysis skills to evaluate capital expenditure proposals (NPV, IROR, etc)

Negotiation skills to negotiate agreement on budgets and financial plans with the relevant managers









Col

lect

, ana

lyse

an

d or

gani

se

info

rmat

ion

Com

mun

icat

e id

eas a

nd

info

rmat

ion

Plan

and

or

gani

se

activ

ities

Wor

k w

ith

othe

rs a

nd in

te

ams

Use

m

athe

mat

ical

id

eas a

nd

tech

niqu

es

Solv

e pr

oble

ms

Use

tech

nolo

gy







Collecting, analysing and organising information – to support budget proposals

Communicating ideas and information – to develop a communication plan for the budget

Planning and organising activities – to develop budgets

Working with teams and others – to ensure appropriate groups and individuals participate in the process

Using mathematical ideas and techniques – to build the budget and other financial plans

Solving problems – to successfully negotiate commitment to the plans

Using technology – to assemble the plans and communicate them to users of the plans


BSBMGT504A Manage budgets and financial plans – Volume VII


BSBMGT504A Manage budgets and financial plans

Unit Descriptor This unit covers all of the significant aspects of financial management for operational managers who are not financial specialists. It emphasises the preparation of users of budgets/financial plans through communication and training and consistent surveillance over budget performance, with early intervention where required.

Consider co-assessment with BSBMGT503A Prepare budgets and financial plans.



1.1 Budget/financial plan communication package reviewed by finance specialists

1.2 Package is amended/revised where appropriate

1.3 Training activities are undertaken with users of the budget and plans across the organisation

1.4 All data and terms are defined and understood by the users of the plans

1 Communicate budget and financial plans

1.5 Communication outcomes are tested to ensure clear understanding of objectives, processes and accountabilities

2.1 Delegations and budget accountabilities are confirmed in writing prior to budget period

2.2 Funds are allocated in accordance with budget objectives and parameters

2.3 Recording systems and documentation meet all audit requirements and legal obligations

2.4 Risk management plans are implemented and contingency plans in place for all financial plans

2.5 Performance is monitored and variances identified on a real time basis

2 Monitor and control activities against plans

2.6 Variances are analysed in conjunction with relevant experts to determine cause and effect




2.7 Remedial action is taken swiftly to minimise negative impact and maximise benefits

2.8 Budgets and plans are renegotiated/restructured where necessary to optimise organisational performance

3.1 Records of financial performance are properly maintained within organisational systems

3.2 Financial performance is analysed and reported in a form and language appropriate to the audience

3.3 Non financial objectives are reported in the context of overall organisational performance

3 Report outcomes of financial plans

3.4 Strategies and plans are reviewed and updated to optimise organisational performance






Training activities may include:

• small group discussions

• informal meetings

• formal, structured competency standards/training

• tele and video conferencing

• e-learning

Delegations and budget accountabilities may include:

• monitoring expenditure

• authorising expenditure within limits

• reporting on variances to budget/plan

• taking remedial action within budget authority

Audit requirements refer to: • the internal standards required in the management of budgets and financial plans, approved by external/internal auditors




Real time refers to: • on-line, instantaneous monitoring of performance/activities

Appropriate non financial objectives may include:

• environmental

• OHS

• quality

• market share


• security or any other key result area


Critical Aspects of Evidence Evidence must cover all aspects of business operations in which financial management and decision-making occurs. Period activities relating to revenue expenditure and cash flow management, as well as capital expenditure proposals and capital budgeting, must be incorporated into the assessment

The role of the operational manager as a communicator and trainer in respect to the implementation of the budget needs, also must be integrated into the overall assessment, along with regular and quality reporting of budget performance

Evidence of analysis of budget performance and follow up action

OHS considerations may include: establishment and maintenance of OHS records

assessment of OHS performance in financial and non-financial terms

Underpinning Knowledge* * At this level the learner must demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas.


Financial planning within the organisation

Budgeting

Organisation’s objectives and plans (strategic,




tactical and operational)


Capital investment evaluation techniques


Organisation roles in respect to financial delegations, accountabilities and responsibilities

Standards for organisational record-keeping and audit requirements

Underpinning Skills Financial planning skills to develop formal estimates of reviews, costs, cash flows and logistic requirements

Communication and training skills to ensure team members and other managers understand the budget/financial planning objectives and processes

Risk management skills to assess probability and consequences of any potential negative event

Analysis skills to interpret positive and negative variances from budget/plan, determine the reasons therefore, and identify potential actions to remediate the situation

Systems management skills to ensure financial performance records are collected, maintained and properly reported






Assessment of performance requirements in this unit should be undertaken in an actual workplace or



simulated environment



Col

lect

, an

alys

e an

d or

gani

se

info

rmat

ion

Com

mun

icat

e id

eas a

nd

info

rmat

ion

Plan

and

or

gani

se

activ

ities

Wor

k w

ith

othe

rs a

nd in

te

ams

Use

m

athe

mat

ical

id

eas a

nd

tech

niqu

es

Solv

e pr

oble

ms

Use

te

chno

logy




Collecting, analysing and organising information – to monitor budget performance

Communicating ideas and information – to ensure the budget and its impact on people is understood

Planning and organising activities – to train users in the elements of the budget which affect them

Working with teams and others – to review budget performance

Using mathematical ideas and techniques – to measure budget performance, calculate variances and present outcomes

Solving problems – to maintain operations within budget

Using technology – to manage budget performance and develop performance reports


BSBMGT511A Develop a business opportunity – Volume VII



BSBMGT511A Develop a business opportunity

Unit Descriptor This unit specifies the outcomes required to identify, develop and assess a new business or activity opportunity for the organisation, prior to writing a detailed business plan.


Domain Strategic management

Entrepreneurial ability might be used to develop business or activity ideas to start a new venture, or create products and services for an existing organisation. The person might be (or intend to be) self-employed, or work for a business of any size, where they will develop opportunities as part of a broader role within the enterprise.


This unit cover does not cover planning or financing the new venture, or managing the growing business. Units covering these and other related competencies are listed at the end of this unit.



1.1 Personal entrepreneurial attitudes and behaviours are assessed

1.2 Personal and business objectives of developing opportunities are identified

1.3 Relevant market, client, product and service information is located and reviewed

1.4 Sources and stimuli for fresh business opportunity ideas are identified, explored and absorbed

1.5 Thinking techniques are used to generate business opportunity ideas

1 Identify a business opportunity

1.6 Input is obtained from others to improve initial ideas

2 Develop a business concept

2.1 A range of business opportunity ideas is reviewed and prioritised to develop business concepts



2.2 Basic business planning estimates are calculated for new business concepts

2.3 Relevant legal and non-legal requirements are identified and reviewed

2.4 Criteria for determining the feasibility of new business ideas are determined and documented

2.5 Preliminary assessment of feasibility of business concepts is undertaken and specialist advice sought as required

2.6 Risks of business concepts are identified

2.7 From multiple ideas, choice is made of most feasible ideas to be further developed into business plans

2.8 Basic documentation is prepared to communicate business concepts to others

3.1 Requirements for partners, alliances and advisors to advance business concept are determined

3.2 Potential partners, alliances and advisors are identified and assessed

3.3 Legal advice is sought to protect interest throughout negotiations, where appropriate

3.4 Negotiations are conducted to advance the concept

3.5 Partnership, alliance and advisory arrangements are negotiated, if appropriate

3 Work with others to advance the business concept

3.6 Partnership, alliance and advisory arrangements are confirmed using legal processes, if appropriate









• flexibility

• interest in pursuing new ideas

Personal entrepreneurial attitudes and behaviours may include:

• desire to take risks

• belief in ability to act on intuition, guesses and assumptions

• confidence in self and vision

• attitudes toward ambiguity and uncertainty

• curiosity

• ability to think laterally

Business opportunity ideas may include:

• ideas to create profits or assets

• ideas for the general development or advancement of an organisation and its programs, services and products which are not ‘business’ activity in the commercial sense, but may be non-commercial or non-profit

Thinking techniques may include:

• brainstorming

• discussions

• lateral thinking

• de Bono’s Six Thinking Hats® method

Basic business planning estimates may be calculated for:

• work methods

• locations

• initiatives and types of activities

• human resources

• budgets and other resources

• timelines

Legal and non-legal requirements may include:

• requirements deriving from organisation’s policies and procedures

• access and equity requirements

• codes of practice

• contractual obligations

• industrial relations agreements

• insurance requirements

• laws and regulations

• accreditation/licence/patent/copyright requirements

• maintenance/service/operating requirements

• manufacturers' requirements

• occupational health and safety (OHS) requirements



• professional development requirements

• standards

• warranty requirements

Criteria for determining feasibility may include:

• ability to meet legal and non-legal requirements

• ability to meet personal and business objectives

• commercial viability

Specialist advice may include:

• accounting, legal and OHS advice

• advice from government agencies, industry or trade associations, business brokers and consultants

• mentoring support

Risks may include those related to:

• regulations, legislation and codes of practice

• safety

• public reputation and consumer interest

• sustainability

• environmental factors

• financial risk

Choice may be made: • by owner/operator of small business

• by key family members of family business

• by managers or supervisors



A person who demonstrates competence in this unit must be able to provide evidence that they have identified, developed and assessed the initial feasibility of at least one new business or activity idea. Evidence should be documentary and show that consultation occurred.

Evidence will cover the processes used to identify a range of ideas, to select ideas to have initial feasibility assessed, and to consult with prospective partners. It will also cover documentation of the idea and of the feasibility assessment.






• the characteristics of successful entrepreneurs:

• general characteristics and traits

• biographies and case studies of particular individuals, preferably in own or related industries

• relevant legal, OHS and non-legal requirements

• basic methods of business planning

• personal characteristics of successful entrepreneurs



• thinking techniques

• research and analytical skills to:

⎯ conduct basic research

⎯ conduct an initial feasibility assessment

⎯ prepare basic business planning estimates

⎯ negotiation skills for exploring partnerships

⎯ verbal and written communication skills involved to:

⎯ document ideas, business planning estimates and feasibility assessment

⎯ negotiate with potential partners





• Level (3) represents the competence to use concepts for evaluating and reshaping tasks


• documenting feasibility study and business planning estimates


• negotiating potential partnership, alliance or advisory arrangements

• researching feasibility of new business opportunities

• making business planning estimates


• determining legal, OHS and non-legal requirements




• preparing basic business plans

• negotiating partnership, alliance or advisory arrangements


• working with employees and family (if a family business)


• calculating business planning estimates

• assessing risk and planning for contingencies Solving problems (3)

• solving problems as they arise in negotiations

Using technology (1) • using computers to manage information

• using assistive technologies, where appropriate

Innovation skills (3) • identifying and developing fresh business opportunity ideas

• relevant market, client, product and service information

• documentation of a range of ideas

• basic business planning estimates


• documentation of business concepts

• how new business ideas were generated and evaluated for further analysis

• how feasibility assessment was undertaken

• how business planning estimates were developed


• how partnership, alliance and advisory negotiations were conducted

• assessment will likely take place in actual business premises to provide access to relevant records and documentation


• time required for assessment

• that assessment will be based on actual performance and the development of a new business opportunity

• that, where candidate is participating in a learning experience, assessment may be over a period of time to allow for the business opportunity to be documented


• that at least two case studies of successful implementation of fresh business ideas in relevant areas of business are provided by the candidate




• that, given the nature of the unit of competency and the required outcomes, assessment may be based on one example of a business opportunity being documented


• that this unit can be assessed alone or as part of an integrated assessment involving other relevant units

BSBMGT603A Review and develop business plans – Volume VII


BSBMGT603A Review and develop business plans

Unit Descriptor This unit covers those areas of business planning and system review undertaken by an operational manager and incorporates the development of various tactical and operational plans incorporating risk management plans.

Consider co-assessment with BSBMGT604A Manage business operations.



1.1 Pre-existing tactical and operational plans have been reviewed and evaluated

1.2 Strategic objectives are analysed, interpreted and relevant operational objectives are developed

1.3 Project management protocols for the organisation are developed

1.4 Consultation with appropriate groups and individuals is built into plans

1.5 Requirements of internal/external customers are identified through consultation and documented

1.6 Plans include methods for measuring customer satisfaction and obtaining feedback

1.7 Operational performance objectives, measures and criteria are developed through consultation with relevant groups and individuals

1.8 Tactical and operational plans identify financial, human and physical resource requirements

1.9 Scheduling of activities meets customer/marketing requirements

1.10 Plans contain clear profitability, productivity and performance targets for key result areas (e.g. OHS, environment, quality, customer service)

1.11 Plans are concise, logical and comply with organisation requirements

1 Develop tactical and operational plans

1.12 Plans address all relevant operational issues,




including internal/external environmental factors

1.13 Tactical and operational plans have been subject to risk assessment and analyses, and include risk management plans

2.1 Reviews are undertaken regularly of the implementation of tactical and operational plans

2.2 Information/reports are available to compare plans, budgets and forecasts to actual performance

2.3 Systems are reviewed in consultation with users and people responsible for implementing the business plans

2.4 Systems provide for identification of system variance or failure, to allow early intervention and prompt remediation

2.5 Systems monitor resource usage in a timely manner

2.6 Systems allow for flexible responses to changing and emerging situations

2.7 Systems are in place to provide feedback to relevant groups and individuals on their performance

2.8 Systems provide for immediate response to incidents involving potential risk to people, product or the environment

2 Review business systems

2.9 Systems are designed to achieve the organisation’s energy saving targets








Tactical and operational plans means:

• plans to fine-tune a strategy. It involves less organisational resources and is usually relatively easy to implement or reverse. They include the plans for specific tactical responses to the marketplace and the day-to-day plans associated with the production and delivery of a product or service

Project management protocols means:

• the rules of behaviour relating to the development, planning, approval, implementation, management and evaluation of projects


Systems means: • a detailed description/depiction of how organisations relate to their environments and how they process information through strategic and tactical management to develop actual operating procedures

Electronic commerce refers to:

• business-to-business, business-to-consumer, government to business activities conducted via electronic communication methodologies and networks

• cost centre/department – to cost centre/department


Critical Aspects of Evidence Assessment for this unit will need to occur over a sufficient period of time to allow an holistic assessment of the tactical and operational planning activities

Plans developed must meet the organisation’s criteria as well as those set down in the unit

Systems review and revision is a crucial aspect of the business planning process and needs to be clearly evidenced


• review and evaluation of previous OHS plans and programs

• implementation of OHS systems for projects

• use of participative arrangements for review of OHS in operational performance

• development and review of OHS performance targets

• framework and components of OHS management system, its structures and performance




• systemic review procedures

Underpinning Knowledge* * At this level the learner must demonstrate understanding of specialised knowledge with depth in some areas.


Strategic planning

All legislation relevant to the organisation’s operation

Critical path/PERT methodology

Relevant industrial awards and agreements

Electronic commerce systems


Performance measurement and benchmarking methodology

Operations management

High reliability organisational concepts

Energy management

Capital investment evaluative methodology including NPV and ROI

Underpinning Skills Analytical skills to interpret strategic objectives and develop tactical and operational objectives


Risk management skills to analyse, identify and develop mitigation strategies for identified risks

Systems analysis and design skills to ensure that system outputs meet tactical/operational objectives and measure performance in a timely way











Col

lect

, an

alys

e an

d or

gani

se

info

rmat

ion

Com

mun

icat

e id

eas a

nd

info

rmat

ion

Plan

and

or

gani

se

activ

ities

Wor

k w

ith

othe

rs a

nd in

te

ams

Use

m

athe

mat

ical

id

eas a

nd

tech

niqu

es

Solv

e pr

oble

ms

Use

te

chno

logy




Collecting, analysing and organising information – to prepare the tactical and operational plans

Communicating ideas and information – to internal/external customers and review systems

Planning and organising activities – to develop plans and review/redesign systems

Working with teams and others – to consult with them and obtain their input into planning and system review activities

Using mathematical ideas and techniques – to ensure appropriate measurement activities are in place

Solving problems – to improve existing systems and achieve tactical/operational objectives

Using technology – to improve system’s performance


BSBMKG405A Implement and monitor marketing activities – Volume VII



BSBMKG405A Implement and monitor marketing activities

Unit Descriptor This unit covers the implementation of marketing strategies and the monitoring and improvement of market performance.

This unit is related to BSBMKG504A Implement a marketing solution. Consider co-assessment with BSBMKG406A Build client relationships.

Competency Field Business Development


1.1 The balance of product mix, volumes and pricing is reviewed to optimise sales and profit

1.2 Customer needs and preferences are considered in determining the marketing mix

1.3 The costs and benefits of using different distribution channels and/or providing different levels of customer service are evaluated and the results considered in determining the marketing mix

1 Review the marketing mix for the business

1.4 A marketing mix is determined that best satisfies marketing and business needs and addresses customer requirements

2.1

Marketing activities are prioritised and resources obtained for their implementation

2.2 Persons involved in the marketing effort are briefed on their roles and responsibilities as members of a self-managed team to ensure the success of marketing strategies

2.3 Promotional activities are implemented in accordance with marketing objectives and budgetary requirements

2.4 Responsibility is assigned for ongoing monitoring of marketing activities and evaluation of business performance against objectives and targets

2 Implement marketing activities

2.5 Implementation of marketing activities meets legal and ethical requirements

3 Monitor and review 3.1 Progress against performance targets is monitored, performance gaps analysed and corrective action



taken

3.2 Over-performance against targets is analysed for trends and new targets set

3.3 Staff are encouraged to propose ways to improve marketing performance

3.4 Customer reaction to all aspects of the marketing mix is obtained to improve targeting and outcomes

3.5 Ongoing research of customer and business requirements is conducted to identify opportunities for change and improvement and their timing

marketing performance

3.6 Changes in market phenomena are analysed for new business opportunities






Marketing mix may include: • product or service variables such as:

⎯ technical features

⎯ design

⎯ quality

⎯ range

⎯ safety features

⎯ pricing

⎯ promotion

⎯ distribution

⎯ level of service

Pricing considerations may include:

• cost of ownership

• price point chosen

• cost plus margin




• cost relative to competitors

• demand orientation

• credit terms

• discount percentages

• discount structure

• financial deals

• leasing arrangements

• stage payments

• psychological elements

• residual value

• sales (end of season etc)

• special offers

Distribution channels may include:

• e-business

• self-access

• wholesale

• retail

• distributor

• delivery service

• mail order

• telesales

• dealer

• re-seller

• franchisee

Level of customer service may include:

• no customer service

• sales assistance for problems/queries only

• one-on-one personal service

• after sales service

• call centre support

• electronic customer service

Marketing may include: • marketing of goods

• services marketing

• ideas marketing

• public sector marketing

• direct marketing

• telemarketing

• business-to-business marketing



Promotional activities may include:

• advertising in national newspapers, suburban or local newspapers

• word of mouth

• referral

• testimonials

• professional/industry journals

• advertising on radio or television

• mail drops

• display posters

• canvassing and telephone canvassing

• exhibitions / presentations

• sponsoring local community events

• in-store promotions

• the development of networks and strategic alliances

• staff development programs to enhance customer service orientation

• electronic advertising

Legal and ethical requirements may include:

• legislation, eg Trade Practices Act

• regulations


• ethical principles

• policies and guidelines

• society’s expectations

• cultural expectations and influences

• social responsibilities

• safety issues

• security and privacy issues

• environmental issues

• occupational health and safety considerations ie

⎯ establishing procedures for staff safety and security at promotional events

⎯ safe handling of equipment and substances

⎯ safety of members of the public attending events

⎯ health and safety arrangements for contractors

⎯ safety of staff working in remote and isolated locations eg communication arrangements

Customer reaction may be • survey/other feedback mechanisms




determined through: • informal discussion

• customer meetings

• focus groups

• sales to contact ratio

• commercial services such as SAMI, Neilson, scanner data, Morgan omnibus surveys and panels etc

Opportunities for change and improvement may include:

• product/service configuration

• raw materials

• packaging

• delivery times/quality

• pricing structure

• market positioning

• ancillary services

Occupational Health and Safety issues may include:

• health and safety of employees

• public safety during marketing events

• ensuring operational/organisational changes to work organisation don’t introduce new hazards to health and safety of employees

EVIDENCE GUIDE The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competency for this unit. This is an integral part of the assessment of competency and should be read in conjunction with the Range Statement.

Critical Aspects of Evidence Integrated demonstration of all elements of competency and their performance criteria

Rationale for marketing mix and strategies prioritised for implementation

Strategies aligned with the marketing plan and overall business plan

Underpinning Knowledge* * At this level the learner must demonstrate understanding of a broad knowledge base incorporating some theoretical concepts.


Organisation’s business and marketing plan

Marketing mix

Methods of analysing costs and benefits of marketing strategies

Methods of monitoring customer satisfaction

Legal and ethical requirements



Occupational Health and Safety arrangements and responsibilities associated with marketing and promotional activities

Underpinning Skills Literacy skills to research and interpret information

Communication skills including questioning, clarifying, reporting, relating to different audiences

Numeracy skills for data analysis


Business planning

developing and implementing Occupational Health and Safety procedures to reduce health and safety risks











Col

lect

, an

alys

e an

d or

gani

se

info

rmat

ion

Com

mun

icat

e id

eas a

nd

info

rmat

ion

Plan

and

or

gani

se

activ

ities

Wor

k w

ith

othe

rs a

nd in

te

ams

Use

m

athe

mat

ical

id

eas a

nd

tech

niqu

es

Solv

e pr

oble

ms

Use

tech

nolo

gy




Collecting, analysing and organising information – to review the marketing mix and monitor marketing performance

Communicating ideas and information – to consult with stakeholders and brief the marketing team

Planning and organising activities – to implement promotional activities

Working with teams and others – to achieve marketing outcomes

Using mathematical ideas and techniques – to research the needs of the market

Solving problems – to determine the optimal marketing mix

Using technology – to store and analyse data if necessary


CHCORG11B Lead and develop others – Volume VII


CHCORG11B Lead and develop others

Unit Descriptor Achieving identified work outcomes through managing, leading and developing individuals and teams in the work group or organisation.


1.1 Briefings on work goals, plans and operational issues are provided regularly to work groups to minimise role ambiguity and maximise effectiveness

1.2 Encouragement is provided to develop new and innovative work practices and strategies to optimise work outcomes and better meet client needs

1.3 A high standard of performance and practice is modelled to staff

1.4 Leadership and supervision appropriate to changing priorities and situations is provided and takes into account the differing needs and backgrounds of individuals, the requirements of the task and client needs

1.5 Diversity in knowledge, skills and approaches of individuals is utilised to enhance work outcomes

1 Provide leadership, direction and guidance to the organisation

1.6 Principles and practices of equal employment opportunity, occupational health and safety and participative work practices are modelled and promoted to staff

2.1 Effective time and work management techniques including monitoring workflow and outcomes are used to meet priorities and achieve identified objectives

2.2 Work is planned and progress monitored to minimise effects of unexpected outcomes

2.3 All work undertaken complies with established policies and procedures especially those relating to anti discrimination and occupational health and safety

2 Maximise own performance outcomes

2.4 Work practices are reviewed and revised regularly to assist achievement of identified objectives




2.5 Opportunities are sought and taken for continuous self development/learning

3.1 The link between the function of the group, the goals of the organisation and the responsibilities of individuals are clearly articulated and communicated to staff routinely

3.2 Participative decision making processes are used routinely to allocate responsibilities and develop, implement and review work of the group

3.3 Where relevant, conflict is identified and resolved with minimum disruption to workgroup function and in accordance with organisational procedures

3.4 Allocation of tasks is within the competence of staff and is supported by appropriate delegation and training

3.5 Interpersonal styles and methods are adjusted to the social and cultural context

3 Manage effective work relationships

3.6 Communication and interaction with colleagues and management reflects a variety of appropriate techniques

4.1 The performance of the group in achieving objectives is monitored, reviewed regularly and used as the basis for further allocation of work

4.2 Individual outcomes are monitored and reviewed in consultation with the workgroup to measure and assess progress against objectives and identify issues for attention or further work

4.3 Work practices are revised as required to achieve workgroup and corporate goals

4.4 Performance problems are addressed in a fair, constructive and timely manner in accordance with relevant guidelines, procedures and natural justice

4.5 Individual and group progress is monitored and regular feedback provided to optimise achievement of organisational objectives

4.6 Support is provided to the work group to develop mutual commitment and cooperation

4 Manage and improve the performance of individuals

4.7 Workgroup effectiveness is promoted and encouraged through active participation in group activities and communication processes



5.1 Development plans are put in place for each staff member with relevant development activities identified

5.2 An action plan to meet individual and group training and development needs is developed, agreed and implemented

5.3 Staff are encouraged and supported in applying skills and knowledge in the workplace

5.4 Relevant specialist training which is required is identified and delivered, if required

5.5 Appropriate training is arranged and provided to meet individual and organisational needs

5 Support, participate and review group development

5.6 Staff are encouraged and supported to attend training courses and to take up other development opportunities

6.1 Managers are provided with personal and career development opportunities from within and outside of the organisation

6.2 Regular meetings are held with managers to review, adjust and develop strategies and priorities

6.3 Priority tasks are agreed and achievement of work plans is monitored to maximise organisational effectiveness

6.4 The overall performance of managers is monitored and feedback provided regularly in an appropriate manner

6 Support and develop managers

6.5 Opportunities are provided for targeted professional development

RANGE STATEMENT The Range Statement explains the scope and context of the unit of competency allowing for differences between workplaces. The scope of variables chosen for training and assessment requirements will depend on the particular work situation.

Relevant information affecting the workgroup can include:

• Relevant legislation

• Corporate and strategic plans, including human resource management and human resource development strategic plans

• Work area business plans

• Industrial awards




• Personnel management guidelines and circulars

• Quality standards

Training and development opportunities can include:

• Formal internal and external courses

• On the job training

• Placements at the same level, work experiences and assignments, and higher duties

• Assisted formal study

• Conference and seminar attendance

• Support for professional development activities

• Induction and orientation

Procedures and guidelines can include:

• Financial/administrative procedures

• Fraud prevention

• Occupational health and safety

EVIDENCE GUIDE The Evidence Guide identifies the critical aspects of assessment, and the essential knowledge and skills to be demonstrated to confirm competency in this unit. The Evidence Guide is an integral part of the assessment of competency and it should be read carefully in conjunction with the Range Statement, elements and performance criteria.

Critical aspects of evidence:

Works effectively in a team environment

Uses both participative and consultative management practices

Provides appropriate development opportunities

Essential knowledge:

Human resource development and management principles and practices

Budget processes

Effective team management

Essential skills:

Effective communication and interpersonal skills including:

Language competence required to fulfil the procedures of the organisation/service. Language used may be English, signing or a community language

Literacy competence required to fulfil the procedures of the organisation/service. Language used may be English or a community language

Negotiation

Time management and work planning

Awareness and understanding of effective individual and team operations



Resource implications:

Access to appropriate workplace where assessment can be conducted or

Simulation of realistic workplace setting for assessment

Consistency in performance:

Assessment may include observations, questioning and evidence gathered from the workplace

It is recommended that assessment take place on more than one occasion

Context of assessment:

This unit is most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions. This may include the use of languages other than English and alternative communication systems.

FDFCORBM2A Use basic mathematical concepts – Volume VII



FDFCORBM2A Use basic mathematical concepts

Unit Descriptor This is a Core unit. It covers the skills and knowledge required to apply basic mathematical functions of addition, subtraction, multiplication and division to carry out routine work tasks.

Unit sector Core


1.1 Calculation requirements are identified and appropriate method is selected

1 Apply basic mathematical concepts to calculate workplace information

1.2 Calculations are undertaken using addition, subtraction, multiplication and division to support work role

2.1 Estimation requirements are identified and appropriate estimation method is selected

2 Apply basic mathematical concepts to estimate workplace information

2.2 Estimations are made to meet work requirements

RANGE STATEMENT The range statement indicates the context for demonstrating competence. This statement is a guide and, unless otherwise indicated, items may or may not apply as required by the work context.

Range description • Calculations may include the use of whole numbers, decimals, fractions and percentages

• Typical applications of mathematical concepts in the workplace include but are not limited to measuring product characteristics such as weight, capacity, time and temperature; measuring and estimating material usage, quantities and ratios; measuring equipment and processing parameters such as speed/throughput; calculating entitlements such as pay, leave entitlements, and shift allowances

• Conversion charts are those in common use in the workplace

• Calculations may be made manually or using calculators and other measuring instruments as appropriate to the task

• Results may or may not be recorded

• Numerical information may be presented in forms, including simple run charts and graphs



EVIDENCE GUIDE

The assessment process must address all of the following items of evidence.

Ability to:

1. Identify calculation or estimation requirements to meet workplace requirements

2. Carry out calculations involving basic addition, subtraction, division and multiplication to support work role. This may involve use of a calculator and conversion tables where required.

3. Use estimation techniques to check calculated results and workplace data

Knowledge of: May include ability to:

1. Record calculations and measurement information accurately as required

2. Mathematical processes including addition, subtraction, multiplication and division

3. Application of calculation and estimation techniques to meet work requirements

4. Units of measurement used in the workplace. This may include use of conversion charts

5. Representation of numerical information relevant to work requirements. This may include charts, graphs and tables

May include knowledge of:

1. Recording requirements and responsibilities

Relationship with other standards

Pre-requisite units

There are no pre-requisite units for this competency standard. Co-assessment of related units

This unit should be assessed together with other units of competence relevant to the function or work role. In addition, the following optional or ancillary unit may be relevant:

• FDFOPTSPC2A Apply principles of statistical process control

Resources required for assessment

Assessment must occur in a real or simulated workplace where the assessee has access to:

• Work tasks requiring simple estimation and calculation




• Conversion tables, calculators and measuring instruments where required

• Workplace forms/documents used for recording data where required

Assessment requirements For information on how to assess this competency standard and who can assess, refer to the Assessment Guidelines for this Training Package.

FDFFSACA Assess compliance with food safety programs – Volume VII



Unit Descriptor This unit covers skills and knowledge required to assess compliance against an approved food safety program where the program is supported by a prescriptive template or tool or where compliance is checked against a food safety program that has been validated by a technical expert.

This unit is based on and equivalent to the guideline food safety unit GFSACA Assess compliance with food safety programs

Licensing/certification requirements

Licensing and registration arrangements are determined by system owners.

Application of the unit This unit may apply to regulatory, commercial or internal auditors.

When applied to assessing compliance of food safety programs in low risk food businesses or processes, the following unit must be pre or co-assessed with this unit:


When applied to assessing compliance of food safety programs in medium risk food businesses or processes, the following units must be pre or co-assessed with this unit:



When applied to assessing compliance of food safety programs in high risk food businesses or processes, the following units must be pre or co-assessed with this unit:



and any unit/s relevant to the specified high risk business or process.




ELEMENT Elements describe the essential outcomes of a unit of competency.

PERFORMANCE CRITERIA 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 required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

1.1 An audit plan is developed to meet the audit scope. The plan is capable of delivering the required outcomes within resource and time allocations and includes:

• audit purpose, scope and relevant template/s or approved food safety program

• activities and responsibilities

• audit timing (as required by legislation and/or client)

• timetable for each stage of the audit

• resource requirements

• personnel required to participate in the audit

• reporting requirements

• audit follow up and completion procedures.

1 Plan the audit

1.2 Communication protocols are established to facilitate the effective exchange of information and suited to the auditee environment

2.1 The documented food safety program and related procedures and pre-requisite programs are assessed to confirm that legal and client requirements are addressed as determined by the audit scope

2.2 The food business method of identifying and analysing food safety hazards is reviewed to establish that:

• templates or the approved food safety program are correctly selected to meet audit scope

• templates or the approved food safety program are appropriately adapted to suit the needs of the business without adversely affecting food safety

2.3 Documented verification records are reviewed to confirm that the requirements of the food safety program are being met

2 Review and assess food safety programs

2.4 Corrective actions required where processes are identified as not meeting targets or critical limits are assessed to confirm they meet the requirements of the



template or food safety program

2.5 Food safety pre-requisite programs are assessed to confirm they are appropriate for the food business/industry sector to maintain a safe food environment

2.6 Food safety program documents are reviewed to confirm currency, accuracy and adequacy to facilitate maintenance of an adequate food safety program

3 Review and assess implementation of food safety programs

3.1 Evidence is collected and assessed to confirm that:

• documented programs and procedures are working effectively, reflect actual practice and are consistently applied

• food safety monitoring and corrective actions are carried out according to procedure

• food safety pre-requisite programs are effective and consistently followed

• food safety records are completed and provide an accurate record of events

• records are accessed and analysed to confirm effective program maintenance in accordance with the template or food safety program

• food safety skills and knowledge of food business personnel is commensurate with their work role

• procedures to internally monitor, assess, update and improve the food safety program are implemented

4.1 Audit progress is monitored against the audit plan and any variation to plan is identified and addressed

4.2 Circumstances requiring the audit plan to be adjusted are identified and negotiated in a timely manner

4.3 Audits address audit scope and are conducted within time and resource constraints to meet quality and professional standards

4 Manage the audit process

4.4 The audit process is reviewed to identify opportunities for improvement

5.1 Audit evidence is analysed and assessed to identify any areas of non-compliance with legislation and/or client requirements as appropriate to the audit scope

5 Consolidate audit outcomes

5.2 Non-conformities are identified and classified as agreed by the audit plan




5.3 Non-conformities are reported in accordance with agreed client and/or legislative requirements

5.4 Audit reports and/or certificates are prepared and submitted or presented as required to meet regulatory and client requirements

5.5 A corrective action implementation plan defining proposed actions and timelines developed by the auditee is reviewed by the auditor to confirm that template or food safety program requirements are met

5.6 Audit findings are reviewed to confirm that evidence is sufficient as defined by the template or approved food safety program

6.1 Implementation and effectiveness of corrective action is monitored and verified against the template or the approved food safety program

6 Confirm and close out corrective actions

6.2 Audit records are maintained to record corrective actions

REQUIRED SKILLS AND KNOWLEDGE This describes the essential skills and knowledge required for this unit.

Ability to:

1. Identify work processes and work flow. This includes the ability to describe each process step and identify food safety hazards

2. Confirm that the food business has undertaken required preliminary work. This includes identifying food to be covered by the food safety program, the food and the method of distribution are defined, customers and intended use of food is identified, the process is described (for example, flowchart) and the food business has checked their work for accuracy and completeness

3. Conduct research to identify, collect and analyse evidence

4. Plan and organise audit activities

5. Communicate to support evidence collection and outcome presentation

Knowledge of:

6. Required content and scope of food safety programs as defined in the National Food Safety Standard 3.2.1 or other relevant standards

7. Purpose and minimum requirements of risk-based approaches to managing food safety hazards. This includes an understanding of the role of prescriptive templates or approved food safety programs in supporting a risk based approach and the process used to validate these tools

8. Guidelines on customising and implementing industry templates or approved food safety programs



9. Legal requirements of food businesses

10. Legal liability of auditors and protection against litigation and professional practice issues. This includes an understanding of the circumstances under which an auditor could be prosecuted and insurance requirements

11. Audit activities and principles. This includes an understanding of the guidelines on audit stages and activities as outlined in ISO 19011:2002

12. Personal attributes required of food safety auditors. This includes knowledge of the personal attributes as outlined in ISO 19011:2002 and may include additional system owner requirements

13. Role, responsibilities and powers of enforcement agencies, authorised officers and commercial auditors. This includes an understanding of reporting responsibilities, legal liability of auditors and delegation of authority to commercial auditors as may apply in some states

14. Information handling and management system protocols. This includes issues such as rights of access to information, maintenance of confidentiality of audit information and reports and information dissemination requirements

15. Evidence appropriate for use in audit processes. This includes an understanding of the difference between objective and hearsay evidence and methods for recording and managing evidence to provide reliable reference information in the event that evidence is challenged

16. Vocabulary and terms relating to food safety programs. This includes terms and jargon to describe technical processes, industry standards and common biological and chemical terms

17. Common biological, physical and chemical hazards that may occur in the food business and appropriate methods of control and critical limits as outlined in the approved food safety program or template

18. The impact of (1) the design and construction of premises and (2) the selection, application and condition of equipment, on food safety as defined in Food Safety Standard 3.2.3

19. Role of pre-requisite programs in controlling hazards. This includes an understanding of the relationship between pre-requisite programs and risk-based approaches including HACCP to controlling food safety hazards

20. Circumstances, implications and responsibilities in the event that the auditee requests that the audit ceases

21. Circumstances and authority to initiate cessation of an audit

22. Methods to assess skill requirements and options to confirm that the responsible personnel within the food business have the required skills and knowledge of food safety and food hygiene relevant to the food business

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.




The following essential operating conditions 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. Bold italicised text shown in the Performance Criteria, are detailed below.

Technical expert The requirements of a technical expert are determined by the system owner. System owners may include government regulators as well private system owners.

Audit scope The scope describes the purpose, extent and boundaries of the audit. This may include:

• physical locations

• products

• processes

• time period covered by the audit

• extent of authority of the auditor

Food safety program Food safety programs include both pre-requisite programs and a risk based analysis of food safety hazards to determine required control measures to eliminate, prevent or reduce hazards. Minimum legal requirements for food safety programs are specified in National Food Safety Standard 3.2.1 or other relevant legislative requirements.

The food safety program may be based on a template or externally developed program that is adapted to the needs of the business.

Pre-requisite programs Pre-requisite programs are also referred to as support programs, or acronyms such as Good manufacturing practice (GMP), Good Agricultural Practice (GAP) and Good Hygiene Practice (GHP).

Pre-requisite programs can be divided into 2 categories.

Infrastructure and maintenance programs may include:

• layout, design and construction of buildings and facilities

• supplies of air, water energy and other utilities

• equipment including preventative maintenance, sanitary design and accessibility for maintenance and cleaning

• support services including waste and sewage disposal

Operational pre-requisite programs may include:

• personal hygiene



• cleaning and sanitation

• pest control

• measures for the prevention of cross-contamination

• packaging and labelling procedures

• supplier assurance

• chemical storage

• employee training

• maintenance

• calibration

• document control

• internal audit programs

• traceability and recall programs

• on-farm food safety schemes

• inspecting and testing regimes, including analytical and microbiological testing

Legal requirements The scope of the audit determines and may be determined by food safety legislation which may include:

• Food standards code

• Relevant state legislation and related codes of practice including industry sector-specific legislation and related codes of practice such as that relating to meat, seafood, dairy and primary production and processing

• Regulatory and commercial requirements relevant to importing countries

• Commonwealth legislation (eg. Export Control Act)

Other legislation which may impact on the conduct of a food safety auditor may include legislation covering:

• OHS, anti-harassment, anti-discrimination and industrial relations

• Trade practices legislation

• Environmental risk management

• Legal contracts or agreements

Food businesses A food business refers to a business, enterprise or activity where food is produced, processed, stored, displayed and/or sold. It may also include primary producers.




Food safety program documents

This may include:

• Documented statements of food safety policy and objectives

• Documented procedures and records

• Documented complaints register

• Documents and records to ensure the effective development, implementation and updating of the food safety program

Risk-based approaches Risk-based approaches to controlling food safety are typically based on HACCP, described in the Codex Alimentarius guidelines.

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.

Overview of Assessment

Assessment may occur in a real or simulated audit context where the simulated context provides access to a typical low, medium or high risk food or primary industry business. The assessee must have access to a documented food safety program and related documents and records.

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

All elements, performance criteria, and required skills and knowledge are critical and must be assessed. Critical aspects of assessment must include the following:

1. Confirm that the food safety program and/or template is appropriate to the activities of the business.

2. Review food safety program records to assess compliance against the approved food safety program and/or template.

3. Collect and analyse evidence to confirm that the food safety program is consistently followed and controls all critical risks.

4. Identify circumstances where variation or customising of the template or food safety program requires further validation.

5. Submit non-compliance reports to clearly identify the aspects of the food safety program that have broken down/need further development in order to prevent recurrence.

FDFFSCFSAA Conduct food safety audits – Volume VII



Unit Descriptor This unit covers the skills and knowledge required to verify and confirm validation of food safety programs in the context of food safety legislation and client requirements.

This unit is based on and equivalent to the guideline food safety unit GFSCFSAA Conduct food safety audits



Application of the unit At the time of writing the terms and definitions relating to the audit process were consistent with and further described in the international standard ISO/IEC 19011:2002, ‘Guidelines on quality and/or environmental management systems auditing’.

Users of this unit should refer to the current the ISO standard and current food safety legislation. This unit applies to conducting on-site audits and is relevant to regulatory and commercial food safety system auditors.

This unit must be pre or co-assessed with:



When applied to conducting food safety audits of high risk food businesses or processes, additional unit/s relevant to the specified business or process may be required.

ELEMENT PERFORMANCE CRITERIA 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 required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.

1.1 Audit scope is identified and defines the extent of the audit to meet legislative and audit client requirements

1.2 Audit criteria meet legislative and client requirements

1 Plan the audit

1.3 The definition and levels of non-conformity and related reporting responsibilities are identified consistent with legislative requirements and client requirements




1.4 Evidence required to address audit scope and criteria is identified and appropriate collection methods are selected

1.5 Food safety management system documents are reviewed to determine adequacy for the purposes of the audit

1.6 An audit plan is developed to meet the requirements of food safety legislation and client needs. The plan is capable of delivering the required outcomes within resource and time allocations and includes:

• audit purpose, scope and criteria

• definitions and levels of non-conformity

• activities and responsibilities

• audit timing (as required by legislation and/or client)

• timetable for each stage of the audit

• resource requirements

• personnel required to participate in the audit


• audit follow up and completion procedures.

1.7 Communication protocols are established to facilitate the effective exchange of information and suited to the auditee environment

2.1 Information on the audit scope and methodology is communicated in an effective and timely manner

2.2 Stages and activities and of the audit process are followed

2.3 Methods used by the food business to carry out preliminary work, identify food safety hazards and assess level of risk are reviewed to confirm that they are appropriate and correctly applied

2.4 Evidence used by the food business to support identification of control measures and establish control limits is identified and evaluated to determine adequacy and relevance

2 Conduct the audit

2.5 Methods used by the food business to control hazards and determine corrective action where processes are identified as not meeting targets or critical limits are reviewed to confirm they are adequate, effective and appropriate



2.6 Evidence is collected to confirm that the documented food safety policies and procedures are working effectively, reflect actual practice and are consistently applied

3.1 Audit progress is monitored against the audit plan and any variation to plan is identified and addressed

3.2 Circumstances requiring the audit plan to be adjusted are identified and negotiated in a timely manner

3.3 Audits address audit scope and are conducted within time and resource constraints to meet quality and professional standards

3 Manage the audit process

3.4 The audit process is reviewed to identify opportunities for improvement

4.1 Evidence is analysed and assessed to identify any areas of non-compliance with legislation and/or client requirements as appropriate to the audit scope

4.2 Non-conformities are identified and classified as agreed by the audit plan

4.3 Non-conformities are reported in accordance with agreed client and/or legislative requirements

4.4 Audit findings are communicated to the auditee

4.5 Audit reports and/or certificates are prepared and submitted or presented as required to meet regulatory and client requirements

4.6 Corrective actions proposed by the auditee in response to non-conformances are reviewed for compliance with the template or food safety program

4.7 Audit findings are reviewed to confirm that evidence is appropriate and sufficient and findings are accurate

4 Consolidate audit outcomes

4.8 The food safety management system is reviewed to identify areas of potential improvement of the system according to audit scope

5.1 Implementation and effectiveness of corrective actions are monitored and verified and any variation to the food safety plan is identified and addressed

5 Confirm and close out corrective actions

5.2 Audit records are maintained to record corrective actions





Ability to:

1. Locate relevant commonwealth, state and/or territory legislation, regulations and related codes of practice and determine the legal responsibilities of food businesses relevant to the industry sector

2. Plan and manage audit activities

3. Communicate information in ways appropriate to the purpose and the audience and to facilitate opening and closing meetings

4. Negotiate and facilitate audit processes. This includes following meeting procedures and resolving issues

5. Select and use research skills relevant to audit activities including researching technical sources to validate food safety programs and collecting evidence to support verification

6. Consolidate audit findings based on objective evidence

7. Prepare records and reports appropriate to the purpose of the audit and the needs of the auditee and the client (system owner/regulator)

Knowledge:

Auditor Roles and Responsibilities

8. Audit activities and stages. This includes an understanding of the guidelines on audit stages and activities as outlined in ISO 19011:2002

9. Personal attributes required of food safety auditors. This includes knowledge of the personal attributes as outlined in ISO 19011:2002 and may include additional client requirements

10. Role, responsibilities and powers of enforcement agencies, authorised officers and commercial auditors. This includes an understanding of reporting responsibilities, legal liability of auditors and delegation of authority to commercial auditors as may apply in some states

11. Relevant competencies and certification/registration criteria and processes applying to both regulatory and commercial auditors

12. Audit management to develop and implement an audit against an agreed plan. This includes an understanding of the scope/level of authority to revise the resource and allocate time allocations to take account of variation to plan

Food Safety Management Systems

13. Purpose and intent of each element of a food safety management system

14. The underlying principles of risk-based approaches to controlling food safety hazards including HACCP as described in the Codex Alimentarius Guidelines

15. Vocabulary and terms relating to food safety. This includes terms and jargon to describe technical processes, industry standards and common biological and chemical terms

16. Food safety management system knowledge relevant to the system being audited. This



includes an understanding of system requirements, definitions and levels of non-compliance and related reporting responsibilities as defined by legal and management system requirements

17. The interaction between different types of management systems. This includes an awareness of the impact of food safety decisions on other management systems such as OHS, quality, environmental risk management and animal welfare

18. Technical knowledge required to assess the adequacy of the food safety management system performance and corrective actions

19. Role of pre-requisite programs in controlling hazards. This includes an understanding of the relationship between pre-requisite programs and risk-based approaches including HACCP to controlling food safety hazards

20. Information handling and management system protocols. This includes issues such as rights of access to information, maintenance of confidentiality of audit information and reports and information dissemination requirements

Food Safety Legislation

21. The purpose and intent of food safety legislation. This includes knowledge of sources of information on importing country requirements and of requirements of countries and retailer driven systems in importing markets

22. The content covered by the Food Standards Code and/or other relevant standards

23. The structure and responsibilities of commonwealth, state and territory government departments and local government to manage and implement food safety legislation. This includes understanding of where to find information on relevant commonwealth, state/territory legislative requirements, product or industry sector legislation and regulations and import and export market requirements

24. Knowledge of the regulatory framework and specific legislation relevant to the audit. This includes an understanding of relevant risk profiling or classification systems where they apply

25. Sources of information on legislation and codes governing primary production and primary processing

26. Requirements for scheduling and conducting further auditing as determined by food safety legislation and/or client system requirements

27. Legal liability of auditors and protection against litigation and professional practice issues. This includes an understanding of the circumstances under which an auditor could be prosecuted and insurance requirements

28. The role of auditors when called on to provide evidence as a witness in court

Food Safety Audit Processes

29. Preliminary work required to identify food to be covered by the food safety program, define the food and the method of distribution, identify customers and intended use of food, describe the process (flowchart) and check accuracy and completeness

30. Methods used identify food safety hazards and assess food safety hazard risk levels taking account of severity and likelihood of occurrence

31. Methods used to identify critical control points and establish critical limits, suited to the nature of the hazard, the requirements of the audit and the industry sector

32. Methods used to validate control techniques and critical limits. This includes




knowledge of industry or sector codes of practice, technical standards and research

33. Types of evidence. This includes an understanding of the difference between objective and hearsay evidence and methods for recording and managing evidence to provide reliable reference information in the event that evidence is challenged

34. Evidence collection methods including record sampling and sample analysis. This includes an understanding of the evidence collection options relevant to a given audit situation, the reliability of each collection method and the range/extent of evidence collection methods required to ensure that audit outcomes are objective, consistent, fair and reliable

35. Methods to assess skill requirements and options to confirm that the responsible personnel within the food business have the required skills and knowledge of food safety and food hygiene relevant to the food business

36. Circumstances, implications and responsibilities in the event that the auditee requests that the audit ceases

37. Circumstances and authority of an auditor to initiate cessation of an audit

38. Understanding of the context in which audits are conducted. This includes an awareness of workplace culture and preferred communication methods, industry, process and/or product knowledge and related jargon

39. Information recording requirements and audit reporting requirements



Audit scope The scope describes the purpose, extent and boundaries of the audit. This may include:

• physical locations

• products

• processes

• time period covered by the audit

• extent of authority of the auditor

Legal requirements The scope of the audit determines and may be determined by food safety legislation which may include:

• Food standards code

• Relevant state legislation and related codes of practice including industry sector-specific legislation and related codes of practice such as that relating to meat, seafood, dairy and primary production and processing



• Regulatory and commercial requirements relevant to importing countries

• Commonwealth legislation (eg. Export Control Act)

• Other legislation which may impact on the conduct of a food safety auditor may include legislation covering:

• OHS, anti-harassment, anti-discrimination and industrial relations

• Trade practices legislation

• Environmental risk management

• Legal contracts or agreements

Audit client The organisation or person requesting an audit (system owner). This may be the same as the auditee or any other organisation which has the regulatory or contractual right to request an audit.

The system owner may be the regulator.

Auditee The organisation being audited.

Audit client requirements Client requirements are typically defined in audit contracts or agreements and may relate to:

• legal requirements

• food safety management system requirements

• compliance with client site operational policies and procedures

• confidentiality

• business size, activities and processes

• business culture

• professional standards of conduct

Audit criteria The audit criteria must comply with relevant food safety legislation and may extend to address additional system owner/client requirements. In addition to meeting the requirements of food safety legislation, reference against which conformity is determined may include:

• management systems policies and procedures

• industry standards or codes

• contractual requirements

• international treaties and conventions

Levels of non-conformity Levels of non-conformity are defined and based on food safety risk. They may be determined by:




• the management system

• the audit client

• legislation

• Where legislation applies, definitions may be determined by:

• state and territory authorities, and/or

• AQIS

• Primary industry jurisdiction

• Primary food production jurisdiction

Audit evidence Evidence required for the purposes of meeting relevant food safety legislation may be defined by the client and/or the regulatory authority.

Audit evidence should be based on objective information rather than hearsay and may include:

• system records

• evidence collection records

• statements of fact or other information relevant to the audit criteria and which is verifiable

• observations

• records of audit stage progression.

Evidence collection methods and sources

These will depend on the purpose and scope of the audit and may include:

• observation

• interviews

• checklists

• auditee documentation review

• reports/data from other sources such as customer feedback, technical references, computerised databases

• results of analyses.

Food safety management system

Documented arrangement implemented [and resourced] by a business for control of food safety. A food safety management system includes commitment from management, procedures and practices to identify and control food safety hazards and prevent their recurrence. It may incorporate recognised food safety tools such as HACCP and its prerequisite programs.

Resource requirements Resource requirements will depend on the purpose and scope of the audit and may include:

• audit personnel directly involved in undertaking the audit



• access to relevant personnel and information within the business

• access to any additional resources as required.

Food businesses A food business refers to a business, vehicle, enterprise or activity where food is produced, processed, stored, displayed, transported and/or sold. It may also include primary producers

Preliminary work This includes (but is not limited to):

• identifying food to be covered by the food safety program

• defining the food and the method of distribution

• identifying customers and intended use of food

• describing the process (flowchart)

• checking for accuracy and completeness of the previous steps

Audit records Audit records are maintained to demonstrate the implementation of the audit process. These may include but are not limited to:

• audit plans

• audit reports

• non-conformity reports

• corrective action reports

• follow up reports.

Close out Auditors have different levels of responsibility and authority to close out audits according to the level of non-conformity and whether they are an authorised officer or a commercial auditor. Closing out may involve notifying the regulator with the power to enforce legislation.

Commercial auditor This refers to any auditor other than a regulatory auditor, who is external to and independent of the food business being audited.

Risk-based approaches Risk-based approaches to controlling food safety are typically based on HACCP, described in the Codex Alimentarius guidelines

Pre-requisite programs Pre-requisite programs are also referred to as support programs, or acronyms such as Good manufacturing practice (GMP), Good Agricultural Practice (GAP) and Good Hygiene Practice (GHP).








• equipment including preventative maintenance, sanitary design and accessibility for maintenance and cleaning





• pest control






• maintenance

• calibration






Critical control point A step at which control can be applied and is essential to prevent or eliminate a food safety hazard or reduce it to an acceptable level

Critical limit Criterion which separates acceptability from unacceptability



Assessment may occur in a real or simulated audit context where the simulated context provides access to an actual medium or high risk food or primary industry business



environment.



1. Identify food safety legislation applying to a food business. Legislative requirements may relate to actual or hypothetical food businesses. A minimum of 2 scenarios must be covered providing that at least one food business operates in a market segment that has to meet compliance requirements in place of* or in addition to the Food Standards Code. The assessment activity must:

a) Identify the relevant legislation applying to the food business taking account of the industry sector, range of food handling activities undertaken and the markets into which products and/or services are sold.

b) Locate advice on relevant authorities and enforcement agencies in a state or territory and for international markets as appropriate.

c) Explain the legal responsibilities of a given food business.

* For example, export meat processors must comply with the Export Control Act and the Export Meat Orders.

2. Plan and conduct an audit that complies with legal and client requirements as appropriate. The criteria and evidence requirements may be developed to apply to an actual or hypothetical food business. The assessee must substantiate:

a) How audit scope and criteria meet legislative and client requirements.

b) The evidence required to assess compliance with the criteria and to support an objective, reliable and consistent audit outcome.

c) Definitions, levels and related reporting of non-conformance to comply with legislative requirements.

Submit completed audit records for the selected audit including the final audit report, non-conformity reports, corrective action reports, follow up reports and suggestions for improvements to the food safety management system and to the audit process. These latter items may be documented in personal notes rather than part of the formal audit report according to the audit scope.

The whole audit process must be witnessed by the




assessor.

FDFFSCHZA Identify, evaluate and control food safety hazards – Volume VII



Unit Descriptor This unit covers the skills and knowledge required to identify, evaluate and control food safety hazards for the purposes of validating specific control measures in a food safety program. Note that auditors may not be required to validate food safety programs for the purposes of a specific audit but they must have the skills and knowledge to be able to do so.

This unit is based on and equivalent to the guideline food safety unit GFSCHZA Identify, evaluate and control food safety hazards



Application of the unit At the time of writing, ISO/CD 22000 Food Safety Management Systems – Requirements for Organisations Throughout the Food Chain’ was being drafted. This unit is designed to be consistent with relevant ISO standards. Users should refer to the current ISO standards for further advice.

This unit applies to both regulatory and commercial food safety system auditors.

When assessing compliance of food safety programs in a medium or high risk environment the following units must be pre or co-assessed with this unit:



When applied to conducting food safety audits which require both verification and validation of the food safety program, the following units must be pre or co-assessed with this unit:



When applied to conducting food safety audits of high risk food businesses or processes, additional unit/s relevant to the specified business or process may be required.






1.1 Biological food safety hazards that could present a risk in the food at the point of consumption are identified by type, origin and food association and assessed to determine risk level and control requirements

1.2 Intrinsic and extrinsic chemical food safety hazards that could present a risk in the food at the point of consumption including toxin presence are identified by type, origin and food association and assessed to determine risk level and control requirements

1 Identify food safety hazards in a food business

1.3 Physical food safety hazards that present a risk in food are identified and assessed to determine control requirements

2.1 Processing hazards and related control measures and critical limits, monitoring and recording requirements are established and validated to eliminate or reduce food safety hazards to acceptable levels

2.2 Food storage and handling requirements necessary to eliminate or reduce food safety hazards are determined

2.3 Personal hygiene practices required to eliminate or reduce food safety hazards are established

2.4 Cleaning and sanitation, housekeeping and pest control practices and procedures required to prevent or reduce food safety hazards are established

2 Control food safety hazards in a food business

2.5 Other pre-requisite programs are developed to eliminate or reduce food safety hazards to acceptable levels


Ability to:

1. Interpret and apply relevant legislation, codes of practice and technical standards 2. Identify biological, chemical and physical food safety hazards 3. Determine critical control points (CCP) and critical limits for identified hazards 4. Establish the required procedures, systems and records to monitor critical control points



in order to demonstrate that the CCP is in control 5. Specify required corrective actions and corrections to be taken when critical limits are

not achieved

Knowledge of:

1. Sources of advice and research on foods, processing methods, production technologies and associated food safety hazards and control methods

2. Ways in which food can cause illness and injury. This includes a knowledge of incidence and trends in food borne illness

3. Intrinsic and extrinsic factors that can impact on food safety

4. Common biological food safety hazards (including toxin production and spore formation) and conditions required for survival and growth of each. This includes an understanding of the growth rates, transmission routes, likely carriers and threshold levels

5. Sources of information on acceptable (and legal) levels of biological, chemical and physical contamination

6. Food supply chains and potential of a breakdown in control at one point to impact other parts of the chain

7. Survival and growth requirements of biological food safety hazards

8. Common allergenic substances as described by the Food Standards Code (and may be additionally defined by system owners)

9. Common control methods necessary to eliminate or reduce the risk of food borne illness to acceptable levels for each common pathogen. This includes but is not limited to understanding of the role of food storage, temperature control, preservation and process methods, traceability, product shelf life, cleaning and sanitation and pest control

10. Methods to detect and minimise the risk of food contamination by personal carriers (including convalescent and symptomless carriers) and related minimum legal illness reporting requirements and personal hygiene procedures

11. The role of microbiological sampling, swabbing and testing in assessing the presence of biological contamination

12. Methods to determine the appropriateness and effectiveness of control measures and critical limits. This includes identifying the effect of control measures on the identified food safety hazard; method and feasibility of monitoring; the relationship to other control measures and the severity of consequences and required corrective action in the event of failure of control

13. Types and causes of acute and chronic chemical food borne illness

14. The food safety and legal impact of chemical contamination including residual agricultural and environmental chemicals; residual industrial (including cleaning) chemicals; and chemical contamination as a result of packaging methods and materials

15. Physical hazards that pose a food safety risk

16. Common control methods to eliminate or reduce the risk of chemical or physical food borne illness to acceptable levels for each common form of chemical and physical food safety hazard. This includes:

⎯ chemicals that pose a food safety risk




⎯ common food allergens

⎯ physical hazards

17. The role and requirements of pre-requisite programs and procedures to eliminate, prevent or reduce biological, chemical and physical food safety hazards to acceptable levels



Food safety hazards A food safety hazard is a biological, chemical, or physical agent in, or condition of, food with the potential to cause an adverse health effect in humans. (Defined in ‘Hazard Analysis and Critical Control Point System and Guidelines for its Application’, Codex Alimentarius Commission).

Biological food safety hazards

Common biological food safety hazards include (but are not limited to):

• Salmonella spp

• Campylobacter jejuni

• Bacillus cereus

• Clostridium perfringens

• Clostridium botulinum

• Cryptosporidium

• Pathogenic escherichia coli

• Giardia

• Listeria moncytogenes

• Shigella spp

• Staphylococcus aureus

• Vibrio parahaemolyticus

• Yersinia enterocolitica

• Hepatitis A virus

• Norwalk virus

Classifications by type of micro-organism include:

• bacteria



• viruses

• moulds/fungi

• parasites

• algae

Chemical food safety hazards

Common origins of chemical contamination may include:

• cleaning chemicals

• pesticides

• veterinary residues

• chemical additives

• allergenic substances

• toxic metals

• nitrites, nitrates and N-nitroso compounds

• polychlorinated biphenyls (PCBs)

• plasticizers and packaging migration

• phytotoxins

• zootoxins

Physical food safety hazards Physical food safety hazards refer to objects not normally found in food which may cause illness or injury to the consumer.

Acceptable levels Acceptable levels define the level of a particular hazard in the end product that is acceptable to ensure food safety. Acceptable levels are typically defined by:

• the Food Standards Code

• Commonwealth, state or territory legislation or codes

• industry codes of practice

• international protocols (CODEX Alimentarius)

• customer food safety requirements (including intended use)

Pre-requisite programs Pre-requisite programs are also referred to as support programs. Examples include Good manufacturing practice (GMP), Good Agricultural Practice (GAP) and Good Hygiene Practice (GHP).





• equipment including preventative maintenance, sanitary design and accessibility for maintenance and




cleaning





• pest control






• maintenance

• calibration






Critical control point A step at which control can be applied and is essential to prevent or eliminate a food safety hazard or reduce it to an acceptable level.

Critical limit Criterion which separates acceptability from unacceptability

Growth requirements Factors which influence the growth of pathogenic micro-organisms may include:

• temperature

• water activity

• gases

• pH

• time

• moisture

• nutrients





Assessment may occur in a real or simulated food business context where the simulated context provides access to food safety programs for a multi-staged food supply chain which includes the point of delivery to the consumer.

A food supply chain refers to a sequence of stages and operations involved in the production, processing, distribution and handling of food from primary production to consumption.

The selected supply chain must include at least one medium or high risk business and/or process and provide opportunity to apply a depth and breadth of food safety knowledge.



1. Select a food supply chain and identify:

⎯ known biological food safety hazards that could occur across the chain and could present a risk in food at the point of consumption

⎯ likely patterns of growth and transmission from source of contamination to onset of consumer symptoms for pathogens likely to occur in the supply chain. This includes an understanding of threshold levels

⎯ sources of chemical and physical contamination that could present a food safety risk at the time of food consumption, across the chain

⎯ impact and indicators of the presence of biological or chemical food safety hazards throughout the food chain

⎯ acceptable levels of contamination. These may be established by reference to relevant legislation and/or reference to system requirements.

2. Select one stage in the food supply chain (which must be a medium or high risk business or process) and establish or validate control measures and verification records and procedures.

FDFFSCOMA Communicate and negotiate to conduct food safety audits – Volume VII




Unit Descriptor This unit covers the interpersonal skills and knowledge required to select and use appropriate methods of communication and negotiation to support audit processes.

This unit is based on and equivalent to the guideline food safety unit GFSCOMA Communicate and negotiate to conduct food safety audits


This unit is part of a set of units that are a minimum requirement for auditors of food safety programs.

Application of the unit This unit is mandatory for all food safety auditors.



1.1 Roles and responsibilities of the auditee are defined and agreed by both parties to address the audit scope

1.2 Roles and responsibilities of all personnel involved in the audit process are defined, communicated and agreed

1.3 Appropriate communication methods and protocols are determined and specific arrangements including reporting requirements are agreed

1 Develop a communication plan to support audit processes

1.4 A communication plan is developed to identify the communication requirements and responsibilities of personnel involved in the audit process

2 Select and use appropriate communication methods to conduct an audit

2.1 Appropriate communication methods are used to:

• establish and maintain effective client relationships

• collect audit evidence

• provide and present information

• facilitate meeting processes

• facilitate issue management and conflict



resolution

• communicate audit findings

2.2 Communication methods are selected to take account of system owner and food business requirements, workplace culture and individual differences

2.3 Information provided by the auditee is interpreted in the context of the industry sector, language and culture of the business

3.1 Areas of disagreement over audit outcomes are identified and clarified with the auditee

3.2 Understanding is sought on actions to be followed to resolve outstanding issues

3.3 Communication techniques are applied to encourage all relevant parties to participate and express their views fully

3.4 Auditee views are treated with respect

3.5 Options for resolving differences are explored to reach agreement and meet audit timeline and resource parameters

3.6 Appropriate issue resolution strategies are explored to increase the likelihood of agreement on steps required to conclude the audit

3.7 The negotiation process is managed to maintain constructive client relationships

3 Negotiate to achieve agreement on audit outcomes

3.8 Any areas of continuing non-compliance that result from unresolved differences are reported to system owners and appropriate authorities as required


Ability to:

1. Select, design and use appropriate communication methods and techniques to support the audit process and the needs of the audience. These may include people at different levels of the food business with different English language, literacy and technical skill levels

2. Facilitate groups to resolve sensitive and/or conflict-based issues

3. Structure and present written and verbal information that is thorough, legible, clear, accurate and appropriate to the purpose and the audience




4. Use information systems, technologies and software to manage security, authorisation and distribution of audit data and records

5. Communicate information in environments where the recipients may be hostile to the information being presented

Knowledge of:

1. Legislation that impacts on acceptable communication methods and conduct including anti discrimination, anti-harassment and privacy legislation

2. Vocabulary and terms relevant to audit process. This includes terms and jargon to describe food safety legislation, technical processes and industry standards

3. Confidentiality needs and expectations of food businesses

4. Strategies to communicate in culturally diverse environments

5. Dynamics of conflict and strategies to manage resolution

6. The structure, authority levels and lines of reporting within a food business

7. Communication methods relevant to different groups and audiences

8. Reporting formats and requirements to meet client and legislative needs



Communication plan A communication plan identifies:

• the type and purpose of information to be provided through each stage of the audit process

• audiences for types of information

• the form or method of communication (eg written report, verbal presentation)

• when/how often the communication will occur

• Reporting procedures and responsibilities. This includes reporting timelines, formats and procedure for reporting serious/critical food safety hazards

Communication methods and protocols

Methods of communication may include:

• written presentations and reports

• two-way verbal interaction

• constructive feedback

• active listening

• questioning to elicit, confirm and clarity information



• interview techniques

• facilitation of meetings and group processes

• interpreting non-verbal skills and body language

Communication protocols may include:

• confidentiality

• objectivity

• information access and dissemination

• levels of communication/lines or reporting

• timeliness of providing information/responding to information requests

Food business requirements Business requirements may require that communication is consistent with:

• confidentiality requirements

• legal requirements and related policies and procedures relating to communication requirements

• professional codes of conduct/personal attributes of auditors

• information that is accurate, thorough and clearly presented

• resource parameters

• organisational structure and delegated levels of authority

• existing communication mechanisms and systems used in the auditee’s workplace

Individual differences Individual differences may include but are not limited to:

• age

• race

• gender

• culture

• religion

• impairment/disability

• physical features

• educational background

• technical skill level

• communication styles and skill levels

• English language and literacy

• any other individual characteristics that may need to be taken into account in designing communication as covered by relevant legislation




Issue resolution strategies Issue resolution strategies may include:

• establishing open communication practices to encourage the trust and engagement of all parties

• designing processes that ensure all parties have opportunities to fully express their position

• involving personnel with additional expertise – this may include other expertise from the auditing body and/or the regulator

• validating evidence used to support audit findings



Assessment may occur in a real or simulated audit context where the simulated context provides access to a conflict-based context where audit findings are disputed by the auditee. A simulated environment must provide access to a typical range of personnel with typical communication skill levels found in food businesses and to the roles of personnel involved in food safety audit processes.



1. Design a communication plan to meet the needs of stakeholders in an audit process, specifically where a number of participants have limited English-language and literacy skills

2. Facilitate and negotiate to seek understanding of audit outcomes in a conflict-based situation where the outcomes are contested by the auditee. This component of assessment must provide opportunities to select and apply appropriate communication methods.

FDFZMHFS2A Work in a freezer storage area – Volume VII


FDFZMHFS2A Work in a freezer storage area

Unit Descriptor This is a Specialist unit. It covers the skills and knowledge required to enter and work in a freezer storage/cold room area. This unit may be used in conjunction with FDFZMHTS2A Work with temperature controlled stock.


1.1 Appropriate clothing and footwear is identified and available

1.2 Clothing and footwear is correctly fitted prior to entering a freezer

1 Prepare to enter a freezer storage environment

1.3 Checks and inspections are conducted according to workplace procedures

2.1 Identify the effect of freezing temperatures on equipment used

2 Identify and monitor equipment operation in a freezer storage environment 2.2 Monitor equipment to ensure it is in operational

order when in use in a freezer

3.1 Identify handling requirements for frozen product 3 Handle frozen product safely

3.2 Handle frozen product safely

4.1 Identify signs and symptoms of exposure 4 Respond to emergencies

4.2 Take appropriate action to minimise effects of exposure of self and others

RANGE STATEMENT The range statement indicates the context for demonstrating competence. This statement is a guide and, unless otherwise indicated, items may or may not apply as required by the work context. Work is carried out according to company policies and procedures, regulatory and licensing requirements, legislative requirements, and industrial awards and agreements

Legislative requirements are typically reflected in procedures and specifications. Legislation relevant to this industry includes:

• the Food Standards Code;

• labelling, weights and measures legislation; and

• legislation covering food safety, environmental management, occupational health and safety, anti-discrimination and equal opportunity




Workplace information may include:

• Standard Operating Procedures (SOPs),

• specifications,

• production schedules and instructions,

• manufacturers’ advice,

• standard forms and reports

EVIDENCE GUIDE The assessment process must address all of the following items of evidence.

Ability to:

• Locate and fit appropriate protective clothing, footwear and equipment

• Follow procedures to enter and work in a freezer environment to ensure safety of self and others. This includes carrying out relevant checks and inspections prior to entry as required by workplace procedures

• Follow procedures to handle product to avoid product damage

• Monitor operating performance of equipment used in the freezer and identify signs of unsafe or unfit operation

• Conduct work in a manner appropriate to minimising risk of contamination

• Maintain work area to meet housekeeping standards

Knowledge of:

• Purpose and conditions required in a freezer storage environment. This includes an understanding of how temperature parameters are maintained in the freezer/cold room

• Safety requirements and hazards associated with entering and working in a freezer storage/cold room area. This includes an understanding of required protective clothing and equipment, limitations of protective clothing and equipment, and maximum work duration. It also includes an understanding of symptoms associated with hypothermia and action to take if these occur

• The effects of freezer/cold room temperatures and frozen condensation, on equipment used in a freezer/cold room but designed for room temperature operation. This includes an understanding of symptoms that equipment is unsafe or unfit for use

• Effects of room temperatures on equipment using hydraulic oils designed for freezer/cold room temperatures

• Typical freezing rates for product handled. This may include products stacked on pallets

• Handling requirements for moving pallets of frozen product and how this differs from moving pallets of fresh product. It also includes an understanding of the differences in product stability of pallets loaded with fresh compared with frozen product and related wrapping requirements

• The effect of freezing on product packaging and related handling requirements

• Housekeeping requirements for work area



Relationship with other standards

• Pre-requisite units

⎯ There are no pre-requisite units for this competency standard.

• Co-assessment of related units

⎯ This unit should be assessed together with core units and other units of competence relevant to the function or work role. In addition, the following optional or ancillary units may be relevant:

• FDFZMHTS2A Work with temperature controlled stock

Resources required for assessment

• Assessment must occur in a real or simulated workplace where the assessee has access to:

⎯ Personal protective clothing and equipment

⎯ Work procedures including advice on safe work practices, food safety, quality and environmental requirements

⎯ Freezer storage/cold room area

⎯ Stock to be held in frozen storage

Assessment requirements

• For information on how to assess this competency standard and who can assess, refer to the Assessment Guidelines for this Training Package.

FDFZMHTS2A Work with temperature controlled stock – Volume VII



FDFZMHTS2A Work with temperature controlled stock

Unit Descriptor This is a Specialist unit. It covers the skills and knowledge required to store and retrieve temperature controlled stock from appropriate storage facilities. Where work is undertaken in a freezer storage environment, also consider FDFZMHFS2A Work in a freezer storage area.


1.1 Goods requiring temperature control are identified

1.2

Goods are located in correct storage areas to meet storage temperature, stores handling and stock rotation requirements

1 Store stock to meet temperature control requirements

1.3 Stores information is recorded according to workplace requirements

2.1 Stock temperature is monitored to confirm temperature is within specified limits

2.2 Storage areas are monitored to confirm temperature is within storage zone limits

2.3 Residence time in temperature controlled stores is monitored to meet stock control requirements

2 Monitor and maintain temperature of stock within specifications

2.4 Out of specification storage temperatures are identified and corrective action is taken

3.1 Goods are handled and transferred to maintain temperature control and meet stock rotation requirements

3 Transfer temperature controlled stock

3.2 Stores transfer information is recorded according to workplace reporting requirements

RANGE STATEMENT The range statement indicates the context for demonstrating competence. This statement is a guide and, unless otherwise indicated, items may or may not apply as required by the work context. Work is carried out according to company policies and procedures, regulatory and licensing requirements, legislative requirements, and industrial awards and agreements

Legislative requirements are typically reflected in procedures and

• the Food Standards Code including labelling, weights and measures legislation; and legislation covering food safety, environmental management,



specifications. Legislation relevant to this industry includes:

occupational health and safety, anti discrimination and equal opportunity.


• Standard Operating Procedures (SOPs), specifications, production schedules and instructions, manufacturers’ advice, standard forms and reports.

Temperature controlled stock may include:

• stock to be stored at a constant temperature and at different temperatures for given durations.

Temperature controlled storage facilities include:

• any controlled temperature environment.


Ability to:

• Access workplace information to determine product handling and storage requirements

• Identify storage requirements including temperature limits, minimum duration at given temperatures, and segregation and co-storage requirements

• Identify temperature controlled storage facilities and temperature zones available

• Select, fit and use personal protective clothing and/or equipment

• Use materials handling equipment in a temperature controlled environment as required to undertake work functions

• Follow procedures to measure temperature of product. This can include use of instrumentation as required to take core and surface temperatures

• Read instrumentation, such as temperature gauges, to monitor stores and zone temperatures

• Identify and report out-of-standard temperatures in product and storage facilities

• Take corrective action in response to out-of-specification temperatures including implementation of procedures to segregate damaged or potentially unsafe product

• Complete records of stock receival and transfer as required


Knowledge of:

• OHS hazards and controls. This includes the purpose and limitations of protective clothing and equipment

• Temperature controlled storage facilities and capacities available in the work area. This may include understanding of temperature zones within a single store and concepts such as the Cold Chain compliance as relevant to work requirements

• Temperature control requirements of stock handled in the work area. This includes understanding of acceptable temperature ranges and consequences of failing to meet these ranges. It may also include requirements for gradual temperature change

• Stock handling procedures for receiving and locating stock within a store including




stock rotation and procedures for identifying, segregating, and disposing of damaged or potentially unsafe stock

• Stock handling procedures for transferring temperature controlled stock from a temperature controlled environment. This includes awareness of maximum duration stock can be held outside a controlled environment

• Food safety and quality consequences of stock temperature control requirements not being met

• Monitoring procedures and instrumentation. This includes use of thermometers or other temperature measuring instrumentation

• Notification, recording and reporting requirements

• Operating procedures for goods handling equipment as required

• Housekeeping requirements for work area

• Recording requirements and procedures

Relationship with other standards:

Pre-requisite units

• There are no pre-requisite units for this competency standard.

Co-assessment of related units

• This unit should be assessed together with core units and other units of competence relevant to the function or work role. In addition, the following optional or ancillary units may be relevant:

⎯ FDFZMHFS2A Work in a freezer storage area

⎯ TDTD297B Shift a load using manually-operated equipment

⎯ TDTD1097B Operate a forklift

⎯ TDTK197B Use infotechnology devices and computer applications in the workplace

⎯ TDTA1497B Use product knowledge to complete work operations

RESOURCES REQUIRED FOR ASSESSMENT


• Personal protective clothing and equipment

• Work procedures including advice on safe work practices, food safety, quality and environmental requirements

• Temperature storage specifications

• Stock handling and rotation systems

• Controlled temperature storage facilities

• Stock requiring storage

• Load shifting equipment as required

• Stock information recording system and procedures



ASSESSMENT REQUIREMENTS For information on how to assess this competency standard and who can assess, refer to the Assessment Guidelines for this Training Pack

FDFZPRSP3A Set up a production/packaging line for operation – Volume VII



FDFZPRSP3A Set up a production/packaging line for operation

Unit Descriptor This is a Specialist unit. It covers the skills and knowledge required to set up multiple production/packaging processes and/or conduct multiple process changeovers for operation by others. This unit is appropriate where setup and/or changeovers are not carried out by the equipment or process operator.

Unit Sector Production


1.1 Materials are confirmed and available to meet production requirements

1.2 Equipment and related accessories are confirmed, available and fit for use to meet production requirements

1.3 Tools and equipment required for line setup are available, operational and fit for use

1 Prepare for line setup

1.4 Processing parameters and settings are identified to meet production/packaging requirements

2.1 Cleaning and maintenance requirements and status are identified and confirmed

2.2 Equipment is inspected to confirm condition

2.3 Machine settings are selected or adjusted as required to meet safety and production requirements

2.4 Processing/packaging parameters are entered as required to meet production requirements

2.5 Equipment performance is checked and adjusted as required

2.6 Pre-start checks are carried out as required by workplace requirements

2.7 Line setup is completed to match production/packaging schedule and operating requirements

2 Set up the line for operation

2.8 The line is ready and safe to operate and any maintenance requirements are reported according to



workplace reporting requirements

2.9 Relevant personnel are notified of setup completion

RANGE STATEMENT The range statement indicates the context for demonstrating competence. This statement is a guide and, unless otherwise indicated, items may or may not apply as required by the work context.

Range description:

Work is carried out according to company procedures, regulatory and licensing requirements, legislative requirements, and industrial awards and agreements.

Legislative requirements are typically reflected in procedures and specifications. Legislation relevant to this industry includes:

• the Food Standards Code including labelling, weights and measures legislation; and

• legislation covering food safety, environmental management,

• occupational health and safety,

• anti discrimination and equal opportunity.

• When applied to the pharmaceutical industry, relevant GMP codes apply in place of the Food Standards Code and reference to food safety is replaced by GMP.


• Standard Operating Procedures (SOPs) specifications

• production schedules and instructions

• standard forms and reports.

Equipment adjustment may include:

• limited use of hand tools such as Allen keys and screwdrivers within level of responsibility.

Confirming cleaning requirements and status may involve:

• accessing cleaning records.


Ability to:

• Access production/packing schedule and related information to identify line setup/changeover requirements. This may involve checking product sequencing and compatibility, confirming that the required cleaning and/or sanitation has occurred and required packaging components and consumables are available as appropriate

• Select, fit and use personal protective clothing and/or equipment

• Confirm supply of necessary equipment and related attachments, materials and services for production

• Confirm supply of necessary equipment and services to carry out setup operations




• Set and/or adjust equipment to meet production/packaging requirements. This includes selecting the required parameters or equipment settings. This may involve changing processing set points as required

• Position safety guards and cancel isolation/lockouts ready for operation

• Confirm that sensors and related feedback instruments are correctly positioned and operational

• Operate equipment to confirm equipment setup and make final adjustments as required

• Time setup activities to meet production requirements

• Advise affected work areas/personnel of completion of setup


May include ability to:

• Load and/or position materials/ingredients/product and/or packaging consumables as required

• Use the control panel/system to set and adjust equipment components

• Conduct routine maintenance

Knowledge of:

• Basic operating principles of equipment and related accessories. This includes a knowledge of equipment adjustment points, range and location/alignment requirements of sensors and related feedback instruments, and status and purpose of guards

• Operating capacities of equipment used in the work area. This

• may include an awareness of different types of equipment and/or components as required by processing operations

• Nature of setup/changeover requirements. This may include awareness of product compatibility and related cleaning requirements, impact of variation in materials or product on setup requirements, equipment and/or attachment changeovers related to given products

• Typical equipment faults and related causes. This includes recognition of signs and symptoms of faulty equipment and early warning signs of potential problems

• Pre-start checks required by setup/changeover

• Related processes and personnel dependent on line setup, and communication responsibilities

• Isolation, lock out and tag out procedures and responsibilities

• OHS hazards and controls

• Procedures and responsibility for reporting equipment performance information

May include knowledge of:

• Basic operating principles of process control where relevant. This includes the relationship between control panels and systems and the physical equipment

• Routine maintenance requirements and procedures



Relationship with other standards:

Pre-requisite units

• There are no pre-requisite units for this competency standard. Co-assessment of related units

• This unit should be assessed together with core units and other units of competence relevant to the function or work role. In addition, the following optional or ancillary units may be relevant:

⎯ FDFZPRCI2A Operate a process control interface

⎯ FDFOPTCRM2A Conduct routine maintenance

RESOURCES REQUIRED FOR ASSESSMENT


• Personal protective clothing and equipment

• Production/packaging schedule and related advice on setup/changeover requirements

• Cleaning records/clearance as required

• Information on equipment capacity and operating parameters

• Process/packaging equipment and related accessories and services

• Materials/consumables required by the process

• Hand tools as required

HLTFA301B Apply first aid – Volume VII



HLTFA301B Apply first aid

Unit descriptor This unit of competency describes the skills and knowledge required to provide first aid response, life support, management of casualty(s), the incident and other first aiders, until the arrival of medical or other assistance.

Employability Skills The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The Employability Skills Summary of the qualification in which this unit of competency is packaged will assist in identifying Employability Skill requirements.

Pre-/co-requisites There are no pre-requisites or co-requisites for this competency unit. This unit incorporates the content of units:

• HLTCPR201A Perform CPR • HLTFA201A Provide basic emergency life support

Application of the unit These skills and knowledge may be applied in a range of situations, including community and workplace settings.

Training Package users should ensure implementation is consistent with any specific workplace and/or relevant legislative requirements in relation to first aid, including State/Territory requirements for currency.

Application of these skills and knowledge should be contextualised as required to address specific industry, enterprise or workplace requirements and to address specific risks and hazards and associated injuries.

A current Senior First Aid, Workplace Level 2 or Level 2 qualification may provide evidence of skills and knowledge required by this competency unit. However, as with all evidence of competence, evidence must be assessed against the requirements specified in the competency unit.

ELEMENT PERFORMANCE CRITERIA Elements describe 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.

1.1 Identify assess and minimise hazards in the situation that may pose a risk of injury or illness to self and others

1 Assess the situation

1.2 Minimise immediate risk to self and casualty's health



and safety by controlling any hazard in accordance with occupational health and safety requirements.

1.3 Assess casualty and identify injuries, illnesses and conditions.

2.1 Calmly provide information to reassure casualty, adopting a communication style to match the casualty’s level of consciousness.

2.2 Use available resources and equipment to make the casualty as comfortable as possible.

2.3 Respond to the casualty in a culturally aware, sensitive and respectful manner

2.4 Determine and explain the nature of casualty’s injury/condition and relevant first aid procedures to provide comfort

2.5 Seek consent from casualty prior to applying first aid management

2.6 Provide first aid management in accordance with established first aid principles and Australian Resuscitation Council (ARC) Guidelines and/or State/Territory regulations, legislation and policies and industry requirements

2.7 Seek first aid assistance from others in a timely manner and as appropriate

2.8 Correctly operate first aid equipment as required for first aid management according to manufacturer/supplier’s instructions and local policies and/or procedures

2.9 Use safe manual handling techniques as required

2.10 Monitor casualty's condition and respond in accordance with effective first aid principles and procedures

2 Apply first aid procedures

2.11 Finalise casualty management according to casualty’s needs and first aid principles

3.1 Request ambulance support and/or appropriate medical assistance according to relevant circumstances using relevant communication media and equipment

3 Communicate details of the incident

3.2 Accurately convey assessment of casualty’s condition and management activities to ambulance services /other emergency services/relieving personnel




3.3 Prepare reports as appropriate in a timely manner, presenting all relevant facts according to established procedures

3.4 Accurately record details of casualty’s physical condition, changes in conditions, management and response 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

4.1 Seek feedback from appropriate clinical expert

4.2 Recognise the possible psychological impacts on rescuers of involvement in critical incidents

4 Evaluate own performance

4.3 Participate in debriefing/evaluation as appropriate to improve future response and address individual needs

REQUIRED SKILLS AND KNOWLEDGE This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge: • ARC Guidelines relating to provision of first aid as outlined

• Working knowledge of: a) basic principles and concepts underlying the practice of first aid b) procedures for dealing with major and minor injury and illness c) priorities of management in first aid when dealing with life threatening

conditions d) basic occupational health and safety requirements in the provision of first aid e) infection control principles and procedures, including use of standard

precautions f) chain of survival g) first Aiders’ skills and limitations

• Understanding of the use of an Automated External Defibrillator (AED), including when to use and when not to.

• First aid management of:

⎯ abdominal injuries

⎯ allergic reactions

⎯ altered and loss of consciousness

⎯ bleeding

⎯ burns – thermal, chemical, friction, electrical

⎯ cardiac arrest



⎯ casualty with no signs of life

⎯ chest pain

⎯ choking/airway obstruction

⎯ injuries: cold and crush injuries; eye and ear injuries; head, neck and spinal injuries; minor skin injuries; needle stick injuries; soft tissue injuries including sprains, strains, dislocations

⎯ envenomation – snake, spider, insect and marine bites

⎯ environmental impact such as hypothermia, hyperthermia, dehydration, heat stroke

⎯ fractures

⎯ medical conditions, including cardiac conditions, epilepsy, diabetes, asthma and other respiratory conditions

⎯ near drowning

⎯ poisoning and toxic substances (including chemical contamination)

⎯ respiratory distress

⎯ seizures

⎯ shock

⎯ stroke

⎯ substance misuse – common drugs and alcohol, including illicit drugs.

• Awareness of stress management techniques and available support.

• Social/legal issues:

⎯ duty of care

⎯ need to be culturally aware, sensitive and respectful

⎯ importance of debriefing

⎯ confidentiality

⎯ own skills and limitations.

Essential skills: Ability to:

• Conduct an initial casualty assessment

• Plan an appropriate first aid response in line with established first aid principles, policies and procedures, ARC Guidelines and/or State/Territory regulations, legislation and policies and industry requirements and respond appropriately to contingencies in line with own skills

• Demonstrate correct procedures for performing CPR using a manikin, including standard precautions (i.e. as per unit HLTCPR201A Perform CPR)

• Apply first aid principles

• Infection control, including use of standard precautions

• Follow OH&S guidelines

• Demonstrate:

⎯ safe manual handling




⎯ consideration of the welfare of the casualty

⎯ ability to call an ambulance

⎯ site management to prevent further injury

• Provide assistance with self-medication as per subject’s own medication regime and in line with State/Territory legislation, regulations and policies and any available medical/pharmaceutical instructions

• Administer medication in line with state/territory regulations, legislation and policies

• Prepare a written incident report or provide information to enable preparation of an incident report

• Communicate effectively and assertively in an incident

• Make prompt and appropriate decisions relating to managing an incident in the workplace

• Call an ambulance and/or medical assistance according to relevant circumstances and report casualty’s condition

• Use literacy and numeracy skills as required to read, interpret and apply guidelines and protocols

• Evaluate own response and identify appropriate improvements where required

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.

Contextualisation to address specific requirements may include:

• Focus on first aid management of specific types of injury

• First aid provision under specific constraints or circumstances (e.g. in confined spaces, in maritime work environment or in work environment involving identified risks/hazards)

Established first aid principles include:

• Preserve life

• Prevent illness, injury and condition(s) becoming worse

• Promote recovery

• Protect the unconscious casualty

Specifications may vary according to customer and workplace requirements.

Vital signs include: • Consciousness

• Breathing

• Circulation

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

Hazards may include: • Physical hazards

• Biological hazards



• Chemical hazards

• Hazards associated with manual handling

Risks may include: • Risks from equipment, machinery and substances

• Risks from first aid equipment

• Environmental risks

• Exposure to blood and other body substances

• Risk of further injury to the casualty

• Risks associated with the proximity of other workers and bystanders

• Risks from vehicles

Casualty’s condition is managed for:

• Abdominal injuries

• Airway obstruction

• Allergic reactions

• Altered and loss of consciousness

• Bleeding

• Burns – thermal, chemical, friction, electrical

• Chest pain/cardiac arrest

• Injuries: cold and crush injuries; eye and ear injuries; head, neck and spinal injuries; minor skin injuries; needle stick injuries; soft tissue injuries including sprains, strains, dislocations

• Near drowning

• Envenomation – snake, spider, insect and marine bites

• Environmental conditions such as hypothermia, hyperthermia, dehydration, heat stroke

• Fractures

• Medical conditions, including cardiac conditions, epilepsy, diabetes, asthma and other respiratory conditions

• No signs of life

• Poisoning and toxic substances (including chemical contamination)

• Respiratory distress/arrest

• Seizures

• Shock

• Stroke

• Substance misuse – common drugs and alcohol, including illicit drugs.

First aid management must • The setting in which first aid is provided, including:




take into account applicable aspects of: ⎯ workplace policies and procedures

⎯ industry/site specific regulations, codes etc.

⎯ OHS requirements

⎯ state and territory workplace health and safety legislative requirements

⎯ location and nature of the incident

⎯ situational risks associated with, for example, electrical and biological hazards, weather, motor vehicle accidents

⎯ location of emergency services personnel.

• The use and availability of first aid equipment and resources

• Infection control

• Legal and social responsibilities of first aider

Resources and equipment are used appropriate to the risk to be met and may include:

• AED

• First aid kit

• Auto-injector

• Puffer/inhaler

• Resuscitation mask or barrier

• Spacer device

Communication media and equipment may include but are not limited to:

• Telephones, including landline, mobile and satellite phones

• HF/VHF radio

• Flags

• Flares

• Two way radio

• Email

• Electronic equipment

• Hand signals

Appropriate clinical expert may include:

• Supervisor/manager

• Ambulance officer/paramedic

• Other medical/health worker

Documentation may include: • Injury report forms

• Workplace documents as per organisation requirements

Documentation may include recording:

• Time

• Location

• Description of injury

• First aid management



• Fluid intake/output, including fluid loss via:

⎯ blood

⎯ vomit

⎯ faeces

⎯ urine

• Administration of medication including:

⎯ time

⎯ date

⎯ person administering

⎯ dose

• Vital signs

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. The evidence guide supplements assessment requirements that apply to all units in this Training Package. Users of this evidence guide should first read the package’s assessment guidelines.

Critical aspects of assessment:

• Assessment must include demonstrated evidence of specified Essential Knowledge and Essential Skills identified in this competency unit

• Competence should be demonstrated working individually and, where appropriate, 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 first aid knowledge and skills is to be demonstrated in line with State/Territory regulations, legislation and policies, ARC and industry guidelines

Context and resources required for assessment:

• Skills in performing first aid procedures are to be assessed through demonstration, with questioning to confirm essential knowledge

• For assessment purposes, demonstration of skills in CPR procedures requires using a model of the human body (resuscitation manikin) in line with Australian Resuscitation Council Guidelines

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

PMASUP130B Follow established work plan – Volume VII


PMASUP130B Follow established work plan

Unit Descriptor This unit of competency covers the ability to complete tasks individually or in a team context. The tasks involve established routines and procedures using allocated resources with access to readily available procedures and advice. Work plans may need to be modified with supervisor/team leader agreement to suit changing conditions and priorities.

Work activities may include:

• organisation of materials and equipment • completion of tasks in accordance with schedule/plan • completion of relevant paperwork.

Prerequisites This unit has no prerequisites.


1.1 Identify team tasks if appropriate

1.2 Identify work activities that are allocated to the individual

1 Identify work activities.

1.3 Prioritise work activities as directed.

2.1 Break work activities down into small achievable components

2.2 Identify hazards and implement required controls

2 Organise daily work activities.

2.3 Record activities.

3. Locate relevant standard operating procedures

3.2 Undertake tasks in accordance with schedule/plan

3.3 Maintain output in accordance with schedule/plan

3 Follow work plan.

3.4 Follow prescribed and routine work related sequences.

4.1 Identify changing needs/conditions

4.2 Identify the safety implications of changes

4.3 Seek assistance from relevant personnel when difficulties arise

4 Modify work plan.

4.4 Review tasks and priorities in line with changing needs/conditions with a change of instruction from




appropriate personnel

4.5 Update work plan taking account of safety implications and communicate to appropriate personnel.

RANGE OF VARIABLES Context

Work and tasks may be allocated through managers, supervisors, team leaders, work schedules or plans. They may be individual tasks and jobs or team function work schedules.

This competency includes the following indicative information sources and documentation:

• company policy and permit control systems

• standard operating procedures

• materials safety data sheets

• job cards

• maintenance logs

• plant drawings.

This competency includes items of equipment such as:

• plant equipment.

All operations are performed in accordance with standard operating procedures.

HSE All operations to which this unit applies are subject to stringent health, safety and environment requirements, which may be imposed through State or federal legislation, and these must not be compromised at any time. Where there is an apparent conflict between performance criteria and HSE requirements, the HSE requirements take precedence.

EVIDENCE GUIDE

Assessment context and methods

Assessment for this unit of competency will be on an operating plant. The unit will be assessed in as holistic a manner as is practical and may be integrated with the assessment of other relevant units of competency. Assessment will occur over a range of situations which will include disruptions to normal, smooth operation.

Simulation may be required to allow for timely assessment of parts of this unit of competency (eg, element 4). Simulation should be based on the actual plant and will include walk throughs of the relevant competency components. Simulations may also include the use of case studies/scenarios and role plays.



This unit of competency requires a body of knowledge which will be assessed through questioning and the use of what if scenarios both on the plant (during demonstration of normal operations and walk throughs of abnormal operations) and off the plant.

Critical aspects Competence must be demonstrated in the ability to recognise and analyse potential situations requiring action and then in implementing appropriate corrective action. The emphasis should be on the ability to stay out of trouble rather than on recovery from a problem.

Consistent performance should be demonstrated. In particular look to see that:

• hazards are identified and controlled

• work schedules are interpreted and understood and instructions acted upon

• relevant procedures are followed

• resources and time are effectively and efficiently utilised

• potential disruptions or changed circumstances are recognised and work plans modified in conjunction with relevant personnel

• assistance is sought from relevant personnel when difficulties arise

These aspects may be best assessed using a range of scenarios/case studies/what ifs as the stimulus with a walk through forming part of the response.

Resource implications Assessment will require access to an operating plant over an extended period of time, or a suitable method of gathering evidence of operating ability over a range of situations. A bank of scenarios/case studies/what ifs will be required as will a bank of questions which will be used to probe the reasoning behind the observable actions.

Other assessment advice In all plants it may be appropriate to assess this unit concurrently with relevant teamwork and communication units.

ESSENTIAL KNOWLEDGE

Competence to include the ability to apply and explain:

• enterprise quality, operational and safety procedures

• importance of workplace documentation

• routine work planning processes

• potential safety implications of modifying the work plan

• job outcomes, standards and priorities

• equipment and processes used in the workplace




• hazards associated with the process

• methods of controlling the hazards according to procedures

KEY COMPETENCIES 1 2 3 4 5 6 7

Col

lect

, an

alys

e an

d or

gani

se

info

rmat

ion

Com

mun

icat

e id

eas a

nd

info

rmat

ion

Plan

and

or

gani

se

activ

ities

Wor

k w

ith

othe

rs a

nd in

te

ams

Use

m

athe

mat

ical

id

eas a

nd

tech

niqu

es

Solv

e pr

oble

ms

Use

tech

nolo

gy

1 1 1 1 1 1 1

PMLCAL400A Perform standard calibrations – Volume VII


PMLCAL400A Perform standard calibrations

Unit Descriptor This unit of competency covers the ability to calibrate test and measurement equipment without deviation in accordance with standard calibration procedures and documented test methods. These procedures/methods specify all associated reference standards, materials, equipment and methods to be used and the required parameters or quantities and ranges to be tested, including the criteria for rejection or approval.

Standard calibration procedures are sometimes complex and lengthy but must be carried out in a methodical and standard manner. Personnel are not permitted to deviate from explicit instructions in any manner, nor modify the procedure, nor substitute alternative equipment. The ability to vary standard calibrations is covered in the unit: PMLCAL500A Perform non-standard calibrations.

This unit of competency has no prerequisites.

This unit of competency is applicable to laboratory and calibration technicians who carry out tests and/or calibrations using standard calibration methods in first-, second-, and third party laboratories and laboratories where testing and/or calibration forms part of inspection or product certification. They work under limited supervision. The results of their work are interpreted and checked by the laboratory supervisor, quality inspector or designated signatory.

Industry representatives have provided case studies to illustrate the practical application of this unit of competency and to show its relevance in a workplace setting. These are found at the end of this unit of competency under the section ‘This competency in practice’.

ELEMENTS PERFORMANCE CRITERIA Elements describe the essential outcomes of a unit of competency.

Performance Criteria describe the level of performance required to demonstrate achievement of the element.

1.1 Select the authorised calibration procedure in accordance with enterprise procedures

1 Prepare items for calibration

1.2 Identify hazards and use the appropriate personal protective equipment, safety equipment and procedures




1.3

Confirm all measuring equipment meets the laboratory’s specification requirements and complies fully with the calibration procedure

1.4 Assemble and set up specified reference standards and associated equipment prior to testing

1.5 Verify performance of reference standards and measuring equipment prior to use and adjust or calibrate as necessary

1.6 Identify and minimise potential sources of measurement error

2.1 Perform individual tests without variance according to the documented procedure to ensure repeatability of measurement

2.2 Confirm readings are the result of a valid measurement and record data as required (as-found or before adjustment)

2.3 Adjust device under test to bring readings within specification and record data (as-left or after adjustment) if required

2.4 Analyse resulting test data to detect trends or inconsistencies that would significantly affect the accuracy or validity of test results

2 Perform calibration

2.5 Seek appropriate advice when interpretation of results is outside authorised scope of approval

3.1 Document compliance/non-compliance with requirements of test and or specifications

3.2 Estimate and document uncertainty of measurement in accordance with enterprise procedures, if required

3.3 Record the results of each test/calibration accurately, unambiguously and objectively

3 Document results

3.4 Ensure confidentiality of enterprise information

4.1 Prepare and issue a final report on the job/item detailing testing carried out, traceability, statement of compliance and relevant information as required

4.2 Report any non-compliance and verify next course of action with supervisor

4 Finalise calibration

4.3 Attach calibration labels, equipment stickers, quality control tags and tamper resistant seals as required in



enterprise procedures

4.4 Store test equipment/measurement standards and results in accordance with enterprise procedures.

RANGE STATEMENT The range of variables relates to the unit of competency as a whole. It allows for different work environments and situations that will affect performance. Where reference is made to industry Codes of Practice, and/or Australian/international standards, it is expected the latest version will be used.

All operations must comply with relevant standards appropriate procedures and/or enterprise requirements. These procedures include or may have been prepared from:

• Australian and international standards, such as:

⎯ AS ISO/IEC 17025 General requirements for the competence of testing and calibration laboratories

⎯ ISO 5725–1, 6 Accuracy (trueness and precision) of measurement methods and results

⎯ ISO 9000–1 Quality management and quality assurance standards Part 1 Guidelines for selection and use

⎯ ISO 9004–1 Quality management and quality system elements – Part 1 Guidelines

⎯ ISO 9004–4 Quality management and quality system elements – Part 4 Guidelines for quality improvement

⎯ ISO 10012 Quality assurance requirements for measurement equipment

⎯ Guide to the expression of uncertainty in measurement, issued by BIPM, IEC, IFCC, ISO, IUPAC, IUPAP, OIML

⎯ industry/sector specific guides, such as the Eurachem/CITAC Guide on ‘Quantifying Uncertainty in Analytical Measurement’

• material safety data sheets (MSDSs)

• enterprise recording and reporting procedures, standard operating procedures (SOPs)

• quality manuals, equipment and operating/technical manuals

• test methods and calibration procedures (validated and authorised)

• test methods and calibration procedures published by: international, national or regional standards, reputable technical organisations, scientific texts or journals, equipment manufacturers




• incident and accident/injury reports

• schematics, work flows, laboratory layouts, production and laboratory schedules

Standard calibrations may involve testing and/or calibrating the following equipment and reference materials using standard methods and procedures:

• common types of test equipment, such as: anemometers, balances, barometers, calipers, environmental chambers, hygrometers, manometers, masses, micrometers, pressure equipment, spectrophotometers, tape measures, rules, temperature (digital) indicating systems, thermometers, thermocouples, timing devices, vibration analysis equipment, weighing instruments

• electrical reference standards, such as: air-lines, analogue meters, attenuators, bridges-manual balance, capacitors, DC voltage references, digital instruments (calibrators, DMMs, electronic transfer standards), inductors, instrument and ratio transformers, instrument transformer test sets, potentiometers, resistors, RF power meters, RF thermistor mounts and thermal converters, shunts, time interval and frequency standards, transfer standards AC-DC, voltage dividers, volt ratio boxes, watthour references

• working standards, instruments and testing equipment, such as: EMC test equipment, field strength meters, flammability test equipment, gauges/test fingers/test pins, hipot testers, impact hammers, impulse testers, instrument calibrators, network analysers, signal generators, spectrum and harmonic analysers.

Hazards may include: • electric shock

• disturbance or interruption of services

• manual handling of heavy equipment boxes

• sources of electromagnetic radiation (lasers, RF generators/transmitters)

• fluids under pressure

• heat sources, such as ovens.

Safety procedures may include:

• use of personal protective equipment, such as hearing protection, gloves, safety glasses, coveralls

• ensuring access to service shut-off points

• handling and storing hazardous materials and equipment in accordance with labels, MSDS, manufacturer’s instructions, enterprise procedures and regulations

• regular cleaning of equipment and work areas.

Reference material may • colour standards



include for example: • graded granular materials

• hardness blocks

This unit of competency may involve communication with:

• supervisors and managers (laboratory, quality and customer service)

• peers and other laboratory or relevant technical personnel

• clients and end users of equipment

• external auditors, or accreditation agency (for examples, NATA)

• manufacturers of equipment and suppliers of spare parts and materials

The working environment will have a controlled environment but could be a:

• purpose-built designed facility

• mobile facility in the field.

Health safety and environment: All operations to which this unit applies are subject to stringent health, safety and environmental (HSE) requirements, which may be imposed through State or Federal legislation, and these must not be compromised at any time. Where there is an apparent conflict between performance criteria and HSE requirements, the HSE requirements take precedence.

All operations assume the potential hazardous nature of samples and require standard precautions to be applied. Users should access and apply current industry understanding of infection control issued by the National Health and Medical Research Council and State and Territory Departments of Health. All operations are performed in accordance with standard operating procedures.

EVIDENCE GUIDE The Evidence Guide describes the underpinning knowledge and skills that must be demonstrated to prove competence.

Critical aspects of competency Competency must be demonstrated in the ability to perform consistently at the required standard. In particular, assessors should look to see that the candidate:

• maintains very close attention to procedures, accuracy and precision of measurement to ensure integrity of test/calibration results (especially during lengthy tests)

• critically examines each calibration step to ensure repeatability and validity of data

• applies all relevant procedures and regulatory requirements to ensure the quality and




integrity of the services or data he/she provides

• prepares test/calibration documentation that is accurate and complies with requirements

• operates equipment correctly and safely

• recognises problems or departures in systems and documentation and initiates actions to prevent or minimise them

• recognises and reports opportunities for improvements to procedures.

UNDERPINNING KNOWLEDGE

Competency includes the ability to apply and explain:

• purpose of metrology and calibration, including common terminology, concepts, principles, procedures, and applications

• NATA’s and NMI’s role in the measurement and testing system in Australia

• traceability, including legal requirements for traceability

• requirements for the competence of testing and calibration laboratories (for example, AS ISO/IEC 17025) as they affect job role and responsibilities

• selection and application of appropriate test methods and calibration procedures

• hierarchy and appropriate selection of reference materials and instruments

• non-conformance/non-compliance procedures and protocols associated with equipment, reference material and calibration procedures

• use of calibration and correction charts

• calculation procedures to give results in appropriate accuracy, precision and units

• troubleshooting procedures for equipment and test methods

• methods for statistical analysis (means, ranges, standard deviations) and estimation of uncertainty of measurement (may include the use of software)

• reporting procedures and legislative requirements

• handling, transport, storage and operation of reference and working standards

• laboratory environmental control requirements

• enterprise and/or legal traceability requirements

• relevant health, safety and environmental requirements.

Knowledge is also required of the:

• layout of the enterprise, divisions and laboratory

• organisational structure of the enterprise

• lines of communication

• role of laboratory services for the enterprise and customers.



Specific industry

Additional knowledge requirements may apply for different industry sectors. For example, testing and calibrations conducted in the following fields:

• acoustic and vibration measurement

• chemical testing

• construction materials testing

• electrical testing

• heat and temperature measurement

• mechanical testing

• metrology

• non-destructive testing

• optics and radiometry

• pressure measurements.

ASSESSMENT CONTEXT AND METHODS

This unit of competency is to be assessed in the workplace or simulated workplace environment.

The following assessment methods are suggested:

• review of calibration results, uncertainty calculations and documentation completed by the candidate

• feedback from supervisors and/or customers regarding quality of calibration services provided by the candidate

• observation of the candidate performing standard calibrations

• oral or written questioning to check underpinning knowledge of standard calibration procedures.

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.

Interdependent assessment of unit

This unit of competency may be assessed with:

• PMLDATA400A Process and interpret data

• any relevant PMLTEST400 series or PMLTEST500 series unit of competency.

Resource implications

Resources may include:

• specialised calibration/test equipment, reference standards, laboratory facilities

• access to a library of calibration methods, procedures, equipment specifications

• enterprise quality manual and procedures.




This competency in practice:

Background

Calibration work may be simple or highly complex depending upon the type of equipment being calibrated and the accuracy or uncertainties required. Manual calibrations may involve interconnecting equipment and setting the stimulus devices to the settings listed in the procedure. At each setting, the technician must verify that the response or output of the unit under test (UUT) is within the tolerances specified in the procedure. In addition, many procedures require that ‘as-found’ (before adjustment) and ‘as-left’ (after adjustment) results are recorded for maintaining the UUT documentation history.

Often calibration technicians must assess and document the total uncertainties for a given measurement by analysing equipment specifications and methodology during calibration. They have to interpret specifications and technical information and demonstrate initiative when adjusting and repairing instruments.

The calibration technician’s workload can be routine and repetitive. A perpetual backlog of work and the constant need to reduce turn-around-time to meet client demands, coupled with enterprise productivity goals, can induce stress and mental fatigue if not carefully managed. However, it is essential that all personnel are able to perform tests and associated work tasks without undue pressure that might influence technical judgement if ‘integrity of measurement’ is to be retained. Errors arising from items incorrectly calibrated will, at best, have to be recalled which wastes time, resources and destabilises enterprise credibility. At worst, if undetected, they may have severe safety implications to personnel or equipment, depending on the nature of the item.

Calibration

A customer delivers a test pressure gauge and requires certification that the gauge conforms to manufacturer’s specifications. Personnel in the item reception area log the job and the laboratory supervisor assigns it to a calibration technician. He/she reads the work order and retrieves the approved calibration procedure. The procedure requires the customer’s gauge to be tested to 1000 kPa using a hydraulic test station. The technician assembles the required apparatus and personal protective equipment. The gauge is visually inspected for defects and contamination. The temperature of the environment is checked and the hydraulic test station confirmed as fully operational. The required pressures are applied to the gauge and the indicated readings are transcribed onto the test report. The technician notes that some readings are outside the allowable tolerance and adjustments will have to be made. He/she takes another set



of readings after making the necessary adjustments and records them on the report. The technician applies the required labels to the gauge, updates the database, produces a test report and places the item on the QA bench for inspection by the supervisor. The supervisor visually inspects the item and checks the readings on the report. The job has taken two hours to complete.

Calibration

A client has asked the laboratory to calibrate a spectrum analyser to manufacturer’s specification. The supervisor assigns the job to a calibration technician who reads the job sheet and locates the appropriate calibration procedure. Although this spectrum analyser will be calibrated partly with the aid of automated technology, the technician estimates that the calibration will still take about nine hours to complete. The technician reads the procedure and assembles the equipment and allows for the required warm-up time for instrument stabilisation. Possible sources of error are minimised by cleaning connectors and tensioning them with the torque spanner. The technician performs the manual phase of the test and manually records 12 pages of results. The equipment is reconnected for the automated part of the procedure the test recommenced. The technician produces a further six pages of results. These are assessed for errors and non-conformances and all calculations are carefully checked. A final report is produced which accompanies the spectrum analyser to the QA bench for checking by the supervisor. All cables and equipment used for the calibration are returned to the store.

KEY COMPETENCIES The seven key competencies represent generic skills considered for effective work participation. The bracketed numbering against each of the key competencies indicates the performance level required in this unit. These are stand-alone levels and do not correspond to levels in the Australian Qualifications Framework (AQF).



Level (3) represents the competence to use concepts for evaluating and reshaping tasks.

Col

lect

ing,

an

alys

ing

and

orga

nisi

ng

info

rmat

ion

Com

mun

icat

ing

idea

s and

in

form

atio

n

Plan

ning

and

or

gani

sing

ac

tiviti

es

Wor

king

with

ot

hers

and

in

team

s

Usi

ng

mat

hem

atic

al

idea

s and

te

chni

ques

Solv

ing

prob

lem

s

Usi

ng

tech

nolo

gy


PMLDATA200A Record and present data – Volume VII



PMLDATA200A Record and present data

Unit Descriptor This unit of competency covers the ability to record and store data, perform basic calculations of scientific quantities and present information in tables and graphs. The unit requires personnel to solve predictable problems using clear information or known solutions. Where alternatives exist, they are limited or apparent.

This unit of competency is based on, but is not equivalent to, the unit PMLDATA300A Process and record data in PML99.


This unit of competency is applicable to production operators, field assistants and laboratory assistants in all industry sectors. Industry representatives have provided case studies to illustrate the practical application of this unit of competency and to show its relevance in a workplace setting.

These are found at the end of this unit of competency under the section ‘This competency in practice’.



1.1 Enter data into laboratory information system or record sheets as directed

1.2 Check data to identify transcription errors or atypical entries

1 Record and check data

1.3 Rectify errors in data using enterprise procedures

2.1 Calculate statistical values of given data, including mean, median, mode and standard deviation

2.2 Calculate scientific quantities using given formulae and data

2.3 Ensure calculated quantities are consistent with estimations and expectations

2 Calculate simple scientific quantities

2.4 Report all calculated quantities with appropriate precision and units



3.1 Present data accurately in tables and charts using given formats and scales

3 Present data in tables, charts and graphs

3.2 Recognise and report obvious features and trends in data

4.1 File and store data in accordance with enterprise procedures

4 Store and retrieve data

4.2 Maintain enterprise confidentiality standards.

RANGE STATEMENT The range of variables (Range Statement) relates to the unit of competency as a whole. It allows for different work environments and situations that will affect performance. Where reference is made to industry Codes of Practice, and/or Australian/international standards, it is expected the latest version will be used.

Data may be recorded on worksheets or entered into spreadsheets or databases linked to information management systems. Data includes the results of:

• observations

• tests and measurements

• surveys.

Data may be presented in the form of:

• graphs

• tables

• control charts

Data could also take the form of semi-quantitative observations and be expressed on a scale (for example, 1 to 4 or + to ++++).

Calculations may be performed with or without a calculator or computer software. For example, calculated scientific quantities could include:

• percentages, fractions, decimals

• conversions between SI units

• areas (m2) and volumes (mL, L, m3) of regular shapes (for example, packaging, moulds)

• average mass, mass %, density, specific gravity, moisture, relative and absolute humidity

• ratios, such as, mass to mass, mass to volume and volume to volume percentages

• industry specific ratios, such as g/cm2 , kg/m2

• concentration (for example, g/100mL, mg/L, mg/μL, dilution mL/L)

• average count, colonies per swab surface, cell counts (live and dead/total)

• process variables, such as, pressure, velocity, flow rates

• % content of moisture, ash, fat, protein, alcohol,




sulphur dioxide, trace metals, such as calcium or zinc

• food properties, such as % concentration (dry), friability, bitterness, brix, free amino nitrogen, diastatic power, calorific content and yeast viability.

Obvious features and trends in data could include:

• maximum, minimum values

• spread of data

• increasing/decreasing data, rate of change

• outliers, data beyond control limits or normal range.

Health safety and environment

All operations to which this unit applies are subject to stringent health, safety and environmental (HSE) requirements, which may be imposed through State or Federal legislation, and these must not be compromised at any time. Where there is an apparent conflict between performance criteria and HSE requirements, the HSE requirements take precedence.

All operations assume the potentially hazardous nature of samples and require standard precautions to be applied. Users should access and apply current industry understanding of infection control issued by the National Health and Medical Research Council and State and Territory Departments of Health. All operations are performed in accordance with standard operating procedures


Critical aspects of competency

Competency must be demonstrated in the ability to perform consistently at the required standard. In particular, assessors should look to see that the candidate:

• codes, records and checks data accurately

• calculates scientific quantities relevant to their work and presents accurate results in the required format

• recognises obvious trends in data

• maintains the confidentiality of data in accordance with workplace and regulatory requirements.



• procedures for coding, entering, storing, retrieving and communicating data

• procedures for verifying data and rectifying mistakes



• procedures for maintaining and filing records, security of data

• relevant scientific and technical terminology, such as: precision, accuracy, units, ‘out of control’.

Competency also includes the ability to perform calculations involving:

• decimals, ratios, proportions and percent

• calculation of perimeters, areas, volumes, angles

• calculation of scientific quantities, such as concentration

• unit conversion, multiples and submultiples

• use of significant figures, rounding off, estimation, approximation

• substitution of data in formulae

• preparation and interpretation of straightforward process control charts.


This unit of competency is to be assessed in the workplace or simulated workplace environment. The following assessment methods are suggested: • review of data work sheets, calculations, graphs and

tables, prepared by the candidate

• review of records transcribed, maintained or stored by the candidate

• feedback from supervisors and peers

• observation of the candidate as they record data and perform calculations

• questions to assess understanding of relevant procedures and trends in data.



This unit may be assessed with technical units, such as:

• PMLTEST300B Perform basic tests

• PMLTEST308A Perform microscopic examination

• PMLTEST303B Prepare working solutions.

Resource implications Resources may include:

• data sets and records

• computer and relevant software or laboratory information system

• relevant enterprise procedures.




Construction materials

A laboratory assistant is given 20 soil samples and asked to test their moisture content by weighing each sample, placing them in an oven for 24 hours and then reweighing them. The assistant performs the tests in accordance with the standard method and then calculates the % water content by dividing the weight loss by the wet weight and multiplying by 100. He/she checks the results. After entering them into the Laboratory Information Management System (LIMS), they notice that they are consistently less than the previous results recorded for soils at the same site. The assistant reports the discrepancy to the supervisor who checks whether the oven was operated at the required temperature. The supervisor then discovers that the assistant has calculated the moisture content by dividing the weight loss by the wet weight instead of the dry weight. The assistant recalculates the moisture content for the 20 samples and notes that the results are now consistent with previous results.

This competency in practice

Manufacturing

On Friday, a laboratory assistant performs the routine set of temperature, pressure and humidity measurements at 10 sites in a refinery. They enter the data on a pre-prepared data sheet that also contains the data recorded for the previous days of that week. The assistant checks the data for any significant variations to that recorded previously. They notice that for site #5, the temperature reading is 250°C which is 100°C below the expected value. The assistant repeats the measurement and gets the same result. After returning to the laboratory, the assistant enters the data into the Laboratory Information Management System (LIMS) and reports the odd result to their supervisor. The supervisor contacts the site manager and finds out that the pipeline at site #5 has been isolated as part of unscheduled maintenance in that part of the site.







Col

lect

ing,

an

alys

ing

and

orga

nisi

ng

info

rmat

ion

Com

mun

icat

ing

idea

s and

in

form

atio

n

Plan

ning

and

or

gani

sing

ac

tiviti

es

Wor

king

with

ot

hers

and

in

team

s

Usi

ng

mat

hem

atic

al

idea

s and

te

chni

ques

Solv

ing

prob

lem

s

Usi

ng

tech

nolo

gy


PMLMAIN300B Maintain the laboratory fit for purpose – Volume VII



PMLMAIN300B Maintain the laboratory fit for purpose

Unit Descriptor This unit of competency covers the general cleaning of work surfaces, cleaning and storage of equipment and the monitoring of laboratory stocks under direct supervision.


This unit of competency is applicable to personnel in all industry sectors covered by this Training Package.




1.1 Clean preparation areas using appropriate cleaning agents and enterprise procedures

1.2 Remove spillages, if they occur, using appropriate agents, personal protective equipment and enterprise procedures

1. Clean work preparation areas

1.3 Collect and segregate wastes in accordance with enterprise procedures, relevant codes and regulations

2.1 Collect used equipment, inspect for faults and, where necessary, remove from service

2.2 Use appropriate agents, apparatus and techniques to clean equipment

2. Clean and store equipment

2.3 Store clean equipment in the designated locations and manner

3.1 Perform stock checks and maintain records of usage as directed

3.2 Store labelled stocks for safe and efficient retrieval

3. Monitor stocks of materials and equipment

3.3 Inform appropriate personnel of impending stock shortages to maintain continuity of supply



4.1 Use established safe work practices and personal protective equipment to ensure personal safety and that of other personnel

4.2 Report potential hazards and/or maintenance issues in own work area to designated personnel

4.3 Minimise the generation of wastes and environmental impacts

4. Maintain a safe work environment

4.4 Dispose of wastes in accordance with enterprise procedures, relevant codes and regulations.


Personnel work in accordance with work instructions and standard operating procedures which incorporate all relevant aspects of OHS legislation and the codes, guidelines, regulations and Australian standards applying to environmental hazards and dangerous goods.

OHS legislation is state and territory based and includes general OHS Act and hazard specific regulations and Codes of Practice especially those relating to environmental hazards and dangerous goods.

Industry standards, codes and guidelines may include:

• AS 2243 Safety in laboratories Parts 1–10

• AS 2982 Hand washing facilities

• AS 2243.8 Fume hoods

• AS 2252 Biological safety cabinets

• SAA HB9 Occupational personal protection, and other relevant standards for protective, clothing (for example, AS 2161, AS 2210, AS 1337 and AS 1338)

• AS 1678 Emergency procedures guide for hazardous materials

• AS 2500 Storage of goods

• AS 2503 Safety storage and handling of information cards

• AS 1940 Storage and handling of flammable and combustible liquids

• AS 3780 Storage and handling or corrosive liquids

• AS 4452 Storage and handling of toxic substances

• AS4332 Storage and handling of gases in cylinders

• AS 4187 Code of Practice for cleaning, disinfecting and




sterilising reusable medical and surgical instruments and equipment and maintenance of associated environments in health care facilities

• standards for the segregation of wastes, such as AS 2243.3 and AS 2243.4

• AS/NEC/ISO 14000

• confined space legislation

• Australian Dangerous Goods Code

• Australian Code for Transport of Dangerous Goods

• guidelines for the operation of classes of laboratories

• Australian Quarantine Inspection Service guidelines for the importation of biological products

• National Code of Practice for the labelling of workplace substances (NOHSC: 2012)

• Office of the Gene Technology Regulator (OGTR) guidelines for working with genetically altered organisms.

This unit of competency forms a major part of the work of laboratory assistants. Equipment, material, procedures and facilities will vary according to the scope and classification of the laboratory.

Typical equipment could include:

• animal cages

• autoclaves

• balances

• blenders, centrifuges and separating equipment

• cell counters, staining machines

• dishwashers, refrigerators, freezers, ovens, microwave ovens, incubators, water baths

• fume hoods, biohazard containers, biological safety cabinets

• gas cylinders

• glassware (burettes, pipettes); plastic ware; glass, plastic, quartz cuvettes

• hotplates, mantles, burners, muffle furnaces

• light and fluorescence microscopes

• microtomes, tissue processors

• thermometers, thermohygrographs, instrument chart recorders, hydrometers, pH meters and ion selective electrodes

• ultrasonic cleaners.

Typical materials could include:

• consumable items, such as syringes, pipette tips, weigh boats



• disposable clothing and PPE

• distilled water, reagents, chemicals, disinfectants, detergents, agar media and plates

• equipment spares, such as fuses, bulbs, batteries

• oils/lubricants, fuels, industrial gases, cryogenics, such as dry ice and liquid nitrogen

• paper, stationery

6. reference samples and standards.

All maintenance activities, such as cleaning, storing, prevention of contamination are carried out according to established enterprise procedures. Cleaning requirements will vary with the scope of the laboratory and may include:

• decontamination and/or disinfection

• hygiene monitoring

• operation of automatic cleaning apparatus, such as pipette washer, ultrasonic cleaners, dishwashers

• sterilisation and disposal of wastes using: boiling, high pressure air or steam, microwaves, chemicals, gas, filtration, ultraviolet radiation, autoclaving

• use of specialised techniques, such as chromic acid baths, soaking in hypochlorite.

Preparation areas include benches, sinks and fume cupboards.

Agents for cleaning include decontaminants, organic solvents and cleaning solutions.

Spillages include chemicals, radioactive and biologically active materials.

Wastes include broken glass, sharps, micro-organisms, solvents, excess test samples, spent reagents, disposable PPE, and used containers, boxes, bags, palettes.

Stock records may include:

• usage, loans, breakage

• data sheets

• calibration and maintenance history

• handbooks, warranty documents, catalogues, manuals, MSDSs.

Communication could involve other people, such as:

• laboratory, production, administration, cleaning staff

• internal/external contractors

• emergency personnel.

•

Maintenance issues could involve:

• spillages, leakages, breakages, contamination

• stock requirements, shortages

• potential hazards, incidents and emergencies

• hygiene issues

• equipment malfunction

• recycling and waste disposal.




Hazards may include:

• electric shock

• microbiological organisms and agents associated with soil, air, water, blood and blood products, human or animal tissue and fluids

• aerosols from broken centrifuge tubes, pipetting

• solar radiation, dust, noise

• sources of ignition, flammable liquids and gases

• sharps, broken glassware and hand tools

• chemicals, such as acids, heavy metals, pesticides, hydrocarbons

• cryogenics, such as dry ice and liquid nitrogen

• fluids under pressure, such as steam, industrial gas cylinders

• occupational overuse syndrome, slips, trips and falls

• manual handling, working at heights and in confined spaces

• crushing, entanglement, cuts associated with moving machinery or falling objects

• pedestrian and vehicular traffic.

Established safe work practices may include:

• ensuring access to service shut off points

• recognising and observing hazard warnings and safety signs

• labelling of samples, reagents, aliquoted samples and hazardous materials

• use of personal protective equipment, such as hard hats, hearing protection, gloves, safety glasses, goggles, face guards, coveralls, gown, body suits, respirators and safety boots

• applying containment procedures through the use of appropriate equipment, such as biohazard containers, laminar flow cabinets, Class I, II and III biohazard cabinets and Class PCII, PCIII, and PCIV physical containment facilities

• use of material safety data sheets (MSDS)

• handling and storage of all hazardous materials and equipment in accordance with labelling, materials safety data sheets and manufacturer's instructions

• identifying and reporting operating problems or equipment malfunctions

• following established manual handling procedures for tasks involving manual handling

• reporting to appropriate personnel of abnormal emissions, discharges and airborne contaminants,



such as noise, light, solids, liquids, water/waste water, gases, smoke, vapour, fumes, odour and particulates

Health, safety and environment:


All operations assume the potentially hazardous nature of samples and require standard precautions to be applied. Users should access and apply current industry understanding of infection control issued by the National Health and Medical Research Council and State and Territory Departments of Health. All operations are performed in accordance with standard operating procedures.



• safely cleans work preparation areas and equipment using appropriate cleaning agents, apparatus and techniques

• safely removes spillages and disposes of wastes

• minimises the exposure to hazards of self, others and the laboratory

• safely stores equipment and materials using enterprise procedures, relevant codes and guidelines

• monitors and reports stock levels and the condition of laboratory materials and equipment

• keeps accurate, up to date records

• reports potential hazards and maintenance issues using enterprise procedures.



• enterprise procedures for the cleaning of work preparation areas, materials and equipment

• storage requirements for specific materials and equipment




• enterprise procedures for minimisation and disposal of waste

• enterprise procedures for monitoring of laboratory stocks

• information contained in material safety data sheets (MSDSs) for materials handled regularly during the performance of maintenance tasks

7. relevant health, safety and environment requirements.




• observation of the candidate’s techniques for cleaning and/or removal of spillages and waste disposal

• review of stock records completed by the candidate

• feedback from supervisors and peers

• questioning to assess underpinning knowledge of regulations and procedures where direct observation is difficult (such as dealing with hazards) and choice of materials and equipment.




• PMLOHS302B Participate in laboratory/field workplace safety.



• access to work preparation areas, stocks, materials and equipment

• cleaning, decontamination and/or disinfection agents and apparatus

• personal protection equipment

• stock order firms, labels and records/forms.


Manufacturing

On receipt of a bulk container of cleaning or sanitising agent, a laboratory assistant always attached to the container a description of its method of use. The assistant also attached a list of the surfaces, apparatus, utensils and machines that could be safely treated with that chemical agent as outlined in the company’s quality manual. This practice reduced the likelihood of misuse of the chemical, wastage, damage to equipment and inadequate cleaning and



sanitation.

Biomedical and environmental

Laboratory assistants and technical officers routinely examine fluids for micro-organisms using a microscope. They examine fluids, such as urine, seawater, chlorinated pool water, water from catchment areas and bottled water. To maintain microscopes in working order, they thoroughly clean the stage, oculars and each objective after use and sometimes between samples. The 100X objective requires particular care since this is the oil immersion objective. The oil is slightly acidic and will slowly corrode the objective if its not cleaned thoroughly and regularly. After using the 100X objective they also take care not to drag the other objectives through the oil.

Food processing

A laboratory assistant regularly uses standard pH solutions to calibrate the laboratory’s pH meters. The assistant is aware from the label that the shelf life of these solutions after opening is two months and records the opening and disposal dates on the container. The assistant is also aware that the shelf life of unopened buffer solutions is twelve months from the date of manufacture and monitors this by noting the production date on the bottle. Requests for stock replacement take into account the normal rate of use of these buffer solutions so that unopened bottles have not reached their expiry date before use.





Col

lect

ing,

an

alys

ing

and

orga

nisi

ng

info

rmat

ion

Com

mun

icat

ing

idea

s and

in

form

atio

n

Plan

ning

and

or

gani

sing

ac

tiviti

es

Wor

king

with

ot

hers

and

in

team

s

Usi

ng

mat

hem

atic

al

idea

s and

te

chni

ques

Solv

ing

prob

lem

s

Usi

ng

tech

nolo

gy


PMLORG602B Manage complex projects – Volume VII



PMLORG602B Manage complex projects

Unit Descriptor This unit of competency covers the ability to interpret a complex technical brief, determine project methodology and resource requirements, establish a project plan, manage the project to a successful conclusion and evaluate the outcomes.


This unit of competency is applicable to laboratory personnel working in all industries.

Industry representatives have provided case studies to illustrate the practical application of this unit of competency and to show its relevance in a workplace setting. These can be found at the end of this unit of competency under the section ‘This competency in practice’.



1.1 Interpret and confirm project objectives, deliverables, constraints and principal work activities

1.2 Determine resource requirements, including personnel, equipment and materials

1.3 Develop a detailed implementation plan for the project outlining methodology, milestones and budget

1.4 Identify roles and responsibilities of project team members

1.5 Analyse quality requirements to ensure compliance with quality standards

1 Interpret brief and design feasible project plan

1.6 Develop risk management strategies and risk management plans to ensure successful and timely outcomes

2.1 Brief team members about the project and allocate roles and responsibilities, balancing job roles and skills development opportunities

2.2 Establish communication and reporting mechanisms

2 Establish and implement project plan

2.3 Implement agreed time management strategies to ensure milestones are met



2.4 Apply agreed quality requirements to measure performance and outcomes

3.1 Monitor and report progress of activities in relation to the project plan

3.2 Ensure income and expenditure is in line with the agreed project plan and budget

3.4 Work with the team to analyse and diagnose problems and to determine corrective actions

3.5 Implement agreed variations to the plan to accommodate changing situations

3 Manage project

3.6 Maintain accurate records and communication with stakeholders and project team members

4.1 Ensure project objectives are met and deliverables are provided on time and within budget

4 Finalise project

4.2 Complete all reporting requirements

5.1 Assess the effectiveness of resource management in delivering project outcomes

5.2 Evaluate the effectiveness of communication processes used throughout the project

5 Evaluate project methodology

5.3 Recommend improvements for future projects.


The focus of projects could involve:

• development or modification of products and services

• acquisition and commissioning of new equipment

• commissioning of laboratory facilities

• appraisal of supplies

• development of applications for customers

• validation of analytical methods and/or equipment

• quality improvement or corrective action teams

• restructuring of laboratory services

• reclassification of staff and staffing levels.

Records may take the form of:

• lists of potential costs, invoice and payments records

• project and/or enterprise files and records




• reports to clients, personnel and higher management

• risk management plans and log books

8. diaries, scheduling charts and other charts.

Communication may be computer generated and may involve:

• customers, stakeholders, external authorities and project team

9. reports, briefs, minutes, letters, oral briefings, advice and conversations, telephone calls.


• personnel

• budget

• equipment, materials, facilities

• computer project planning programs

Health, safety and environment




Health, safety and environment



Critical aspects of Competency must be demonstrated in the ability to perform



competency

consistently at the required standard. Candidates must be able to establish a project team and implement a project in response to a given brief. The project will contribute to the business needs of the enterprise.

In particular, the assessor should look to see that the candidate can:

• analyse a complex technical brief and prepare a feasible project implementation plan

• reach milestones within budget

• consult and communicate effectively to ensure the project outcomes are achieved

• maintain accurate records and documentation in accordance with the enterprise procedures

• select and establish operational systems for the project

• plan work activities, resources and finances to ensure the project outcomes are achieved within the timeframe and budget constraints

• monitor and evaluate the progress of the project.



• purpose and methods of planning

• techniques for monitoring timelines, expenditure, team performance

• techniques for achieving effective communication and cooperation

• techniques for troubleshooting, problem solving and conflict resolution


• techniques for evaluation and continuous improvements

• relevant health, safety and environment requirements.

An awareness of the laboratory’s business goals and key performance indicators is also required as a basis for managing complex projects in the laboratory.




• review of reports, operational budgets and project plans generated by the candidate

• review of project outcomes and customer satisfaction

• questioning/interview to assess underpinning knowledge

• feedback from project team and management




• review of documented examples of quality performance improvements achieved and examples of significant problems solved

• observation of the candidate’s interaction with project team.




• PMLTEAM600B Manage and develop teams

• PMLQUAL600B Implement and monitor quality systems and continuous improvement processes.


• procedures and documentation typically used by the enterprise

• scheduling charts/strategic plans

• GANTT charts

• operational reports

• financial plans

• sample budgets.


Manufacturing

A cosmetics manufacturing company decided to upgrade the image of a product range which included lipsticks, nail lacquers, hair shampoos and conditioners. A technical specialist coordinated the project and organised input from marketing, development, quality assurance and production personnel. The production boundaries were defined through consultation with marketing and it was decided to update shades of shaded products and introduce natural ingredients wherever possible. The project had to be completed within a reasonably short timeframe and within a tight budget which placed overall constraints on the way the project could be handled. After developing and getting approval for an implementation plan, team members were briefed and development samples produced for approval. Product characteristics were checked and recommendations made for adjustments until each product met requirements. When pilot batch manufacture had been successfully completed, project development processes were fully documented and then passed to production to allow for efficient development of production batches.

Environmental

The quality team in a laboratory has set a goal of getting



reports out more quickly and assigned the coordination of the project to one of the senior technical officers. The officer prepared an outline of the project, a timeframe, a resource list and budget. Specific tasks were allocated to members of the quality team according to their abilities and existing work commitments. The officer monitored the project’s progress by tracking and adjusting elements as necessary. After the development of a final draft for the revised procedures, a draft project report was prepared for consideration by the quality team.

Food processing

A dairy company currently uses an imported cocoa-based product for the chocolate flavouring of their milk. Following a feasibility study of a range of ingredients, it was decided to investigate further an alternative source on the basis of cost. A technical specialist prepared a project plan that included required personnel, materials, equipment and a detailed GANTT chart. Key personnel from quality assurance, production, engineering, product development and marketing were chosen for the project team. The project was monitored to confirm progress, control expenditure and review the suitability of the alternative product source. At the end of the project, the technical specialist assessed the outcomes and prepared a detailed report that recommended the use of a local ingredient.





Col

lect

ing,

an

alys

ing

and

orga

nisi

ng

info

rmat

ion

Com

mun

icat

ing

idea

s and

in

form

atio

n

Plan

ning

and

or

gani

sing

ac

tiviti

es

Wor

king

with

ot

hers

and

in

team

s

Usi

ng

mat

hem

atic

al

idea

s and

te

chni

ques

Solv

ing

prob

lem

s

Usi

ng

tech

nolo

gy


PMLSAMP201A Handle and transport samples or equipment – Volume VII



PMLSAMP201A Handle and transport samples or equipment

Unit Descriptor This unit of competency covers the ability to pick up and transport samples or test/calibration equipment in accordance with enterprise procedures designed to ensure the integrity of subsequent test results. The person transporting the items is not necessarily responsible for sampling or testing. This unit does not cover the ability to handle and transport animals as might be defined under prevailing animal care and ethics legislation and practices.

This unit of competency is based on, and equivalent to, the unit PMLSAMP300A Handle and transport samples in PML99.


This unit of competency is applicable to couriers and laboratory and field assistants in all industry sectors.




1.1 Confirm pickup sequence and any licence/permit requirements with supervisor

1.2 Check that vehicle and communication devices are in working order

1 Prepare for pickup

1.3 Check that required transport containers and materials are in the vehicle

2.1 Confirm the number and nature of items to be picked up on arrival

2.2 Ensure items match paperwork

2.3 Apply enterprise requirements to the transport of samples and/or equipment

2.4 Alert laboratory personnel to any special needs that are identified on documents accompanying the items

2 Pick up and transport items

2.5 Complete required documentation at pickup point



2.6 Stow items in the specified transport containers and under the required conditions

2.7 Maintain sample integrity at all times

2.8 Deliver items to reception point in accordance with enterprise procedures

2.9 Maintain confidentiality of information

3.1 Maintain vehicle according to enterprise requirement

3.2 Maintain state of transport containers to ensure they are fit for purpose

3.3 Requisition stocks of consumable materials as required

3 Maintain transport equipment

3.4 Replenish stocks of collecting equipment at collection centres as required

4.1 Use established work practices and personal protective equipment to ensure personal safety and that of others

4.2 Clean up spills, if they occur, using enterprise procedures

4.3 Minimise the generation of waste

4 Maintain a safe work environment

4.4 Dispose of all waste in accordance with enterprise procedures.

RANGE STATEMENT The range of variables relates to the unit of competency as a whole. It allows for different work environments and situations that will affect performance.

Where reference is made to industry Codes of Practice, and/or Australian/international standards, it is expected the latest version will be used.

This unit of competency describes the pickup and transport of samples and/or test/calibration equipment. The unit also describes skills and knowledge required of a courier who may or may not collect samples. Sample collection is covered in other units of competency.

The worker would have access to:

• enterprise protocols regarding customer liaison and communication

• vehicle log books

• protocols for use of pagers, mobile telephones and two-way radios


• precautions for safe handling and handling of specific




materials (for example, toxic, infective, radioactive, dangerous goods)

• precautions for the transport of volatile and unstable fluids

• incident/accident report forms

• spillage and waste containment and disposal protocols and containment materials

Maintenance of the integrity of samples or test/calibration equipment could involve:

• use of appropriate sample containers (glass, plastic, opaque)

• use of appropriate preservatives

• wrapping container in foil to exclude light

• temperature control, which may involve prevention of direct contact between the sample and coolant

• use of appropriate equipment boxes (insulated, shockproof, waterproof)

• restraint of containers to prevent movement

10. checking sample viability during transport while avoiding unnecessary handling

Hazards may include: • biohazards, such as micro-organisms and agents associated with soil, air, water, blood and blood products, human or animal tissue and fluids

• chemicals, such as acids and hydrocarbons

• sharps, broken glassware

11. manual handling of heavy sample bags and containers and equipment

Safety practices may include: • use of material safety data sheets (MSDSs)

• use personal protective equipment, such as gloves, safety glasses, goggles, coveralls

• use of biohazard containers

• safe road/off road driving practices

• correct labelling of hazardous materials

• handling and storing hazardous material and equipment in accordance with labels, MSDS, manufacturer’s instructions, enterprise procedures and regulations

12. regular cleaning and/or decontaminating of equipment and vehicle

Where a laboratory routinely posts or couriers samples or equipment for testing, the International Air Transport Association (IATA) Dangerous Goods Regulations and Australia Post Regulations must be met.

Health safety and environment All operations to which this unit applies are subject to stringent health, safety and environmental (HSE) requirements, which may be imposed through State or



Federal legislation, and these must not be compromised at any time. Where there is an apparent conflict between performance criteria and HSE requirements, the HSE requirements take precedence.





• plans the picking up of items in conjunction with a supervisor

• prepares the vehicle for the required journey

• checks communication devices so contact is possible between the courier, reception centre, and routine pickup locations (as necessary)

• deals with individuals, customers, clients and reception staff effectively and courteously

• records details of item exchange in relevant sections of chain of custody forms (as required)

• maintains the integrity of collected samples or equipment during transport

• contains and cleans up spillage or breakages

• uses appropriate techniques and equipment to safely dispose of waste materials

• maintains confidentiality in all aspects of work

• reports problems, accidents or incidents in accordance with enterprise procedures.



• the relationship between effective communication with clients and customers and enterprise business




• the need for appropriate and timely transport

• control measures for minimising exposure to hazardous materials and equipment

• effect of changes in environmental conditions, vibration, shock on samples

• procedures for the containment and cleanup of spillages and breakages

• need for efficient waste containment and disposal practices

• need for maintenance of equipment used in the processes of handling and transporting samples.


Knowledge is also required of: • enterprise procedures for responding to emergencies

• contact details for key personnel.

Specific industry

Additional knowledge requirements may apply for different industry sectors. For example, for biomedical samples:

• labile nature of biological and environmental samples

• possible infectivity of biological materials

• possible effects of exposure to radioactive materials.


This unit of competency is to be assessed in the workplace or simulated workplace environment. The following assessment methods are suggested:

• review of the job sheets or journal of completed activities

• direct observation of work as a courier

• the quality of review of results traceable to the transport of samples or equipment by candidate

• oral or written questions to assess knowledge of the handling of unforseen circumstances

• simulated role plays between a courier and personnel at a reception desk or customer pickup centre.




PMLOHS302A Participate in laboratory/field workplace safety.





• vehicle

• enterprise procedures for the handling and transport of samples or equipment

• communication devices

• sample containers

• containers for transporting samples and test/calibration equipment.


Calibration

Calibration laboratories must take special care to ensure that they do not damage test equipment during the handling, testing or storage. Information relating to equipment requiring special handling, transport or storage conditions should be provided to those responsible for collecting and transporting the items.

A customer-orientated calibration laboratory offers a door to door calibration service to most of its clients. Once a week their driver arrives at a major facility and takes delivery of several precision measuring instruments. As always, the driver signs the acceptance note paying particular attention that all the items are recorded correctly, including listing all accessories and associated handbooks. But this time, two delicate items require unique transit cases to ensure they are stored and transported upright. Because the laboratory received prior notice, these cases were loaded into the van before setting off as well as a copy of the special transport and packaging instructions. The driver secures all the items in accordance with the accompanied written instructions to ensure their safe travel and minimise damage during transit. Upon return, the driver unloads the van and the instruments are acquitted by administration staff, inspected for damage and booked into the laboratory. The lab supervisor makes sure that their technicians are aware of the special handling requirements of the two delicate instruments.

Biotechnology

During transit, samples must be handled and maintained under conditions which will ensure that their potency and efficacy are maintained. A courier has been asked to transport vaccine samples from the airport to the enterprise for laboratory evaluation. The supervisor faxes the courier company detailed instructions regarding pickup and handling/storage conditions during transit. In this case, the samples are in insulated containers and the temperature is monitored and recorded continuously.

The courier collects the samples, puts them in the coolest part of the vehicle, ensuring that the package will not be subject to any sudden jolts, and transports them to the enterprise. After the samples arrive they are checked by the enterprise and




appropriate documentation completed.

Biomedical

At 8 am the courier commences the day shift. The shift supervisor identifies the collection centres to be visited. The courier takes the mobile phone from the charger and checks their pager. In the vehicle, the courier logs in the odometer reading, makes a mental note of the fuel level, checks the cooler boxes and other equipment and carefully drives out. Today, there are pickups from four private hospitals and 12 collecting centres in a 200 sq km zone. As they approach the first hospital, there is a call from base with instructions to collect a tissue biopsy and bring it back immediately. He/she asks the base contact to tell haematology that their 10 am specimen arrival will be 40 minutes late because of this unforseen diversion. Eventually, they complete the round, having remembered to replenish specimen collecting stock at each centre visited.

Environmental

A technical assistant regularly handles and transports sensitive equipment over rough terrain in a 4WD vehicle. After reaching a field site, they are asked to transport expensive water monitoring equipment across an estuary in a small aluminium boat. The assistant notes that the equipment boxes are open to the weather and will need to be made waterproof. Because the water is choppy, the assistant adds extra packing material to cushion the most shock sensitive items. They choose to travel with the equipment rather than entrusting it to the local fisherman. Together, they carefully secure the items on the seats rather than placing them on the floor of the boat which is wet.

Environmental

A Waste Management Authority has sent one of their laboratory technicians to collect six containers that have been found by a member of the public on the verge of an industrial area service road. Given that the materials may be hazardous the technician assembles a full set of safety equipment. They also locate a laptop computer with Material Safety Data Sheet (MSDS) information, a list of phone contacts for agencies responsible for handling hazardous materials and suitable containers for storing/transporting potentially hazardous materials. Upon arrival at the site, the technician locates six containers of concentrated sulphuric acid which are clearly labelled. The technician consults the MSDS for information on appropriate handling, storage and transportation procedures and follows them closely.







Col

lect

ing,

an

alys

ing

and

orga

nisi

ng

info

rmat

ion

Com

mun

icat

ing

idea

s and

in

form

atio

n

Plan

ning

and

or

gani

sing

ac

tiviti

es

Wor

king

with

ot

hers

and

in

team

s

Usi

ng

mat

hem

atic

al

idea

s and

te

chni

ques

Solv

ing

prob

lem

s

Usi

ng

tech

nolo

gy


PMLSAMP400B Obtain representative samples in accordance with sampling plan – Volume VII



PMLSAMP400B Obtain representative samples in accordance with sampling plan

Unit Descriptor This unit of competency covers the ability to obtain a range of samples that are representative of the source material (raw ingredients, product in process, final product) and to prepare the samples for testing. All sampling activities are to be in accordance with a defined sampling plan. This unit does not cover the subsequent testing of the samples.


This unit of competency is applicable to laboratory technicians in all industry sectors covered by this Training Package.




1.1 Confirm the sampling location(s), number and type of samples, and timing and frequency of sampling from enterprise or client’s sampling plan

1.2 Liaise with relevant personnel to arrange site access and (if appropriate) all necessary clearances and/or permits

1.3 Select sampling equipment and conditions to achieve representative samples and preserve sample integrity during collection, storage and transit

1.4 Check that all procedures are in accordance with client or enterprise requirements, relevant standards and codes

1.5 Identify site and sampling hazards and review enterprise safety procedures

1.6 Assemble and check all sampling equipment, materials, containers and safety equipment

1 Prepare for sampling

1.7 Arrange suitable transport to, from and around site as required



2.1 Locate sampling sites and (if required) services at the site

2.2 Conduct representative sampling in accordance with sampling plan and defined procedures

2.3 Record all information and label samples in accordance with traceability requirements

2.4 Record environment or production conditions and any atypical observations made during sampling that may impact on sample representativeness or integrity

2 Conduct sampling and log samples

2.5 Transport all samples back to base according to standard operating procedures (SOPs) and relevant codes

3.1 Prepare sub-samples, back-up sub-samples that are representative of the source

3.2 Label all sub-samples to ensure traceability and store in accordance with SOPs

3.3 Follow defined preparation and safety procedures to limit hazard or contamination to samples, self, work area and environment

3 Prepare samples for testing

3.4 Distribute sub-samples to defined work stations maintaining sample integrity and traceability requirements

4.1 Enter approved information into laboratory information management system (LIMS)

4.2 Report all relevant aspects of the sampling and preparation phases in accordance with enterprise procedures

4.3 Ensure that information provided to client is accurate, relevant and authorised for release

4 Address client issues

4.4 Maintain security and confidentiality of all client/enterprise data and information

5.1 Clean all equipment, containers, work area and vehicles according to enterprise procedures

5.2 Check serviceability of all equipment before storage


5.3 Use defined safe work practices and personal protective equipment to ensure personal safety and that of other laboratory personnel




5.4 Minimise the generation of wastes and environment impacts

5.6 Ensure the safe collection of all hazardous wastes for appropriate disposal.


This unit of competency may cover laboratories or processing sites and may involve:

• a range of sampling plans, samples and sampling procedures, which apply to the enterprise site, plant laboratory or field sites

• enterprise products/materials, hazardous materials

• a range of sampling points and/locations

• methods and procedures which may be written to meet enterprise, client and/or regulatory/certifying body requirements.

Samplers usually have access to information such as:

• enterprise and/or client sampling schemes and sampling plans

• industry methods, such as American Association of Cereal Chemists (AACC) Preparation of samples

• enterprise and/or client procedures


• relevant Australian Standards, such as:

⎯ AS 1678 Emergency procedures guide for hazardous materials

⎯ AS 2500 Storage of goods

⎯ AS 2503 Safety storage and handling of information cards

⎯ AS 1940 Storage and handling of flammable and combustible liquids

⎯ AS 3780 Storage and handling of corrosive liquids

⎯ AS 4452 Storage and handling of toxic substances

⎯ Australian Dangerous Goods Code

⎯ Australian Code for Transport of Dangerous Goods

⎯ National Code of Practice for the labelling of workplace substances (NOHSC:2012)



• site plans, maps and specifications

• enterprise recording and reporting procedures

Materials sampled may include:

• gas or air samples

• liquid samples, such as water, groundwater, wastewater, stormwater, sludges, sewage

• solid samples, such as soil, sediments, rocks, concrete, quarry and mining material

• solid wastes

• raw materials, start-, middle-, end-of production run samples, final products, materials used in production processes, such as flocculants

• plants

• animals

• microbiological samples.

• gas or air samples

• liquid samples, such as water, groundwater, wastewater, stormwater, sludges, sewage

• solid samples, such as soil, sediments, rocks, concrete, quarry and mining material

• solid wastes

• raw materials, start-, middle-, end-of production run samples, final products, materials used in production processes, such as flocculants

• plants

• animals

• microbiological samples.

Types of samples may include:

• grab samples

• composite samples

• quality control samples

• research or one-off samples

• environmental or survey samples.

Sampling tools and equipment may include but are not limited to:

• shovels, augers, chain saws

• sampling frames, sampling tubes, dip tubes, spears, flexible bladders, syringes

• front-end loader, backhoe, excavator, drill rig

• sample bottles or containers, plastic containers and disposable buckets

• access valves

• sample thief




• auto samplers

• pumps, stainless steel bailers

• traps and cages

• sterile containers, pipettes, inoculating loops, disposable spoons.

Maintenance of integrity of samples could include: • use of compatible container, such as glass, plastic,

amber, opaque bottles

• use of appropriate preservatives, such as sodium azide, toluene or antibiotics

• decontamination of sampling tools between collection of consecutive samples

• wrapping container in foil

• purging of sample lines and boxes

• handling and transport to avoid disturbance or damage

• temperature control which may involve insulation of sample without direct contact with the coolant

• wrapping in wet newspaper, cloth, sand or sawdust

• transfer of sterile sample into sterile container

• monitoring of storage conditions.

Site and sampling hazards may include:

• solar radiation, dust and noise

• wildlife, such as snakes, spiders, domestic animals

• biohazards, such as micro-organisms and agents associated with soil, air, water, blood and blood products, human or animal tissue and fluids

• chemicals, such as acids and hydrocarbons

• aerosols


• manual handling of heavy sample bags and containers

• crushing, entanglement, cuts associated with moving machinery and hand tools

• vehicular and pedestrian traffic.

Safety procedures may include: • use of material safety data sheets (MSDSs)

• use of personal protective equipment, such as hard hats, hearing protection, gloves, safety glasses, goggles, face guards, coveralls, gown, body suits, respirators, safety boots

• use of biohazard containers and laminar flow cabinets

• correct labelling of reagents and hazardous materials



• handling, and storing hazardous materials and equipment in accordance with labels, MSDS, manufacturer’s instructions, enterprise procedures and regulations

• regular cleaning and/or decontaminating equipment and work areas

• machinery guards

• signage, barriers, service isolation tags, traffic control, flashing lights

• lockout and tagout procedures.



All operations assume the potential hazardous nature of samples and require standard precautions to be applied. Users should access and apply current industry understanding of infection control issued by the National Health and Medical Research Council and State and Territory Departments of Health. All operations are performed in accordance with standard operating procedures.




• collects the specified quantity of sample to enable all processing and testing to occur and backup samples to be stored

• obtains a sample that is representative of the bulk material

• preserves the integrity of samples by closely adhering to procedures

• labels samples and subsamples to satisfy enterprise/legal traceability requirements

• identifies atypical materials and samples and takes appropriate action




• maintains sampling equipment in appropriate condition

• completes sampling records using enterprise procedures

• follows safety regulations and enterprise OHS procedures during sampling, transport and storage

• follows relevant legislative requirements for the disposal of waste and the preservation of the environment.



• the links between correct OHS procedures and personal and environmental safety particularly at high risk sites

• the basic principles of sampling, including:

⎯ representative samples

⎯ preservation of integrity of samples

⎯ maintaining identification of samples relative to their source, enterprise and legal traceability

⎯ cost effectiveness of sampling

⎯ consistency of sampling procedures

⎯ sampling principles, including random, systematic, stratified sampling

• characteristics of product/material to be sampled and likely contaminants

• links between quality control, quality assurance and quality management systems and sampling procedures

• enterprise procedures dealing with legislative requirements for the handling, labelling and transport of hazardous goods


13. relevant health, safety and environment requirements.

Specific industry

Additional knowledge requirements may apply for different industry sectors. For example, for biomedical and environmental services:

• specific legislation on biohazards

• guidelines for infection control in the health-care setting

• OGTR Guidelines for the handling of genetically manipulated cells

14. documentation procedures for the chain of custody for samples to be used as evidence or for blood transfusion.






• inspection of samples collected by the candidate

• review of sampling documentation completed by the candidate

• feedback from peers, customers and supervisors that sampling plans were followed

• questioning to assess underpinning knowledge of representative sampling procedures

• observation of the candidate taking a range of samples.




• PMLDATA400A Process and interpret data

• PMLOHS302A Participate in laboratory/field workplace safety

• any of the PMLTEST400 and PMLTEST500 series units relevant to the sampling.



• variety of sample types

• sampling plans

15. a selection of sampling containers and sampling equipment.

This competency in practice Manufacturing

A metallurgical laboratory technician is very familiar with preparing representative samples for a range of final products in a steel-making plant. One day, he/she is asked to sample a 50 tonne small-particle coal delivery which is believed to have a higher than acceptable sulphur content. Having never prepared representative samples for such a large quantity of material, the technician consulted their supervisor and developed an appropriate sampling plan. The technician arranged for the operator of a small front end loader to take buckets of coal from five equally spaced points around the pile. The resulting material was then combined and mixed in one heap. The technician coned and quartered the heap enough times to obtain a representative sample of about 5kg. He/she arranged for the unwanted material to be returned to the stockpile. On return to the laboratory, the technician crushed the sample and repeatedly




coned and quartered the material to obtain an analytical portion.

Environmental

A field technician trained in sampling natural water systems is asked to sample a bright yellow industrial wastewater discharge into a small creek. The relevant sampling plan specifies that the samples should be collected where the waste water is well mixed near the centre of the creek and at the mid-depth point. The technician also notes that the samples must be collected where turbulence is at a maximum so that the settling of solids is minimal. On arrival at the site, the technician locates where the wastewater is entering the creek. He/she moves downstream to where the waste water and creek water is well mixed and there is little apparent loss of the yellow suspended solids. The technician dons the required PPE and uses a convenient bridge to collect a set of six samples and duplicates over a half-hour period using the equipment and procedures specified in the sampling plan. Using a field notebook, the technician records all information specified in the laboratory’s chain of custody requirements and safety plan for handling potentially hazardous industrial waste.





Col

lect

ing,

an

alys

ing

and

orga

nisi

ng

info

rmat

ion

Com

mun

icat

ing

idea

s and

in

form

atio

n

Plan

ning

and

or

gani

sing

ac

tiviti

es

Wor

king

with

ot

hers

and

in

team

s

Usi

ng

mat

hem

atic

al

idea

s and

te

chni

ques

Solv

ing

prob

lem

s

Usi

ng

tech

nolo

gy


PMLTEST300B Perform basic tests – Volume VII


PMLTEST300B Perform basic tests

Unit Descriptor This unit of competency covers the ability to perform tests using standard methods and with access to readily available advice. Personnel are required to demonstrate close attention to the accuracy and precision of measurements and the data obtained. In general, they do not calibrate equipment and make only limited adjustments to the controls. The unit of competency does not cover interpretation or analysis of results or troubleshooting equipment problems.

This unit competency has no prerequisites.

This unit of competency is applicable to laboratory/field assistants working in all industry sectors.




1 Interpret test requirements

1.1 Review test request to identify samples to be tested, test method and equipment involved

1.2 Identify hazards and enterprise controls associated with the sample, preparation methods, reagents and/or equipment

2 Prepare sample 2.1 Record sample description, compare with specification, record and report discrepancies

2.2 Prepare sample in accordance with appropriate standard methods

3 Check equipment before use

3.1 Set up test equipment in accordance with test method

3.2 Perform pre-use and safety checks in accordance with enterprise procedures and manufacturer’s instructions

3.3 Identify faulty or unsafe equipment and report to appropr iate personnel

3.4 Check calibration status of equipment and report any out of calibration items to appropriate personnel




4 Perform tests on samples

4.1 Identify, prepare and weigh or measure sample and standards to be tested

4.2 Conduct tests in accordance with enterprise procedures

4.3 Record data in accordance with enterprise procedures

4.4 Perform calculations on data as required

4.5 Identify and report ‘out of specification’ or atypical results promptly to appropriate personnel

4.6 Shut down equipment in accordance with operating procedures


5.1 Use established safe work practices and personal protective equipment to ensure personal safety and that of other laboratory personnel

5.2 Minimise the generation of wastes and environmental impacts

5.3 Ensure safe disposal of laboratory and hazardous wastes

5.4 Clean, care for and store equipment and reagents as required.

RANGE STATEMENT The range of variables relates to the unit of competency as a whole. It allows for different work environments and situations that will affect performance. Where reference is made to industry Codes of Practice, and/or Australian/international standards, it is expected the latest version will be used. This unit of competency describes the work conducted by supervised laboratory assistants who perform a range of basic tests and measurements.

All operations must comply with relevant standards appropriate procedures and/or enterprise requirements.

These procedures include or have been prepared from Australian and international standards, such as:

• AS ISO/IEC 17025 General requirements for the competence of testing and calibration laboratories

• AS/NZS 2243.2 Chemical aspects

• AS 2243.6 Mechanical aspects

• AS 2243.10 Storage of chemicals

• AS 2830 Good laboratory practice

• Codes of Practice (such as GLP and GMP)

• material safety data sheets (MSDSs) and safety procedures

• standard operating procedures (SOPs)

• equipment manuals



• equipment startup, operation and shutdown procedures

• calibration and maintenance schedules

• quality manuals


• production and laboratory schedules

• material, production and product specifications.

Codes of Practice.

Preparation of samples can include:

• sub-sampling or splitting using procedures, such as: riffling, coning and quartering, manual and mechanical splitters

• diluting samples

• physical treatments, such as ashing, dissolving, filtration, sieving, centrifugation and comminution

• moulding, casting or cutting specimens.

Typical tests carried out by laboratory/field assistants could include:

• visual/optical tests of appearance, colour, texture, identity, turbidity, refractive index (alcohol content, Baume/Brix)

• physical tests, such as:

⎯ density, specific gravity, compacted density

⎯ moisture content, water activity

⎯ particle size, particle shape, size distribution

• chemical tests, such as: ⎯ gravimetric

⎯ colorimetric

⎯ electrical conductivity (EC), pH

⎯ specific ions using dipsticks and kits

⎯ nutrients (for example nitrates, orthophosphates) using basic kits

⎯ ashes, including sulphated ashes

• biological/environmental tests, such as:

⎯ pH, oxygen reduction potential (ORP), dissolved oxygen (DO), electrical conductivity

⎯ E coli using test kits

⎯ surface hygiene/presence of microbes

• packaging tests, such as:

⎯ tearing resistance, bursting strength, impact resistance




⎯ permeability and/or leakage • mechanical tests, such as:

⎯ Emerson class

⎯ concrete slump Other measurements may include: • simple ground surveys

• meteorological parameters, such as: wind direction/strength, rainfall, max./min. temperature, humidity, solar radiation

• simple background radiation survey

• production/process parameters, such as temperature, flow, pressure

• gas levels in a confined space.

Common measuring equipment may include:

• dimension apparatus

• dissolved oxygen (DO), electrical conductivity (EC)

• analogue and digital meters, charts/recorders

• basic chemical and biological test kits

• dipsticks and site test kits (for example, HACK)

• timing devices

• temperature measuring devices, such as thermometers, thermocouples

Hazards may include: • electric shock

• biohazards, such as microbiological organisms and agents associated with soil, air, water, blood and blood products, human or animal tissue and fluids

• solar radiation, dust, noise

• chemicals, such as: sulphuric acid, fluorides, hydrocarbons

• aerosols

• sharps, broken glassware and hand tools

• flammable liquids

• dry ice and liquid nitrogen

• fluids under pressure

• sources of ignition

• occupational overuse syndrome, slips, trips and falls

• manual handling, working at heights and in confined spaces

• crushing, entanglement, cuts associated with moving machinery or falling objects.

Enterprise controls to address • use of material safety data sheets (MSDS)



hazards may include: • use of signage, barriers and service isolation tags

• use of personal protective equipment, such as hard hats, hearing protection, sunscreen lotion, gloves, safety glasses, goggles, face guards, coveralls, gown, body suits, respirators and safety boots

• use of appropriate equipment, such as biohazard containers and cabinets, laminar flow cabinets

• recognising and observing hazard warnings and safety signs

• labelling of samples, reagents, aliquoted samples and hazardous materials

• handling and storage of all hazardous materials and equipment in accordance with labelling, materials safety data sheets and manufacturer's instructions, enterprise procedures and regulations

• cleaning and decontaminating equipment and work areas regularly using recommended procedures

• following established manual handling procedures

• for tasks involving manual handling.

Minimising environmental impacts may involve:

• recycling of non-hazardous waste, such as chemicals, batteries, plastic, metals, glass

• appropriate disposal of hazardous waste

• correct disposal of excess sample/test material

• correct storage and handling of hazardous chemicals.

Health safety and environment All operations to which this unit applies are subject to stringent health, safety and environmental (HSE) requirements, which may be imposed through State or Federal legislation, and these must not be compromised at any time. Where there is an apparent conflict between performance criteria and HSE requirements, the HSE requirements take precedence.






Critical aspects of competency: Competency must be demonstrated in the ability to perform consistently at the required standard. In particular, assessors should look to see that the candidate:

• interprets enterprise procedure or standard methods accurately

• uses safety information (for example, MSDSs) and performs procedures safely

• checks test equipment before use

• completes all tests within required timeline without sacrificing safety, accuracy or quality

• calculates, records and presents results accurately and legibly

• maintains security, integrity and traceability of all samples, data/results and documentation

• cleans and maintains equipment.



• purpose of test

• principles of the standard method

• pre-use equipment checks

• relevant standards/specifications and their interpretation

• sources of uncertainty in measurement and methods for control


• interpretation and recording of test result, including simple calculations

• procedures for recognition/reporting of unexpected or unusual results





• review of the quality of test data/results achieved by the candidate over time

• inspection of records and workplace documentation completed by the candidate

• feedback from peers and supervisors

• observation of the candidate performing a range of basic tests



• oral or written questioning to check underpinning knowledge of test procedures.




• PMLDATA200A Record and present data.



• standard laboratory equipped with appropriate equipment standards and materials

• enterprise procedures and standard methods, equipment manuals

• material safety data sheets (MSDSs).


Standard testing methods may be viewed as ‘legal’ requirements that must be followed to ensure that a product manufactured in a chemical plant meets the specification by which it is sold to the customer. Technical assistants perform tests in a quality control laboratory to ensure that material meets ‘legal’ requirements and the material is safe and effective in use. Peroxides may be present in ether as a result of light-catalysed air oxidation. Peroxides are toxic and can give rise to mixtures which are explosive when distilled. Technical assistants test ether to ensure that the level of peroxide is within acceptable limits. The test is done by shaking ether with a solution of potassium iodide. After standing for 30 minutes in the dark the yellow colour of the aqueous phase, due to the liberation of iodine, must not be more intense than a prepared standard solution. These tests ensure the quality and safety of the ether.

Food processing A Snack Food Company produces a range of high quality, impulse purchase snack foods. Some of these products are moisture and/or oxygen sensitive and are therefore packaged in multi-layer flexible packaging to provide optimum shelf-life. The packaging must also be able to withstand the rigours of the production and distribution process. While the packaging is purchased to meet the shelf-life and distribution specifications, the quality assurance program requires the periodic evaluation of the packaging materials against these specifications. A laboratory assistant uses standard methods to test the tearing resistance, bursting strength, impact resistance and permeability and/or leakage of the snack food packaging. Tests are also conducted on aspects of the manufacturing process that can affect shelf-life. These tests involve the




measuring of the heat-seam strength and the sealing performance of the closure process. The test results are recorded by the laboratory assistant to verify the conformance of the materials to the supplier specifications and of the process to the manufacturing specifications. The assistant reports any anomalies or non-conformances to the appropriate personnel.





Col

lect

ing,

an

alys

ing

and

orga

nisi

ng

info

rmat

ion

Com

mun

icat

ing

idea

s and

in

form

atio

n

Plan

ning

and

or

gani

sing

ac

tiviti

es

Wor

king

with

ot

hers

and

in

team

s

Usi

ng

mat

hem

atic

al

idea

s and

te

chni

ques

Solv

ing

prob

lem

s

Usi

ng

tech

nolo

gy


PMLTEST303B Prepare working solutions – Volume VII


PMLTEST303B Prepare working solutions

Unit descriptor This unit of competency covers the ability to prepare working solutions and to check that existing stocks are suitable for use. This unit assumes that calculations of quantities, choice of reagent grades and required dilutions will be specified by the supervisor. This unit of competency has no prerequisites. This unit of competency is applicable to laboratory assistants working in all industry sectors. Industry representatives have provided case studies to illustrate the practical application of this unit of competency and to show its relevance in a workplace setting. These are found at the end of this unit of competency under the section ‘This competency in practice’.



1.1 Apply appropriate safety precautions for use of laboratory equipment and hazardous chemical materials

1.2 Use appropriate laboratory glassware and measuring equipment

1 Safely use laboratory chemicals, glassware and equipment

1.3 Clean and store glassware and equipment in accordance with enterprise procedures

2.1 Identify the relevant standard methods for solution preparation

2.2 Assemble specified laboratory equipment

2.3 Select and prepare materials and solvent of specified purity

2.4 Measure appropriate quantities of reagents for solution preparation and record data

2.5 Measure appropriate quantities of reagents for solution preparation and record data

2 Make up working solutions

2.6 Transfer solutions to appropriately labelled containers

3.1 Monitor shelf-life of working solutions as per laboratory procedures

3 Check existing stock of solutions

3.2 Replace out-of-date or reject solutions as per laboratory




procedures

3.3 Conduct routine titrimetric analyses, if appropriate, to determine if solutions are fit for purpose.

RANGE STATEMENT The range of variables relates to the unit of competency as a whole. It allows for different work environments and situations that will affect performance. Where reference is made to industry Codes of Practice, and/or Australian/international standards, it is expected the latest version will be used. This unit of competency describes the work conducted by supervised laboratory assistants who prepare a range of working solutions for laboratory use. Test solutions include those required to perform laboratory tests. All operations must comply with relevant standards, appropriate procedures and/or enterprise requirements.

These procedures include or have been prepared from:

• Australian and international standards, such as:

⎯ AS 2162.1 General – volumetric glassware

⎯ AS 2163 Laboratory glassware – measuring cylinders

⎯ AS 2165 Laboratory glassware – burettes

• industry methods, such as American Association of Cereal Chemists (AACC) Solution methods

• Codes of Practice, such as GLP and GMP


• National Measurement Act


• equipment manuals

• equipment startup, operation and shutdown procedures

• calibration and maintenance schedules

• quality manuals


• production and laboratory schedules

• material, production and product specifications.

The nature of test solutions will depend on the enterprise and the range of testing carried out. Typical test solutions may include:

• solutions required for diagnostic/analytical and limit tests in food and chemical laboratories, such as sulphates, chlorides, heavy metals

• solutions, such as stains for standard diagnostic/analytical procedures in biomedical/environmental laboratories, such as cell staining, fixation of cells and tissues, suspension of cells, titrimetric indicators

• solutions required for laboratory maintenance and disinfection, such as 70% ethanol, hypochlorite.

Laboratory equipment may • pH meters



include: • balances

• magnetic stirrers, waterbaths and hot plates

• measuring cylinders, beakers, conical flasks, volumetric flasks, pipettes, burettes

• filter papers and funnels

• fume cupboards.

Hazards may include: • corrosive chemicals, such as acids and alkalis

• sources of heat, such as burners


• spillages.

Safety precautions may include:

• use of material safety data sheets (MSDSs)

• use of personal protective equipment, such as safety glasses, gloves and coveralls


• handling and storing hazardous materials and equipment in accordance with labels, MSDS, manufacturer’s instructions, enterprise procedures and regulations

• regular cleaning and/or decontamination of equipment and work areas.

Monitoring quality of solutions can include:

• noting turbidity to exclude absorption of moisture

• noting deposits to exclude microbial contamination or chemical degradation

• noting crystals to exclude evaporation

• conducting titrations to check concentration

• noting colour changes indicating a pH shift with solutions containing indicators

• checking expiry dates on solution containers

Concentration terms may include: % w/w, % w/v, % v/v, ppm (mg/L), molarity.



All operations assume the potentially hazardous nature of samples and require standard precautions to be applied. Users should access and apply current industry understanding of infection control issued by the National Health and Medical Research Council and State and




Territory Departments of Health. All operations are performed in accordance with standard operating procedures.


Critical aspects of competency Competency must be demonstrated in the ability to perform consistently at the required standard. In particular, the assessor should look to see that the candidate:

• uses appropriate materials, equipment and procedures to prepare solutions

• follows appropriate OHS (and hygiene, if appropriate) procedures

• uses all equipment safely, efficiently and in accordance with enterprise procedures

• uses enterprise procedures to calculate concentrations

• identifies solutions not fit for use

• uses titrations to determine the concentration of solutions

• labels, stores and disposes of solutions appropriately

• records and present data appropriately.



• relevant biological, chemical, food and laboratory terminology

• basic theory of acids, bases, salts, buffers and neutralisation

• enterprise procedures for preparing solutions

• calculations required to prepare specified amounts of solutions of specified concentration

• appropriate OHS procedure for preparing, handling and disposal of solutions

• use of MSDSs





• inspection of solutions prepared, labelled and stored



by the candidate

• review of solution records and workplace documentation completed by the candidate

• feedback from peers, and supervisors

• observation of the candidate preparing working solutions

• oral or written questioning.



• This unit of competency may be assessed with:

• PMLDATA200A Record and present data

• PMLOHS302A Participate in laboratory/field workplace safety.


• standard laboratory equipped with appropriate equipment and reagents

• standard operating procedures and testing methods

• access to appropriate containers and storage facilities.


When starting materials used for the manufacture of common household materials are in transit from the supplier to the manufacturer, they may degrade if subjected to conditions, such as heat, moisture, light and oxygen. Even when the supplier ships quality materials to the manufacturing plant, the materials may be substandard when they arrive. Quality control tests are designed to test starting materials to ensure they are within specification. For example, aspirin forms salicylic acid when stored under adverse conditions. Laboratory assistants prepare and monitor the quality of solutions, such as ferric chloride solution, which gives an intense violet colour when added to salicylic acid but gives no colour with aspirin. Absence of the violet colouration indicates that breakdown of the aspirin hasn’t occurred.

Biomedical

A laboratory assistant made up 1 litre of buffer solution using buffer tablets and a 1 litre volumetric flask as specified in the method. To ensure the solution was suitable for use, the assistant measured the pH and found it was within acceptable range. The assistant then appropriately labelled a storage vessel and stored the buffer according to requirements. By following enterprise procedures the shelf life of the buffer was maximised.




Environmental

An environmental laboratory is contracted to determine the acidity of water samples taken from local lakes and streams. A laboratory assistant is required to make up small batches of 0.01M sodium hydroxide and to determine its concentration by titrating it against a standard solution of potassium acid phthalate using phenolphthalein indicator. This procedure is carried out monthly to ensure that the concentration of the sodium hydroxide solution is accurately known. Alternatively, the laboratory assistant may be required to prepare and standardise a fresh batch of sodium hydroxide on a monthly basis. In this case, he/she must understand the underpinning knowledge of basic acid/base theory, potential problems of interferences (such as slow absorption of carbon dioxide by sodium hydroxide solution) so as to ensure that the concentrations of workup solutions are accurately known. He/she must also be skilled in calculating and performing dilution when required to prepare such low concentrations (0.01M) of working solutions.

KEY COMPETENCIES The seven key competencies represent generic skills considered for effective work participation. The bracketed numbering against each of the key competencies indicates the performance level required in this unit. These are stand-alone levels and do not correspond to the Australian Qualifications Framework (AQF).




Col

lect

ing,

an

alys

ing

and

orga

nisi

ng

info

rmat

ion

Com

mun

icat

ing

idea

s and

in

form

atio

n

Plan

ning

and

or

gani

sing

ac

tiviti

es

Wor

king

with

ot

hers

and

in

team

s

Usi

ng

mat

hem

atic

al

idea

s and

te

chni

ques

Solv

ing

prob

lem

s

Usi

ng

tech

nolo

gy


PMLTEST304B Prepare culture media – Volume VII


PMLTEST304B Prepare culture media

Unit Descriptor This unit of competency covers the ability to prepare culture media free of contamination required and facilitate optimal growth of organisms and cells. It also includes the ability to organise the materials, equipment and work environment and follow standard methods.

This unit of competency has the following prerequisite(s): PMLTEST305B Perform aseptic techniques.

This unit of competency is applicable to laboratory assistants in the biomedical, biological, environmental, food, pharmaceuticals industry sectors.




1.1 Prepare mixture of media and solvent to ensure solution and even settling of heat soluble materials

1.2 Label media to allow tracking in subsequent processes

1 Prepare culture media

1.3 Dispense media into vessels for sterilisation, leaving room for expansion during heating and cooling

2.1 Load the steriliser in keeping with maximum permitted loads and appropriate positioning of materials

2.2 Ensure a sterilisation indicator is correctly placed with the load to monitor sterilisation process

2.3 Operate sterilisation cycle in accordance with manufacturer’s requirements to achieve sterilisation at the required settings

2 Sterilise media

2.4 Cool media to the temperature specified in the media formulation procedures




3.1 Add labile constituents where necessary, under conditions that will not lead to their denaturation or contamination of media

3.2 Ensure even mixing of additives and media before dispensing

3.3 Aseptically dispense media to minimise occurrence of procedural contamination

3.4 Label media to allow for selection, avoiding areas of the culture vessel required for examination of colony growth

3.5 Store media to maximise shelf life and minimise contamination

3.6 Date batch media to ensure correct batch rotation

3 Pour, label and store media

3.7 Incubate control plates as a sterility check

4.1 Inspect media for any evidence of possible contamination or problems with structure or sterilisation

4.2 Check useability of selective media by growth of expected organism

4 Perform quality control checks

4.3 Check stored stocks at regular intervals for conformance to required standards

5.1 Use personal protective equipment and safe work practices to ensure occupational health and safety of self and others

5.2 Place disposable and reuseable items into relevant receptacles

5.3 Clean and disinfect work area and equipment after use

5 Maintain work area and equipment to prevent cross-infection and contamination

5.4 Transport disposable and reusable contaminated materials to relevant areas for disinfection, sterilisation and cleaning or disposal.




Personnel work in accordance with work instructions and standard operating procedures which incorporate all relevant aspects of OHS legislation and the codes, guidelines, regulations and Australian standards applying to environmental hazards and dangerous goods.

Regulations codes and standards may include:

• AS 2243 Safety in laboratories


• AS 2503 Safety storage and handling of information cards



• AS 4187 Code of Practice for cleaning, disinfecting and sterilising reusable medical and surgical instruments and equipment, and maintenance of associated environments in health care facilities.

The range of equipment may include:

• balance

• pH meter

• hot plate stirrer, bunsen burners

• autoclave, Arnold steamer

• membrane filtration equipment

• measuring cylinders, flasks and glass ware, petri dishes

• distilled water apparatus

• automatic agar pourers

• labelling equipment

• refrigerators

• sterilisation indicators

• self refilling syringes

• Falcon dishes

• media storage bottles, tissue culture bottles.



• client and product specifications

• Australian Quarantine Inspection Service requirements for safe disposal of plates and media

• operation and maintenance manuals for automated media preparation equipment



• good laboratory practice (GLP) and good manufacturing practice (GMP) manuals




• manufacturer’s instructions or verbal direction from laboratory manager, supervisor or senior technician

• Food Standards Code Australia and New Zealand.

Media may be prepared from formulated powders obtained from microbiological companies or from first principles under supervision of a technical officer or scientist.

Cell and tissue culture media may include:

• agars

• broths

• solutions

• slopes

• basic balanced salt solutions, such as Hank's or Kreb-Ringer's

• deeps

• enriched media, such as blood sugar, chocolate agar, tetrathionate broth, selenite broth

• control media

• differential media, such as eosin-methylene blue agar, MacConkey's agar.

• selective media, such as deoxycholate-citrate agar, Lowenstein-Jensen medium

• tissue culture media

• labile constituents, such as include blood, hormones or antibodies.

Sterilisation techniques could include autoclaving, steam and membrane filtration, boiling, microwaving, radiation, high temperature, high pressure steam, gas and chemical treatments.

Quality control checks include streaking out of cultures to a single colony and lawn cultures.

Hazards may include:

• micro-organisms and agents associated with soil, air,

water, blood and blood products, human or animal tissue and fluids

• sources of heat, such as ovens, burners, autoclaves


• fluids under pressure, such as steam

• radiation used for sterilisation.

Safe work practices may include:

• use of material safety data sheets (MSDSs)

• use of personal protective equipment, such as safety glasses, gloves and coveralls

• use of biohazard containers and laminar flow cabinets


• handling and storing hazardous materials and



equipment in accordance with labels, MSDS, manufacturer’s instructions, enterprise procedures and regulations

• regular cleaning and/or decontaminating equipment and work areas.






• uses appropriate personal protective equipment

• uses a vessel large enough to endure adequate mixing and heating of the media

• prevents cross contamination

• follows enterprise procedures consistently

• confirms sterility of media, by using appropriate sterilisation techniques

• maintains adequate space between containers to ensure efficient sterilisation

• allows the chamber pressure of the autoclave to return to zero and temperature to cool to 80–90ºC before opening autoclave door to prevent boil over or plugs/caps being blown off flasks or tubes

• carries out post sterilisation procedures, such as dispensing or adding using aseptic technique

• ensures the sterilised media has cooled down sufficiently to ensure that heat labile constituents,




such as blood, hormones or antibodies are not inactivated when added to the media

• selects media suitable for isolating and/or growth of a specified organism

• labels and store culture media according to enterprise procedures

• accurately records data

• reports non-compliance, anomalies or out-of-specification results

• sorts, collects, treats, recycles or disposes of waste

• demonstrates ability of media to support growth of relevant micro-organism or tissue.



• the relationship between the correct preparation of culture media and the optimal growth of organisms or cells

• the purpose and features of culture media

• nature, properties and use of range of biological media

• accurate measuring techniques

• mathematical skills to calculate mass and volume

• the relationship between sterile practices, hygiene procedures and the ability to obtain growth free of contamination

• temperature control requirements

• basic microbiological concepts and terminology, including growth rates in culture, production of gas and haemolysis of red cells in media

• the importance of physical requirements, such as pH and isotonicity on optimal growth of organisms and cells

• importance of D, L isomers in media ingredients

• methods for purifying water for use in the preparation of culture media

• role of cell growth regulators/inhibitors in the culture medium

• role of macronutrients and micronutrients in the culture medium

• the effect of inappropriate storage on culture media quality and performance



• cleaning and sanitising requirements of equipment and work area





• review of quality assurance results and examination of batches of media prepared by the candidate

• observation of the candidate preparing culture media

• written and/or oral questioning to assess underpinning knowledge




• PMLOHS302A Participate in laboratory/field workplace safety.

• PMLTEST305B Perform aseptic techniques.



• work schedule and enterprise procedures, including advice on safe work practices

• relevant equipment and personal protective equipment


This competency in practice Food processing

A laboratory assistant’s task was to prepare and pour agar plates in readiness for milk sampling. The assistant collected all the equipment and material needed to make an agar plate and ensured the working area was suitably prepared. The agar solution was carefully prepared and poured into a large conical flask prior to sterilisation in the autoclave. On completion of the sterilisation cycle, the agar was cooled to 42ºC in a water bath. It was then poured into the plates after flaming the neck of the flask. The lids were quickly replaced on the plates to minimise contamination. The plates were then stored. Any excess plates were bagged in a laminar flow unit and then placed in the fridge. The equipment was hot washed and the benches swabbed with 70% ethanol solution.

Biomedical

Media preparation is a routine task of the technical assistant. The methods and standard procedures are all documented but common working knowledge and standard ‘don’ts’ are not always written into the methods.




Some ingredients, such as labile nutrients and antibiotics must be added under sterile conditions after the basic ingredients have been mixed and autoclaved. In one laboratory there is a list of ingredients not to be autoclaved posted on the notice board, in the media recipe book and for good measure on the autoclave itself. One day, a technical assistant who was preparing media added all the ingredients, including the glucose, then autoclaved all 20L of it. The technical assistant learned the consequences of not paying full attention to the procedure the hard way and spent most of the day removing the ‘toffee’ residue from inside the autoclave!





Col

lect

ing,

an

alys

ing

and

orga

nisi

ng

info

rmat

ion

Com

mun

icat

ing

idea

s and

in

form

atio

n

Plan

ning

and

or

gani

sing

ac

tiviti

es

Wor

king

with

ot

hers

and

in

team

s

Usi

ng

mat

hem

atic

al

idea

s and

te

chni

ques

Solv

ing

prob

lem

s

Usi

ng

tech

nolo

gy


PMLTEST305B Perform aseptic techniques – Volume VII


PMLTEST305B Perform aseptic techniques

Unit Descriptor This unit of competency covers the ability to perform aseptic techniques to maintain the integrity of both the sample source and the sample. It applies to sampling techniques in tissue culture and to generic microbiological procedures.


This unit of competency is applicable to laboratory assistants and technicians working in the field or laboratory in the biomedical, biology, food and beverage and environmental sectors of the industry.




1.1 Ensure that any sampling procedure conforms with the requirements of the sampling plan

1.2 Use specified personal protective clothing and equipment

1.3 Prepare the work area for safe and effective sample transfer

1.4 Select equipment and materials specified by the procedure

1.5 Organise equipment to minimise contamination during manipulations

1.6 Label containers for clear identification

1 Prepare for aseptic sampling or transfer

1.7 Record details in relevant log or database

2.1 Protect the integrity of the sample source by sterilising the sampling site and flaming the mouth of transport or culture vessel

2 Transfer materials aseptically

2.2 Sterilise inoculating loops and/or pipette where used to prevent contamination




2.3 Perform transfer while minimising opportunities for contamination and cross-infection

2.4 After transfer, and before sealing the transport or culture vessel, flame the vessel mouth to maintain sterility

2.5 Re-sterilise inoculating loops, minimising the generation of aerosols

2.6 Streak plate inoculations to maximise potential for single colony growth and to avoid contamination

2.7 Label transport or culture vessels for clear identification

3.1 Place disposable and reuseable items into relevant receptacles

3.2 Clean and disinfect work area and equipment after use

3 Maintain work area and equipment to prevent cross-infection and contamination

3.3 Transport disposable and reusable contaminated materials to relevant areas for disinfection, sterilisation and cleaning or disposal.

RANGE STATEMENT The range of variables relates to the unit of competency as a whole. It allows for different work environments and situations that will affect performance. Where reference is made to industry Codes of Practice, and/or Australian/international standards, it is expected the latest version will be used. Personnel work in accordance with work instructions and standard operating procedures which incorporate all relevant aspects of OHS legislation and the codes, guidelines, regulations and Australian standards applying to environmental hazards and dangerous goods.

Regulations codes and standards may include:

• AS/NZ 2243.3 Safety in laboratories, Part 3 — Microbiology


• AS 2503 Safety storage and handling information cards



• AS 4187 Code of Practice for cleaning, disinfecting and sterilising reusable medical and surgical instruments and equipment, and maintenance of associated environments in health care facilities

• Food Standards Code Australia and New Zealand.



Facilities, equipment and processes would conform to the recommendations of AS/NZ 2243.3 Safety in laboratories, Part 3: Microbiology, and National Health and Medical Research Council guidelines on infection control.

Personal protective equipment may include: • gloves, safety glasses, goggles, face guards, coveralls,

gowns, body suits, respirators

• biohazard containers and laminar flow cabinets.

Aseptic sampling and transfers will typically involve accessing a sample source using specified equipment to remove a sample and transferring it to a specified vessel without:

• contamination of the sample source

• contamination of the sample

• cross contamination

• contamination of the workplace.

Sampling transfers may include sample pot and transfer media and the subculturing and/or passaging of culture to:

• sterile broth

• media for isolation of colony


• media for continuous culture systems.

Samples could include: • body fluids and liquids

• water and soil

• sterile pharmaceuticals

• yeasts and moulds

• milk and yoghurt

• swabs and smears

• propagation tissue

• plant material

• fermented foods and beverages.

Equipment may include: • transfer equipment, such as inoculating loops, pipettes (quantitative and qualitative), flasks, tubes and spatulas

• bunsen burners and bench incinerators

• anaerobic jars

• incubators, waterbaths, refrigerators, freezers and possibly dry ice and liquid nitrogen cylinders

• laminar flow units and biohazard cabinets

• autoclave or pressure cooker

• swabs

• continuous culture systems.




The range of material may involve:

• solid and/or liquid media

• supplied media, such as media manufactured in the enterprise or raw material supplies for media

• disinfecting and sterilising agents and materials, such as methylated spirits, ethanol and ether

• disposable equipment and clothing


• growth media in broths, plates, deeps or slopes

• receptacles for safe disposal of wastes and for processing of reuseable materials

• bar coding material and labels.

Sterilisation techniques could include autoclaving, steam and membrane filtration, boiling, microwaving, radiation, high temperature, high pressure steam, gas and chemical treatments.

Hazards may include: • accessing the sample from difficult or dangerous areas

• dry ice and liquid nitrogen vapour

• UV light sources

• heat from bunsen burners

• molten agar

• sharps

• hazardous substances and/or infectious agents.



• specifications for safe waste disposal of biohazardous materials


• work notes


• manufacturer’s instructions

• verbal instructions from laboratory manager, supervisor or senior technician

• guidelines for small scale genetic manipulation work.

It is expected that all procedures, including recording of samples, operation of equipment and cleaning/decontamination will be carried out according to established laboratory procedures and these may vary across sectors. All sterilising equipment must meet state OHS legislation for pressure equipment. All samples and wastes must be handled in accordance with OHS and environmental guidelines and Australian Standard AS 2243.3.


All operations to which this unit applies are subject to stringent health, safety and environmental (HSE) requirements, which may be imposed through State or Federal legislation, and these must not be compromised at



any time. Where there is an apparent conflict between performance criteria and HSE requirements, the HSE requirements take precedence.




Competency must be demonstrated in the ability to perform consistently at the required standard. In particular assessors should look to see that the candidate:

• prevents cross contamination of sample source and sample

• manipulates equipment to prevent contamination of culture medium during transfer

• sterilises equipment as required to prevent cross contamination of work area, personnel and environment.



• principles of infection control related to occupational health and safety, sampling and transfer of materials in microbiological investigations

• disinfection and sterilisation procedures used in the collection, processing and safe disposal of samples and materials

• importance of pure culture techniques and aseptic transfer to the successful microbiological investigation and correct interpretation of laboratory results

• growth requirements of micro-organisms (bacteria, fungi, protozoans, viruses and multicellular parasites) in terms of their laboratory culture

• effects of physical and chemical agents on microbial growth and death.

The candidate must be able to follow defined OHS policies and procedures. In some

• environmental requirements

• infection control procedures




instances the candidate may also need to apply: • food safety principles


Specific industry

Additional knowledge requirements may apply for different industry sectors. For example, for the food processing industries:

• food spoilage symptoms

• beneficial/detrimental organisms relevant to specific food industry sector.




• review of quality assurance results and examination of samples transferred by the candidate

• observation of the candidate successfully transferring a range of samples

written and/or oral questioning to assess underpinning knowledge (questioning will be appropriate to the language and literacy levels of 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.


This unit of competency may be assessed with: • PMLOHS302A Participate in laboratory/field

workplace safety.



• standard laboratory with appropriate equipment and materials

• enterprise procedures and standard methods


This competency in practice Food processing

As part of the quality assurance program at an ice-cream manufacturer, six ice-creams were removed from the production line, placed in sterile bags and then stored in a freezer in the microbiology laboratory. Later in the morning, the laboratory assistant removed the samples from the freezer, registered the samples with the date received and test code and signed the register book. She/he then placed the samples in a water bath set at 42°C. While



the samples were melting, the laboratory assistant labelled the respective agar plates with the registered codes. Using aseptic techniques she/he carefully transferred 1ml of ice-cream mix into the total plate count agar. The plates were then placed in the incubator. The final results were noted and recorded.

Biomedical

In preparation for antibiotic sensitivity testing and biochemical identification of presumed pathogenic bacteria, a technical assistant was asked to prepare a sterile peptone suspension of a lactose fermenting colony. The colony had been previously identified by the supervisor on a MacConkey’s agar plate. The assistant labelled a 5mL tube of peptone broth with the sample number and a code for the identified colony and then donned a pair of disposable gloves. Bringing the labelled tube and the MacConkey’s plate near to the Bunsen, she/he took an inoculating loop and sterilised it in the incandescent flame. She/he carefully cooled the loop in a sterile area of the agar and gently scraped off half the colony. With the other hand, and in the vicinity of the heated air of the Bunsen, she/he removed the cover of the peptone tube in her/his crooked finger. In a continuous and coordinated way she/he flamed the lip of the tube and emulsified the colony in the broth. She/he then flamed the lip of the tube and replaced its cover. Finally, the technical assistant resterilised the inoculating loop by introducing and holding it in the bunsen flame to minimise the generation of bacterial aerosols.





Col

lect

ing,

an

alys

ing

and

orga

nisi

ng

inf o

rmat

ion

Com

mun

icat

ing

idea

s and

in

form

atio

n

Plan

ning

and

or

gani

sing

ac

tiviti

es

Wor

king

with

ot

hers

and

in

team

s

Usi

ng

mat

hem

atic

al

idea

s and

te

chni

ques

Solv

ing

prob

lem

s

Usi

ng

tech

nolo

gy


PRMCL35B Maintain a cleaning storage area – Volume VII



PRMCL35B Maintain a cleaning storage area

Unit Descriptor This unit of competency covers the skills and knowledge required for the maintenance of a dedicated cleaning storage area and the movement and control of equipment, chemicals and consumables used in the provision of cleaning services. This unit applies to persons whose major function is cleaning, not storekeeping.

The unit requires the ability to maintain and operate a safe and efficient cleaning storage area within a strict legislative context. Maintaining the storage area requires the ability to follow established procedures, understand the issues associated with the storage and usage of chemicals and to adhere to legislative and public health and safety requirements.

Functional Area Core. Cleaning Operations


1.1 Secure storage area from unauthorised access in accordance with legislative, occupational health and safety (OHS) and company requirements

1.2 Identify hazards and control risks in the storage area in accordance with legislative, OHS and company requirements

1.3 Display safety warnings prominently and ensure safety information is accessible in accordance with legislative, OHS and company requirements

1.4 Store, maintain and safety-check equipment to enable ready access and re-use in accordance with manufacturers’ specifications and legislative, OHS and company requirements

1.5 Store chemicals and consumables in accordance with manufacturers’ specifications and legislative, OHS and company requirements

1.6 Clean, safety-check, record maintenance requirements and store personal protective equipment (PPE) in accordance with manufacturers’ specifications, OHS and company requirements

1 Maintain storage area

1.7 Review and respond to work site communication devices in accordance with company requirements



1.8 Ensure storage area is accessible and free from obstacles in accordance with OHS and company requirements

1.9 Collect and dispose of all waste in accordance with manufacturers’ specifications and environmental, legislative, OHS and company requirements

2.1 Maintain and operate an inventory system of all equipment, PPE, chemicals and consumables with maximum and minimum holding levels in accordance with legislative and company requirements

2.2 Monitor usage patterns and re-order chemicals and consumables to maintain required levels in accordance with company requirements

2.3 Maintain accurate labelling system of all containers in accordance with manufacturers’ specifications and legislative, OHS and company requirements

2.4 Issue chemicals and consumables on a first-in first-out basis in accordance with company requirements

2.5 Prepare chemicals in accordance with manufacturers’ specifications and legislative, OHS and company requirements

2 Control and maintain stocks of equipment and chemicals

2.6 Collect and dispose of all obsolete equipment and chemicals and waste in accordance with manufacturers’ specifications and environmental, legislative, OHS and company requirements

3.1 Respond to accidental spillages and emergency situations using emergency response procedures in accordance with environmental, legislative, OHS and company requirements

3 Respond to emergency situations

3.2 Prepare regulatory and company documentation in accordance with environmental, legislative, OHS and company requirements

RANGE STATEMENT The range statement links the required knowledge and organisational and technical requirements to the workplace context. It describes any contextual variables that will be used or encountered when applying the competency in work situations. It allows for different work practices and work and knowledge requirements as well as for differences between organisations and workplaces. The following variables are listed in alphabetical order and may be present for this particular unit.

Chemicals may include: • acid cleaners




• alkaline cleaners

• neutral cleaners

• solvent cleaners.

Company requirements may include:

• access and equity policy, principles and practice


• client communication procedures

• client confidentiality procedures

• client service standards

• communication channels and reporting procedures

• company goals, objectives, plans, systems and processes

• company issued identification badge/card/pass

• company policy and procedures

• company service standards

• dress and presentation requirements

• duty of care, code of conduct, code of ethics

• emergency response and evacuation procedures

• maintenance procedures for equipment and PPE

• OHS control procedures (e.g. health and safety plans, job plans, job safety analysis, risk assessments, safe operating practices/procedures, safe work instructions, work method statements, safe system of work statements)

• OHS policies and procedures

• personnel practices and guidelines

• policies and procedures relating to own role, responsibility and delegation


• records and information systems and processes

• rights and responsibilities of employees and employers

• training (induction, refresher and new skills) materials

• use of contractors

• work site access security clearance procedures.

Consumables may include: • air freshener

• hand towel

• liner bags



• soap (liquid or solid)

• toilet paper.

Emergency response procedures include:

• clean-up

• containment

• decontamination

• documented emergency response and evacuation procedures

• First Aid

• isolation

• notification of authorities

• use of appropriate fire fighting appliances

• use of appropriate personal protective equipment

• work site/workplace evacuation.

Environmental requirements may include:

• clean-up, containment and/or isolation

• company policies and guidelines

• environmental protection agency and government department regulations and guidelines

• hazardous materials handling

• local government regulations/bylaws

Equipment may include: • access equipment – various types

• bins – various types

• brooms – various types

• buckets

• buffers – various types

• cleaning trolley

• cloths

• cobwebber

• doodle bag holder

• drop sheets

• drying equipment

• dust pans and brushes

• dusters – various types

• extension poles

• extraction units, wand and hand tools

• gloves – non-permeable

• hoses

• ladders




• mops

• personal protective equipment

• polishers

• pressure-washing equipment and attachments

• safety equipment – various types

• scouring pads

• scrapers

• scrubbers – various types

• sponges

• spray bottles

• squeegee

• steam cleaners

• sweepers – various types

• vacuum cleaners and attachments – various types

• window cleaning equipment

• work site communication devices.

Hazards may include: • allergic reactions to chemicals and/or equipment, including latex allergies

• biological waste

• bites and stings

• blood and blood-stained products

• broken glass and other sharp surfaces

• chemical containers and/or decanted chemical storage containers labelled incorrectly

• confined/restricted spaces

• contaminated clothing, chemicals and/or equipment

• damaged or inappropriate equipment

• dust and fibres

• electrical hazards arising from cables, electrical fittings (switches and lights) and untested electrical equipment

• environmental impact

• extremes of heat and temperature

• fatigue

• fire

• gas

• heights



• human waste (faeces, urine, vomit)

• inadequate lighting and ventilation

• infectious and zoonotic diseases e.g. scabies/Q fever

• inhaling chemical fumes

• leaks, spill, splash and spray

• manual handling techniques including awkward and repetitive postures

• mobile/vehicle hazards around plant and vehicles

• moving and/or unguarded machinery and equipment

• noise

• occupational violence and bullying

• poor manual handling techniques

• poor personal hygiene practices

• repetitive motion, force and vibration

• synergistic chemical reactions (hazardous incompatibility or reactivity)

• syringes or other sharps

• ultraviolet light

• underfoot conditions e.g. slippery, uneven and rough surfaces

• unrestricted people access

• waste and waste disposal

• work in isolated/remote environments.

Legislative requirements may include:

• Australian Standards, quality assurance and certification requirements



• national industry standards

relevant Commonwealth/state/territory legislation and local government regulations that affect company operation:

• anti-discrimination and diversity

• availability of chemical registers/manifests

• chemical controls

• consumer protection

• environmental protection issues

• equal employment opportunity

• freedom of information

• industrial equipment certificates of competency or licences

• industrial relations




• OHS Acts and regulations

• privacy

• trade practices

• workplace consultative arrangements.

Manufacturers’ specifications may include:

• equipment operational manuals

• instructional guides

• material safety data sheets

• other resources supplied by the manufacturer (such as laminated cards notices, wall posters)

• product labels

• safety instructions pre-printed on equipment. Occupational health and

safety* (OHS) requirements may relate to: * Also known as occupational safety and health or workplace health and safety

• allergic reactions (contact dermatitis, etc)

• communication devices for remote and isolated locations e.g. mobile phone, two-way radio, etc

• dermatoxicological control and prevention measures

• hazard identification and risk assessment mechanisms

• hazard reporting

• hierarchy of hazard control procedures

• injury, dangerous occurrence and incident reporting requirements

• keeping access ways clear from obstruction

• maintaining clear access ways


• national industry standards/codes of practice


• protection from hazardous substances, noise and dust

• protection of people in the workplace

• routes of entry and potential symptoms of exposure from chemicals

• safety training (induction and refresher)


• up-to-date electrical test and tag compliance

• use of chemicals in accordance with labels

• use, storage and maintenance of equipment in accordance with manufacturers’ specifications and



equipment operating manuals

• use, storage and maintenance of personal protective equipment and clothing.

Personal protective equipment (PPE) may include:

• ear muffs/plugs


• goggles

• high-visibility vests/clothing

• overalls and other protective clothing

• respirator

• safety glasses

• safety shoes

• splash-proof face masks

• sun protection

• tongs

• ultraviolet protection

• wet-work clothing.

Regulatory and company documentation may include:

• accident and incident reports

• certificates and notices

• customer files and databases

• invoices

• job sheets

• OHS control procedures, forms and documentation

• risk assessments.

Rights and responsibilities of employees may relate to:

• confidentiality and privacy rights

• duty of care

• knowing the appropriate personnel for reporting purposes

• knowing the location of manuals and/or related documents

• knowing the terms and conditions of own employment

• knowing the workplace procedures

• protection from discrimination and sexual harassment.

Rights and responsibilities of employers may relate to:

• duty of care

• providing a safe environment free from discrimination and sexual harassment (see relevant state and Commonwealth anti-discrimination legislation)




• providing a safe workplace in accordance with OHS legislation, codes of practice, regulations and standards

• providing information and training in work tasks, OHS and other employment related matters

• the right to dismiss you if you (see the Commonwealth Workplace Relations Act 1996):

• are negligent, careless or cause an accident

• commit a criminal offence

• commit acts of disloyalty such as revealing confidential information

• use abusive language.

Safety information may include:

• chemical co-location, separation and segregation arrangements

• chemical manifests

• chemical registers

• colour codes

• company policies and procedures

• labels

• manufacturers’ specifications

• manufacturers’ instructions

• MSDS

• OHS information

• operation manuals.

Safety warnings may include:

• charts and posters

• instructions

• labels

• signs and placards

• symbols. Storage area may be a room storage cupboard or other secure area separate from normal client functions and may include:

• chemical cupboard

• clothes rack

• desk

• equipment storage bays

• slop sink.

Waste may be either solid or liquid and include:

• chemicals past the expiry date

• obsolete equipment

• packaging

• used containers



• used or unused chemicals

• used/contaminated personal protective equipment.

Work order information may include:

• access to work site and egress points

• completion times/dates

• insufficient people to complete the work task(s)

• job requirements and tasks

• legislative requirements and local government

• OHS requirements and emergency response procedures

• resource requirements – equipment and chemicals

• specific client requirements e.g. relationships with other activities, dress and presentation requirements

• use of signage and barriers

• work schedules

• working in isolated and remote locations

• work site contact person(s).

Work site communication devices may include:

• communication books

• noticeboards

• telephone/two-way radio

• whiteboards.

EVIDENCE GUIDE The evidence guide identifies the requirements to be demonstrated to confirm competence for this unit. Assessment must confirm sufficient ability to use appropriate skills and knowledge to maintain a cleaning storage area. Assessment of performance should be over a period of time covering all categories within the range statement that are applicable in the working environment.

Critical aspects of competency Compliance with company and legislative/regulatory requirements.

Good storage and housekeeping practices, particularly those relating to the labelling and security of chemicals.

Knowledge of emergency response procedures.

Maintenance of a secure and accessible storage area.

Systematic use of stock control records.

Knowledge needed to achieve the performance criteria

Knowledge and understanding are essential to apply this unit in the workplace, to transfer the skills to other contexts and to deal with unplanned events.

The knowledge requirements • Equipment types and functions.




for this unit are listed below. • Product knowledge including manufacturers’ specifications for equipment and chemicals being used.

• Awareness of applicable legislation, regulations, codes of practice and industry advisory standards.

• Awareness of OHS legislation and procedures.

• Communication and negotiation techniques.

• Company management structure and reporting procedures.

• Company procedures and practices.

• Documentation requirements.

• Emergency response and evacuation procedures.

• Hazards and risks of storing, preparing, using and disposing chemicals.

• Injury, dangerous occurrence and incident reporting.

• Knowledge of biological and viral control procedures.

• Routes of entry and potential symptoms of exposure from chemicals.

• Skin penetration issues.

Specific skills needed to achieve the performance criteria

To achieve the performance criteria some complementary skills are required. These are:

• applying correct manual handling techniques

• communicating clearly and concisely using written and verbal modes


• handling and disposal of chemicals safely

• handling and disposal of contaminated and toxic waste

• hazard identification and risk control

• performing the mathematical calculations required for the dilution and mixing of chemicals as specified on product labels

• planning

• problem solving

• reading, interpreting and responding appropriately to directions and safety instructions in equipment manuals, MSDS, safety warning signs and symbols, enterprise codes and chemical labels

• requesting advice or further information

• seeking and receiving feedback



• sourcing, organising and recording information

• working on an individual basis and within a team.

Other units of competency that could be assessed with this unit

Competence in this unit may be assessed in conjunction with:

• PRMCL33B Plan for safe and efficient cleaning activities

• PRMCMN201A Participate in workplace safety arrangements

Resources required to assess this unit

The following resources should be available:

• access to a suitable venue, including stores and store records

• access to suitable equipment and chemicals

• access to personal protective equipment

• access to equipment operating manuals and MSDS

• work order instructions, work plans and schedules

• assessment instruments, including personal planner and assessment record book.

Gaining evidence to assess this unit

For valid and reliable assessment of this unit, the competency should be demonstrated over a period of time and be observed by the assessor.

The competency is to be demonstrated in a range of situations that may include customer/workplace interruptions and involvement in related activity normally experienced in the workplace.

Assessment of competency may be made through practical demonstration in the work environment or in a simulated work environment.

KEY COMPETENCY LEVELS There are a number of processes that are learnt throughout work and life that are required in all jobs. They are fundamental processes and generally transferable to other work functions. Some of these are covered by the key competencies, although others may be added. Information below highlights how these processes are applied in this unit of competency.

1 Perform the process 2 Perform and administer the process

3 Perform, administer and design the process




How can communication of ideas and information be applied?

1 Confirm own role and responsibilities with colleagues and supervisors to ensure compliance with work order and company requirements such as OHS.

How can information be collected, analysed and organised?

1 Collect and analyse information regarding work site in line with company procedures.

How are activities planned and organised?

2 Plan and prioritise work tasks to meet legislative, OHS, company and client requirements in an efficient and effective manner.

How can teamwork be applied?

1 Provide support and assistance to team members to complete work tasks within designated timelines and to meet company requirements.

How can the use of mathematical ideas and techniques be applied?

1 Calculate area available for storing equipment and chemicals safely.

How can problem-solving skills be applied?

1 Discuss with management/clients/work site managers, supervisors and team members how to help solve problems that may arise.

How can the use of technology be applied?

1 Record data for future use such as stock control.

PRMCL38A Clean a food handling area – Volume VII


PRMCL38A Clean a food handling area

Unit Descriptor This unit of competency covers the skills and knowledge required to clean in a food handling area where the work does not involve direct food contact. This unit is not appropriate for a person who has direct contact with food and/or raw materials/ingredients.

This unit is based on the guideline food safety unit GFSWFHAA Carry out work in a food handling area.

Food handling areas include food courts and industrial food processing plants.

The unit requires the ability to assess the extent of the cleaning task through understanding client requirements, the special characteristics of food handling areas, and applying company policies and procedures in order to perform the task. The selection of appropriate equipment, chemicals and methods is essential for performing the task safely and efficiently. This unit recognises the importance of paying careful attention to health and safety issues.

Functional Area Elective Cleaning Operations

ELEMENTS PERFORMANCE CRITERIA

1.1 Assess the food handling area and review work order in accordance with client requirements, food safety program and company requirements and clarify any issues with appropriate person(s)

1.2 Identify hazards and control risks in the work site in accordance with legislative, occupational health and safety (OHS) and company requirements

1.3 Identify contamination hazards in the work site in accordance with legislative, OHS and company requirements

1.4 Identify surface types through observation in accordance with the work order and company requirements

1.5 Identify soil type(s) through observation in accordance with the work order and company requirements

1 Assess area to be cleaned

1.6 Determine the size and usage pattern of the work site to ensure the safety of, and the minimisation of disruption to, personnel and the efficient use of cleaning equipment and chemicals




1.7 Select the most appropriate cleaning technique(s) in accordance with the work order and company requirements

2.1 Select and use suitable personal protective equipment (PPE) in accordance with manufacturers’ specifications, OHS and company requirements

2.2 Select equipment and chemicals appropriate for work order in accordance with OHS and company requirements

2.3 Confirm that equipment and chemicals meet the cleaning and sanitation requirements of the food safety program in accordance with, legislative, OHS and company requirements

2.4 Check operational effectiveness of equipment in accordance with manufacturers’ specifications and company requirements

2.5 Adjust equipment to suit operator’s requirements in accordance with manufacturers’ specifications and OHS requirements

2.6 Prepare chemicals in accordance with manufacturers’ specifications, OHS and company requirements

2 Select equipment and chemicals

2.7 Obtain supplies of consumables to meet anticipated usage patterns in accordance with work order and company requirements

3.1 Check personal hygiene, clothing and footwear and any health issues or illness meet food safety program, legislative, OHS and company requirements

3.2 Confirm and reassess hazards in the work site and control risks in accordance with legislative, OHS and company requirements

3.3 Install appropriate signage and barriers to maximise public safety during the cleaning operation in accordance with work order and OHS and company requirements

3.4 Identify food safety program requirements related to work order in accordance with OHS and company requirements

3 Prepare self and work site

3.5 Identify any work restrictions affecting the completion of the work order instructions and advise promptly the appropriate person(s)



4.1 Follow food safety program and conduct cleaning activities to ensure food safety is maintained in accordance with health regulations, work order and OHS and company requirements

4.2 Clean all surfaces using appropriate equipment, PPE, chemicals and cleaning technique(s) in accordance with manufacturers’ specifications, work order and OHS and company requirements

4.3 Conduct all work in accordance with legislative, OHS and company requirements

4 Clean work site while maintaining food safety

4.4 Report any identified procedures or practices inconsistent with the food safety program to appropriate person(s)

5.1 Replenish consumables in accordance with client requests, work order and company requirements

5.2 Dispose of all collected soil and waste in accordance with client specifications, work order, manufacturers’ specifications and environmental, legislative, OHS and company requirements

5 Replenish consumables and tidy work site

5.3 Remove signage and barriers in accordance with work order and OHS and company requirements

6.1 Clean equipment and PPE in accordance with manufacturers’ specifications and environmental, OHS and company requirements

6.2 Safety-check equipment and PPE in accordance with manufacturers’ specifications and OHS requirements and record any required maintenance in accordance with company requirements

6.3 Store and maintain equipment and PPE to allow ready access in accordance with manufacturers’ specifications and OHS and company requirements

6 Clean, safety-check and store equipment

6.4 Store chemicals in accordance with manufacturers’ specifications and OHS and company requirements

RANGE STATEMENT The range statement links the required knowledge and organisational and technical requirements to the workplace context. It describes any contextual variables that will be used or encountered when applying the competency in work situations. It allows for different work practices and work and knowledge requirements as well as for differences between organisations and workplaces. The following variables are listed in alphabetical order and may be present for this particular unit.

Appropriate person(s) may • clients




include: • colleagues

• managers

• person(s) in control of work site(s)

• supervisors.

Chemicals may include: • acid cleaners

• alkaline cleaners

• neutral cleaners

• solvent cleaners.

Cleaning technique(s) may include:

• buffing

• damp dusting

• hosing

• mopping

• polishing

• pre-spraying

• scrubbing

• spot cleaning

• sweeping

• wet wiping

• window cleaning.

Company requirements may include:

• access and equity policy, principles and practice


• client communication procedures

• client confidentiality procedures

• client service standards

• communication channels and reporting procedures

• company goals, objectives, plans, systems and processes

• company issued identification badge/card/pass

• company policy and procedures

• company service standards

• dress and presentation requirements

• duty of care, code of conduct, code of ethics

• emergency response and evacuation procedures


• OHS control procedures (e.g. health and safety plans, job plans, job safety analysis, risk assessments, safe operating practices/procedures, safe work



instructions, work method statements, safe system of work statements)

• OHS policies and procedures

• personnel practices and guidelines

• policies and procedures relating to own role, responsibility and delegation


• records and information systems and processes

• rights and responsibilities of employees and employers

• training (induction, refresher and new skills) materials

• use of contractors

• work site access security clearance procedures.

Consumables may include: • air fresheners

• bin liners

• cloth towels/tea towels

• disposable gloves

• hair nets

• hand towels (cloth, rolls and sheets)

• serviettes

• soap (liquid or bar forms).

Contamination hazards include:

• chemical contamination caused by cleaning and sanitation chemicals

• microbiological contamination resulting from cross-contamination when moving into and between food handling areas

• physical contamination caused by metal, glass, plastic and cloths.

Environmental requirements may include:

• clean-up, containment and/or isolation

• company policies and guidelines

• environmental protection agency and government department regulations and guidelines

• hazardous materials handling

• local government regulations/bylaws.

Equipment may include: • absorbent cleaning cloths

• brooms

• buckets

• cleaning trolley




• damp cloths

• doodle bug

• dry cloths

• hose and nozzle

• lint-free cloths

• long-handled brush and dustpan tongs

• mops

• needle hazard disposal unit

• nylon scourers

• scraper

• scrubbing brush

• scrubbing or polishing machines

• toilet brush

• window squeegee

• wringer buckets.

Food handling areas include:

• dispatching food

• handling food

• inspecting food

• packaging food

• preparing food

• processing

• receiving food

• storing food

• transporting food.

Food safety program identifies the food safety hazards that may be reasonably expected to occur in all food handling operations of a food business and:

• identifies where and how each hazard can be controlled

• describes how the controls are monitored

• describes the corrective actions required if conditions are not met

• specifies the information to be recorded and the procedures to be signed off

• must comply with relevant national, state and industry legislation and regulations

• includes the responsibilities for any person visiting and/or working in a food handling area

• specifies minimum procedures to ensure any person does not:

⎯ contaminate food



⎯ have unnecessary contact with ready-to-eat food

⎯ spit, smoke or use tobacco or similar in a food handling area (refer Food Safety Standard 3.2.2, Clause 17:3 and state regulations/legislation).

Hazards may include: • allergic reactions to chemicals and/or equipment, including latex allergies

• biological waste

• bites and stings

• blood and blood-stained products

• broken glass and other sharp surfaces

• chemical containers and/or decanted chemical storage containers labelled incorrectly

• confined/restricted spaces

• contaminated clothing, chemicals and/or equipment

• damaged or inappropriate equipment

• dust and fibres

• electrical hazards arising from cables, electrical fittings (switches and lights) and untested electrical equipment

• environmental impact

• extremes of heat and temperature

• fatigue

• fire

• gas

• heights


• inadequate lighting and ventilation

• infectious and zoonotic diseases e.g. scabies/Q fever

• inhaling chemical fumes

• leaks, spill, splash and spray

• manual handling techniques including awkward and repetitive postures

• mobile/vehicle hazards around plant and vehicles

• moving and/or unguarded machinery and equipment

• noise

• occupational violence and bullying

• poor manual handling techniques

• poor personal hygiene practices




• repetitive motion, force and vibration

• synergistic chemical reactions (hazardous incompatibility or reactivity)

• syringes or other sharps


• underfoot conditions e.g. slippery, uneven and rough surfaces

• unrestricted people access

• waste and waste disposal

• work in isolated/remote environments.

Legislative requirements may include:

• Australian Standards, quality assurance and certification requirements



• national industry standards

• relevant Commonwealth/state/territory legislation and local government regulations that affect company operation:

• anti-discrimination and diversity

• availability of chemical registers/manifests

• chemical controls

• consumer protection

• environmental protection issues

• equal employment opportunity

• freedom of information

• industrial equipment certificates of competency or licences

• industrial relations

• OHS Acts and regulations

• privacy

• trade practices

⎯ workplace consultative arrangements.

Manufacturers’ specifications may include:

• equipment operational manuals

• instructional guides

• material safety data sheets

• other resources supplied by the manufacturer (such as laminated cards notices, wall posters)

• product labels



• safety instructions pre-printed on equipment.

Occupational health and safety* (OHS) requirements may relate to:

* Also known as occupational safety and health or workplace health and safety

• allergic reactions (contact dermatitis, etc)

• communication devices for remote and isolated locations e.g. mobile phone, two-way radio, etc

• dermatoxicological control and prevention measures

• hazard identification and risk assessment mechanisms

• hazard reporting

• hierarchy of hazard control procedures

• injury, dangerous occurrence and incident reporting requirements

• keeping access ways clear from obstruction

• maintaining clear access ways


• national industry standards/codes of practice


• protection from hazardous substances, noise and dust

• protection of people in the workplace

• routes of entry and potential symptoms of exposure from chemicals

• safety training (induction and refresher)


• up-to-date electrical test and tag compliance

• use of chemicals in accordance with labels

• use, storage and maintenance of equipment in accordance with manufacturers’ specifications and equipment operating manuals

• use, storage and maintenance of personal protective equipment and clothing.

Personal protective equipment (PPE) may include:

• ear muffs/plugs


• goggles

• high-visibility vests/clothing

• overalls and other protective clothing

• respirator

• safety glasses




• safety shoes

• splash-proof face masks

• sun protection

• tongs

• ultraviolet protection

• wet-work clothing.

Personnel may include: • client’s staff

• fellow workers (colleagues)

• general public

• venue/facility/building/shopping centre staff/management.

Rights and responsibilities of employees may relate to:

• confidentiality and privacy rights

• duty of care

• knowing the appropriate personnel for reporting purposes

• knowing the location of manuals and/or related documents

• knowing the terms and conditions of own employment

• knowing the workplace procedures

• protection from discrimination and sexual harassment.

Rights and responsibilities of employers may relate to:

• duty of care

• providing a safe environment free from discrimination and sexual harassment (see relevant state and Commonwealth anti-discrimination legislation)

• providing a safe workplace in accordance with OHS legislation, codes of practice, regulations and standards

• providing information and training in work tasks, OHS and other employment related matters

• the right to dismiss you if you (see the Commonwealth Workplace Relations Act 1996):

• are negligent, careless or cause an accident

• commit a criminal offence

• commit acts of disloyalty such as revealing confidential information

⎯ use abusive language.

Signage and barriers may • physical barriers and restraints erected to restrict access to a site



include: • signs complying with legislative requirements and/or Australian Standards warning of danger and/or adverse conditions including cleaning in progress and hazardous chemicals are in use or present in the work area.

Soil types can be wet or dry and may include: • blood

• dust

• food, food scraps and residue

• grease


• litter

• mould and algae

• mud and dirt

• pen, texta, pencil

• rust

• soap scum

• syringes.

Surfaces may include: • ceramics and porcelain

• chrome

• concrete

• glass

• laminates

• metal

• painted

• plastic

• stainless steel

• stone

• terracotta

• vinyl.

Waste may be either solid or liquid and include:

• chemicals past the expiry date

• cloths

• contaminated waste

• food leftovers/scraps

• liquid waste

• litter

• obsolete cleaning equipment

• packaging




• soil

• used containers

• used or unused chemicals

• used/contaminated personal protective equipment.

Work order information may include:

• access to work site and egress points

• completion times/dates

• insufficient people to complete the work task(s)

• job requirements and tasks

• legislative requirements and local government

• OHS requirements and emergency response procedures

• resource requirements – equipment and chemicals

• specific client requirements e.g. relationships with other activities, dress and presentation requirements

• use of signage and barriers

• work schedules

• working in isolated and remote locations

• work site contact person(s) Work restrictions may include: • amount of cleaning anticipated

• client activity

• employee(s) level of literacy and/or communication skills

• faulty or inappropriate equipment

• site hazards

• skills of the work unit/team

• staffing resources

• time limitations.

EVIDENCE GUIDE The evidence guide identifies the requirements to be demonstrated to confirm competence for this unit. Assessment must confirm sufficient ability to use appropriate skills and knowledge to clean in a food handling area. Assessment of performance should be over a period of time covering all categories within the range statement that are applicable in the working environment.


Access and apply workplace information on food safety policies and procedures relating to own work.

Accurate identification of the hazards associated with food handling area.

Accurate identification of the surfaces and soil types found in food handling.



Compliance with company and legislative requirements.

Fit and use appropriate personal protective clothing and equipment as required by work tasks to meet food business requirements.

Identification of food safety hazards in work area.

Maintain housekeeping standards in the food handling area and dispose of waste to meet food-handling requirements.

Maintain personal conduct and hygiene to ensure that food safety is not compromised.

Outcomes achieved in relation to customer work order and company requirements.

Recognise and report situations or procedures that could compromise food safety.

Report health conditions and illness as required by workplace food safety procedures.

Safe and efficient cleaning methods.

Selection of appropriate cleaning equipment and chemicals.

Take necessary precautions when moving between or around the workplace and/or from one task to another to minimise risk of food contamination.

Wear and maintain appropriate clothing and footwear as required by work task to meet food safety procedures.

Knowledge needed to achieve the performance criteria

Knowledge and understanding are essential to apply this unit in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this unit are listed below.

• Access to workplace information on food safety policies and procedures.

• Sources of advice on food safety issues and responsibilities in the workplace.

• Personal hygiene practices, clothing and footwear requirements associated with working in and moving in and between food handling areas and in moving between food handling and non-food handling areas.

• Suitable equipment, chemicals and other chemicals for use in the food handling area, including a knowledge of unsuitable equipment and materials e.g. breakable and/or dirty equipment and materials.

• Types of contamination and prevention methods.

Cleaning and sanitation requirements.

• Waste collection, recycling and handling procedures.

• Knowledge of the range of cleaning equipment, chemicals and cleaning methods.




• Awareness of applicable legislation, regulations, codes of practice and industry advisory standards.

• Awareness of OHS legislation and procedures.

• Communication and negotiation techniques.

• Company management structure and reporting procedures.

• Company procedures and practices.

• Emergency response and evacuation procedures.

• Injury, dangerous occurrence and incident reporting.

• Knowledge of biological and viral control procedures.

• Routes of entry and potential symptoms of exposure from chemicals.

Specific skills needed to achieve the performance criteria

To achieve the performance criteria, some complementary skills are required. These are:

• accurate identification of soil and stains

• accurate selection of chemicals to suit surface type

• dusting, cleaning, polishing and buffing techniques

• replenishing consumables

• applying correct manual handling techniques

• communicating concisely using written and verbal modes


• handling and disposal of chemicals safely

• handling and disposal of contaminated and toxic waste

• performing the mathematical calculations required for the dilution and mixing of chemicals as specified on product labels

• planning

• problem solving and critical analysis

• reading, interpreting and responding appropriately to directions and safety instructions in equipment manuals and MSDS and on chemical labels

• requesting advice or further information

• seeking and receiving feedback

• sourcing, organising and recording information

• working on an individual basis or as part of a team.

Other units of competency that could be assessed with

Competence in this unit may be assessed in conjunction with:



this unit • PRMCL01B Maintain a hard floor surface.

Resources required to assess this unit

The following resources should be available:

• access to a suitable food handling work site or venue

• access to suitable equipment and chemicals

• access to personal protective equipment

• access to equipment operating manuals and MSDS

• access to food safety policies and procedures relevant to the workplace

• work order instructions, work plans and schedules

• assessment instruments, including personal planner and assessment record book.

Gaining evidence to assess this unit

For valid and reliable assessment of this unit, the competency should be demonstrated over a period of time and be observed by the assessor.

The competency is to be demonstrated in a range of situations that may include customer/workplace interruptions and involvement in related activities normally experienced in the workplace.

Assessment of competency may be made through practical demonstration in the work environment or in a simulated work environment.

Key competency levels There are a number of processes that are learnt throughout work and life that are required in all jobs. They are fundamental processes and generally transferable to other work functions. Some of these are covered by the key competencies, although others may be added. Information below highlights how these processes are applied in this unit of competency.

1 Perform the process 2 Perform and administer the

process 3 Perform, administer

and design the processHow can communication of ideas and information be applied?

1 Confirm own role and responsibilities with colleagues and supervisors to ensure compliance with work order and company requirements such as OHS.


1 Collect and analyse information regarding work site in line with company procedures.


1 Organise and prioritise work tasks to meet work order and company requirements.

How can teamwork be applied?

1 Provide support and assistance to team members to complete work tasks within designated timelines and to meet company requirements.





1 Calculate area(s) to be cleaned and measure and carry out chemical applications.

How can problem-solving skills be applied?

1 Discuss with management/clients/site managers, supervisors and team members how to help solve problems that may arise.


1 Record data for future use such as stock control.

RTC2309A Operate tractors – Volume VII


RTC2309A Operate tractors

Unit Descriptor This competency standard covers the operation of tractors with or without attached equipment. It requires the application of skills to safely utilise the various components and controls of tractors, check and confirm operational status, and set and secure equipment for operation. It also requires knowledge of the distinguishing characteristics of individual tractors including rated power, steering systems, and operational complexities. In addition, competence in tractor operation requires an awareness of licensing and legislative requirements, duty of care to self, others and the environment. The work in this standard is likely to be carried out under some supervision with regular checking within enterprise guidelines.


1.1 OHS hazards in the work area are identified, risk assessed and reported to the supervisor.

1.2 Routine checks of tractors are conducted prior to use according to manufacturers specifications and enterprise requirements.

1.3 Attached equipment is identified and selected appropriate to work requirements, checked for safety and set for operation.

1 Prepare tractor for operation

1.4 Tractor and attached equipment faults or malfunctions are identified and reported for repair according to enterprise requirements.

2 Operate tractor 2.1 Risks to self, others and the environment are recognised and avoided according to OHS and enterprise requirements.

2.2 Suitable personal protective equipment is selected, used, maintained and stored according to OHS and enterprise requirements.

2.3 Tractor is operated in a safe and controlled manner and monitored for performance and efficiency.

2.4 Hazards are identified, anticipated and controlled through the application of safe and defensive driving techniques.

2.5 Environmental implications associated with tractor operation are recognised and positive enterprise




environmental procedures applied where relevant.

3 Complete and check tractor operation

3.1 Shut-down procedures are conducted according to manufacturers specifications and enterprise requirements.

3.2 Malfunctions, faults, irregular performance or damage to tractor and attached equipment is detailed and reported according to enterprise requirements.

3.3 Tractor and attached equipment is cleaned and decontaminated where necessary, secured and stored according to enterprise and OHS requirements.

3.4 Tractor operational reports are maintained to industry standards according to enterprise requirements.

RANGE OF VARIABLES The Range of Variables explains the range of contexts within which the performance and knowledge requirements of this standard may be assessed. The scope of variables chosen in training and assessment may depend on the work situations available.

What OHS requirements may be relevant to this standard?

Safe systems and procedures for:

• the safe operation of tractors and attached equipment including the fitting of guards and shields

• hazard and risk control

• safe mounting and dismounting

• manual handling including lifting and carrying

• the application of emergency/defensive driving techniques

• handling, application and storage of hazardous substances

• outdoor work including protection from solar radiation, dust and noise

• the appropriate use, maintenance and storage of personal protective equipment

• roll over protection secured if required

• wearing a seatbelt

• passengers only been carried when there is a seat approved by manufacturer.

What hazards may be associated with the operation of tractors?

Hazards may include exposure to loud noise and fumes, hazardous substances (fuel, oils), solar radiation and organic and other dusts. It may also include ergonomic hazards associated with posture and mechanical vibration. Other hazards may include bystanders, livestock and wildlife, difficult terrain and varying gradients, broken ground, potholes, ditches, gullies, embankments, obstacles, adverse



weather conditions, electricity, overhead hazards including powerlines, loose clothing, speed and fatigue, load shifts, mechanical malfunctions, exposed moving parts including hydraulics, run over by tractor, crushed by roll-over, and other machinery.

What routine checks might be carried out prior to operation?

This may include cabin drills, pre-start and safety checks including an assessment of tyres, wheels, controls and cables, lights, safety mirrors, electrics, safety restraints, chain/driveshaft, chassis, seatbelts, suspension, power take-off equipment and guards, roll-over protection, spark arresters, pneumatic and hydraulic systems. It may also include checking of cooling system, fuel, oils and lubricants, battery levels; tyre pressure, fan belts, leads, lines, connections, air filters, air conditioning, brakes, clutch, gearbox, steering, lighting and transmission. Inspection of hitch and towing points.

What operational characteristics may vary in tractors?

Tractors may be two wheel drive, four wheel drive, front wheel assist, articulated tractors including scrapers, track or crawler driven. Steering systems may include conventional front-wheel steering, all wheel steering and articulated. Variational characteristics also include rated horsepower and complexities of operations and controls.

What enterprise requirements may be applicable to this standard?

Standard Operating Procedures (SOPs), industry standards, production schedules, Material Safety Data Sheets (MSDSs), work notes and plans, product labels, manufacturers specifications, operators manuals, enterprise policies and procedures (including waste disposal, recycling and re-use guidelines), and supervisors oral or written instructions.

What range of operations may be conducted using attached equipment?

Tractors may be set up and operated for blade, belt pulley, drawbar, front-end loader, power-take-off, remote hydraulics, linkage mounted equipment.

What risks may be associated with the operation of tractors?

Tractor rollover, which may be caused by traversing a steep slope or cornering too sharply at speed. Tractor back flip which may be caused by driving off in low gear but with high engine speed, rapid acceleration (particularly when driving uphill or pulling a heavy load), attempting to drive forward when the wheels are unable to move forward (bogged), rapid engagement of the clutch of the tractor. Power-take-off entanglement (loose clothing).

What personal protective equipment may be relevant to this standard?

Boots with non-slip soles, overalls, seatbelts, gloves, protective eyewear, hearing protection, respirator or facemask, and sun protection (sun hat, sunscreen).




How might the operation of a tractor be demonstrated in a safe and controlled manner?

Appropriate selection and use of tractor controls, features, settings and operational techniques for the terrain and all weather conditions without causing damage to tractor, equipment, person, property or environment.

What environmental implications may be associated with the operation of tractors?

Negative environmental impacts may result from excessive noise and exhaust emissions, the unsafe use and disposal of maintenance debris (oil containers, chemical residues), and hazardous substances (fuel, oils). High traffic activity, particularly the repeated use of tracks, may negatively impact in soil disturbance, dust problems and increased run-off flows from unsafe cleaning and servicing activities.

What may be involved in shut down procedures for tractors?

This may include turning the engine off, safe dismounting and securing the tractor, and ensuring hydraulic equipment is lowered to a safe position. It may also include parking away from hazards, maintaining a clear thoroughfare, refuelling and cleaning the tractor, engaging handbrake and removing keys.

What reports may be relevant to this standard?

This may include routine checks and maintenance, scheduled maintenance activities, mandatory or statutory inspections, log books, faults, malfunctions and damage details, and hazard and incident reports.

For more information on contexts, environment and variables for training and assessment, refer to the Sector Booklet.

EVIDENCE GUIDE What evidence is required to demonstrate competence for this standard as a whole? Competence in this standard requires evidence of the ability to safely operate tractors with or without attached equipment relative to operating conditions. This includes the application of skills to match and attach equipment appropriate to work requirements, secure loads within working specifications, perform routine pre-operational checks, recognise and control hazards and risks, demonstrate emergency procedures, and monitor and maintain operational records. Evidence must also be demonstrated in safe workplace and positive environmental practices. The skills and knowledge required to operate tractors must be transferable to a different work environment. For example, this could include different tractors, terrain and weather conditions.

What specific knowledge is needed to achieve the performance criteria?

Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts and to deal with unplanned events. The knowledge requirements for this competency standard are listed below:

• Tractor components, controls and features and operational functions.

• Tractor steering systems and features.

• Attached equipment, features and operational functions and procedures.

• Operating principles and operating methods.



• Load limits and the principles of weight distribution with regard to load shifting and tractor movement.

• Effects of adverse weather and difficult terrain conditions on tractor operation.

• Environmental Codes of Practice with regard to machinery operation.

• OHS legislative requirements, hazard identification and risk assessment.

• Relevant legislation with regard to machinery operation and licensing requirements.

• OHS Codes of Practice including the use and control of hazardous substances.

What specific skills are needed to achieve the performance criteria?

To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to:

• Calculate and measure distance, volumes and weights.

• Steer, manoeuvre and position tractor in a smooth and controlled manner.

• Safely and effectively operate tractors in adverse weather and difficult terrain conditions.

• Demonstrate safe and environmentally responsible workplace practices.

• Interpret manufacturers specifications, work and maintenance plans, and MSDS.

• Effectively communicate faults and hazards, interpret and apply task instructions, report and maintain operational records.

What processes should be applied to this competency standard?

There are a number of processes that are learnt throughout work and life, which are required in all jobs. They are fundamental processes and generally transferable to other work functions. Some of these are covered by the key competencies, although others may be added. The questions below highlight how these processes are applied in this competency standard. Following each question a number in brackets indicates the level to which the key competency needs to be demonstrated where 0 = not required, 1 = perform the process, 2 = perform and administer the process and 3 = perform, administer and design the process.

1. How can communication of ideas and information (1) be applied?

Information with regard to hazards and unsafe work practices associated with the operation of tractors may be reported to the supervisor and work team.

2. How can information be collected, analysed and organised (1)?

Information with regard to tractor performance, faults and maintenance requirements may be detailed and recorded for reference and organised by reports.

3. How are activities planned and organised

Tractor operation may be planned and coordinated around




(1)? work schedules.

4. How can team work (1) be applied?

Team work may be applied in the application of methods and procedures to complete operating procedures and maintain records.

5. How can the use of mathematical ideas and techniques (1) be applied?

Mathematics may be applied in the calculation and measurement of load and weight, servicing requirements, and distance and fuel consumption.

6. How can problem-solving skills (1) be applied?

Breakdown, faults or malfunctions will require arrangements for repair or replacement to achieve work schedules.

7. How can the use of technology (1) be applied?

To communicate, measure and record information with regard to maintenance, usage and performance of tractor.

Are there other competency standards that could be assessed with this one?

This competency standard could be assessed on its own or in combination with other competencies relevant to the job function.

There is essential information about assessing this competency standard for consistent performance and where and how it may be assessed, in the Assessment Guidelines for this Training Package. All users of these competency standards must have access to both the Assessment Guidelines and the relevant Sector Booklet.

RTE2308A Operate ride-on vehicles – Volume VII


RTE2308A Operate ride-on vehicles

Unit Descriptor This competency standard covers the process of maintaining and operating two and four wheel all terrain vehicles and ride-on machinery. This unit does not include tractors or motor vehicles, as they are covered by other units of competency.

It requires the application of basic skills and knowledge to safely utilise individual controls and features of ride-on vehicles, with or without attached equipment, and carry out basic maintenance procedures. Competency requires an awareness of duty of care to self, others and the environment. The work is likely to be carried out under routine supervision within enterprise guidelines.


1.1 Existing and potential OHS hazards in the work area are identified and reported to the supervisor.

1.2 Routine checks and maintenance of ride-on vehicle are conducted prior to use according to manufacturers specifications and enterprise requirements.

1.3 Attached equipment is identified and selected appropriate to work requirements, checked for safety, and set for operation.

1.4 Ride-on vehicle and equipment faults or malfunctions are identified and reported for repair according to enterprise requirements.

1 Prepare ride-on vehicle for operation

1.5 Appropriate licences for operation of vehicles are obtained where required.

2 Operate ride-on vehicle 2.1 Risks to self, others and the environment are recognised and avoided according to OHS and enterprise requirements.

2.2 Suitable personal protective equipment is selected, used and maintained according to OHS and enterprise requirements.

2.3 Ride-on vehicle is operated in a safe and controlled manner, and monitored for performance and efficiency.

2.4 Hazards are identified, anticipated and controlled through the application of safe riding techniques.




2.5 Environmental implications associated with ride-on vehicle operation are recognised and positive enterprise environmental procedures applied where relevant.

3 Complete and check ride-on vehicle operation

3.1 Shut-down procedures are conducted according to manufacturers specifications and enterprise requirements.

3.2 Malfunctions, faults, irregular performance or damage to ride-on vehicle is detailed and reported according to enterprise requirements.

3.3 Ride-on vehicle is cleaned, secured and stored according to enterprise requirements.

3.4 Ride-on vehicle operational reports are maintained to industry standards according to enterprise requirements.

RANGE OF VARIABLES The Range of Variables explains the range of contexts within which the performance and knowledge requirements of this standard may be assessed. The scope of variables chosen in training and assessment may depend on the work situations available.

What OHS requirements may be relevant to this standard?

Safe systems and procedures for:

• the safe operation and maintenance of ride-on vehicles and attached equipment, including the guarding of exposed moving parts

• checks to ensure loads are secure and within working specifications

• hazard and risk control

• safe mounting and dismounting

• manual handling including lifting and carrying

• the application of emergency/defensive driving techniques

• handling, application and storage of hazardous substances

• outdoor work including protection from solar radiation, dust and noise

• the appropriate use and maintenance of personal protective equipment.

What existing and potential hazards may be associated with the operation of ride-on vehicles?

Hazards may include exposure to loud noise and fumes, hazardous substances (fuel, oils), solar radiation, and organic and other dusts. It may also include ergonomic hazards associated with posture and mechanical vibration. Other hazards may include bystanders, livestock and



wildlife, difficult terrain and varying gradients, broken ground, potholes, ditches, gullies, embankments, obstacles, flying objects, adverse weather conditions, electricity, powerlines, loose clothing, speed and fatigue, load shifts, mechanical malfunctions, exposed moving parts, and other machinery.

What routine checks and maintenance might be carried out prior to operation?

Pre-start and safety checks to manufacturers specifications including an assessment of tyres, wheels, controls and cables, lights, safety mirrors, electrics, safety restraints, chain/driveshaft, chassis and suspension. Service and maintenance of cooling system, fuel, oils and lubricants, battery levels; tyre pressure, fan belts, leads, lines, connections, air filters, air conditioning, brakes, clutch, gearbox, steering, lighting, and transmission. Inspection of hitch and towing points.

What ride-on vehicles might be covered in this standard?

This may include 2 wheel motorcycles (agbikes and trailbikes, excluding road motorcycles), 3 and 4 wheel motorcycles (all terrain vehicles), and ride-on mowers. All terrain vehicles are small, motorised vehicles with low pressure, high flotation tyres.

What enterprise requirements may be applicable to this standard?

SOP, industry standards, production schedules, MSDS, work notes and plans, product labels, manufacturers specifications, operators manuals, enterprise policies and procedures (including waste disposal, recycling and re-use guidelines), and supervisors oral or written instructions.

What range of attached equipment may apply to this standard?

Mounted equipment may include spray equipment, spreaders, winch, gun scabbard, toolbox, and first aid kits. Trailed equipment may include a range of trailers, slashers and spreaders.

What risks may be associated with the operation of ride-on vehicles?

Loss of rider control caused by the incorrect matching of operator size and weight to vehicle size and weight, and load shifting as a result of uneven weight distribution.


This may include helmets, boots, overalls, gloves, protective eyewear, hearing protection, respirator or face mask, and sun protection (sun hat, sunscreen).

How might the operation of a ride-on vehicle be demonstrated in a safe and controlled manner?

Appropriate selection and use of vehicle controls, features, settings and operational techniques for the terrain and weather conditions without causing damage to ride-on vehicle, equipment, person, property, or environment.

What environmental implications may be associated with the operation of ride-on vehicles?

Negative environmental impacts may result from excessive noise and exhaust emissions, the unsafe use and disposal of maintenance debris (oils containers, chemical residues), and hazardous substances (fuel, oils). High traffic activity, particularly the repeated use of tracks may negatively impact in soil disturbance, dust problems and increased run-off




flows from unsafe cleaning and servicing activities.

What may be involved in shut down procedures for ride-on vehicles?

This may include turning the engine off, safe dismounting, and securing the vehicle. It may also include parking away from hazards, maintaining a clear thoroughfare, refuelling and cleaning the vehicle.

What reports may be relevant to this standard?

This may include routine checks and maintenance, scheduled maintenance activities, mandatory or statutory inspections, log books, faults, malfunctions and damage details, and hazard and incident reports.


EVIDENCE GUIDE

What evidence is required to demonstrate competence for this standard as a whole?

Competence in this standard requires evidence of the ability to safely and effectively ride 2, 3 and 4 wheel all terrain vehicles, with or without attached equipment in off-road environments. It also requires the ability to perform routine pre-operational checks and maintenance, attach and operate equipment, recognise and control hazards and risks, and monitor and maintain vehicle records. Evidence must be demonstrated in safe workplace and positive environmental practices associated with the operation of ride-on vehicles.

The skills and knowledge required to operate ride-on vehicles must be transferable to a different work environment. For example, this could include different vehicles, terrains and enterprise situations.


Knowledge and understanding are essential to apply this standard in the workplace, to transfer the skills to other contexts, and to deal with unplanned events. The knowledge requirements for this competency standard are listed below:

• components, controls and features of ride-on vehicles and their functions

• range of ride-on-vehicles and attached equipment and functional applications

• operating principles and operating methods

• load limits and the principles of weight distribution with regard to load shifting and vehicle movement

• effects of adverse weather and terrain conditions on the operation of ride-on vehicles

• OHS legislative requirements

• codes of practice with regard to the use and control of hazardous substances

• environmental codes of practice for machinery



operation.



• steer, manoeuvre and position vehicles in a smooth and controlled manner

• apply hand-eye co-ordination

• safely operate ride-on vehicles in adverse weather and difficult terrain conditions

• match and attach equipment appropriate to work requirements

• demonstrate safe and environmentally responsible workplace practices

• read and comprehend manufacturers specifications, work and maintenance plans, and MSDSs

• effectively communicate faults and hazards, interpret and apply task instructions, report and maintain operational records.




Information with regard to hazards and unsafe work practices associated with the operation of ride-on vehicles may be reported to the supervisor and work team.


Information with regard to ride-on vehicle performance, faults and maintenance carried out may be detailed and recorded for reference, and organised by reports.

3. How are activities planned and organised (1)?

Maintenance and repairs may be planned and co-ordinated around work schedules, or sequenced as required.


Team work may be applied in the application of methods and procedures to complete maintenance procedures and maintain records.


Mathematics may be applied in the calculation and measurement of load and weight, servicing requirements, and distance and fuel consumption.

6. How can problem- Breakdown, faults or malfunctions will require arrangements




solving skills (1) be applied?

for repair or replacement to achieve work schedules.


To communicate, measure and record information with regard to maintenance, usage and performance of vehicle.



There is essential information about assessing this competency standard for consistent performance and where and how it may be assessed, in the Assessment Guidelines for this Training Package. All users of these competency standards must have access to the Assessment Guidelines. Further advice may also be sought from the relevant sector booklet.

RTE2106A Care for and train working dogs – Volume VII


RTE2106A Care for and train working dogs

Unit Descriptor This competency standard covers the process of selecting, training and caring for working dogs in the rural industry. It requires the application of skills and knowledge to implement appropriate training methods to meet the requirements of the enterprise, and maintain the health and welfare requirements of the working dog. Competence requires an awareness of enterprise and legislative requirements with regard to animal welfare. The work functions in this standard involve the application of some judgement and discretion and would be carried out under limited supervision within enterprise guidelines.


1.1 Working dog requirements for the enterprise are identified and confirmed in line with enterprise requirements.

1.2 Suitable canine breeds are researched and availability determined through appropriate breeders.

1 Identify role and select working dog

1.3 Candidate dog is inspected for suitability and selected to meet role and enterprise requirements.

2.1 Training needs are identified, appropriate methods selected, resources confirmed and included in the development of a training program.

2.2 A systematic approach to training is carried out, reviewed and modified as necessary.

2.3 Training is conducted in a safe environment in line with animal welfare and OHS requirements.

2 Develop and implement training program

2.4 Existing and potential hazards in the workplace are identified, risk assessed and controlled in line with enterprise requirements.

3.1 Health, condition and status is monitored and maintained in line with breeders recommendations and animal welfare requirements.

3.2 Diet is provided to meet nutritional requirements in consideration of work/training program and breeders recommendations.

3 Maintain welfare of working dog

3.3 Preventative health treatments are arranged and




administered as required in line with breeders and veterinarians recommendations.

3.4 Facilities and equipment needs are provided and maintained in line with animal welfare requirements.

RANGE OF VARIABLES The Range of Variables explains the range of contexts within which the performance and knowledge requirements of this standard may be assessed. The scope of variables chosen in training and assessment may depend on the work contexts.

What range of roles may be considered in determining the working dog requirements of an enterprise?

This may include heading/paddock, backing/yarding, droving, and guard duties.

What enterprise requirements may apply to this standard?

This may include enterprise standard operating procedures, industry standards, production schedules, work notes, enterprise policies and procedures (including waste disposal, recycling and re-use guidelines), OHS procedures, supervisors oral or written instructions, work and training plans.

What might be involved in the inspection for suitability of a working dog?

Aspects of suitability may include general health and condition, temperament (non-biting), eye/bark, sex, breed, age and size.

What training needs might be identified?

This may include basic training commands of sit, come and stay. It may also include training to work livestock, which could involve the initial introduction of the dog to a small number of livestock in a controlled area, with gradual introduction to larger numbers of livestock in a large open area.

How might a systematic approach to training be undertaken?

This may include defined training objectives, sequenced training activities, monitoring and assessment processes.

What OHS requirements may be applicable to this standard?

This may include safe systems and procedures for handling animals, including zoonoses control measures (hydatid, tetanus), identify hazards, assess and report risks, manual handling systems and procedures, systems and procedures for handling and storage of veterinary chemicals, and safe systems and procedures for outdoor work including protection from solar radiation.

What existing and potential OHS hazards may be encountered in the workplace?

Livestock movement and handling, solar radiation, dust, noise, veterinary chemicals, and moving machinery and vehicles.



How might a dog’s health, condition and status be assessed?

General observation of coat condition, weight, and alertness; routine health checks for mange, eczema, fleas and worms, relevant vaccinations and boosters are recorded and up- to- date, and registration compliance requirements are met.

What might diet consist of? Prepared dog foods, scraps, vegetables, meat, cooked offal, cereals, and dry food.

What preventative health treatments might be provided?

Roundworm, heartworm, tick and flea treatments, vaccinations for distemper and parvovirus and other canine diseases.

What facilities and equipment might be required?

This may include collar, chain, identity discs, water, shade cover, kennels and a safe environment.


EVIDENCE GUIDE

What evidence is required to demonstrate competence for this standard as a whole?

Competence in caring for working dogs requires evidence of the ability to select and match a working dog to an identified role, develop and implement effective training programs, and maintain the health, welfare and status of the dog. It also requires the ability to employ safe handling procedures with working dogs and livestock, recognise poor health or abnormal behaviour and arrange appropriate treatment, provide adequate nutritional requirements, and maintain facilities and environment to industry and enterprise standards. The skills and knowledge required must be transferable to a different work environment. For example, if competence is evident in caring for and training a dog to work sheep in a close environment, it must also be evident in training a dog to work cattle in an open paddock environment.



• canine breeds and behaviour, health and nutritional requirements

• effective canine training systems and procedures

• safe animal handling methods and techniques

• canine preventative health treatments




• State/Territory legislative and regulatory requirements with regard to OHS, animal welfare, and the registration and care of domestic dogs

• hazards associated with training and caring for working dogs and appropriate control measures

• enterprise policies with regard to working dogs and recording and reporting routines.


To achieve the performance criteria, some complementary skills are required. These include the ability to:

• select working dog to meet enterprise requirements

• develop training programs and apply effective training procedures

• maintain health and welfare requirements and recognise abnormalities

• arrange and administer preventative health treatments

• demonstrate safe workplace and animal handling practices

• monitor and minimise impacts to the environment associated with the use and disposal of veterinary chemicals

• maintain clean and safe facilities and workplace environment

• research, read and interpret canine breeds, behaviour and nutritional requirements

• assess and calculate work area dimensions, and measure dietary requirements and preventative health treatments.




Information and ideas with regard to the selection of a suitable breed to meet enterprise requirements may be discussed with breeders and the supervisor.


Information with regard to canine breeds, breeders and training methods may be researched and collected for analysis and applied in the development of a training program.

3. How are activities Training activities may be planned and co-ordinated around



planned and organised (1)?

work schedules or sequenced as required.


Team work may be applied in the development and implementation of a training program.


Mathematics may be applied in the measurement and calculation of area dimensions, livestock numbers, and dietary quantities and rates.


Arrangements for additional training may be required for poorly trained or disobedient dogs.


To research and develop training methods, communicate and record training process and outcomes.




RTE2130A Ride and care for horses and equipment – Volume VII



RTE2130A Ride and care for horses and equipment

Unit Descriptor This competency standard requires a person to safely perform basic horsemanship activities such as riding a horse for the first time and preparing a horse for work using basic methods and procedures.

It requires the application of skills and knowledge to carry out horse handling operations safely and humanely in prepared handling areas, using appropriate equipment and techniques. Competency requires an awareness of animal welfare legislative requirements and organisation workplace safe practices. The work in this standard is likely to be carried out under routine supervision within organisation guidelines.


1.1 Work to be undertaken is interpreted from work program where necessary, and confirmed with management.

1.2 Discussions are held with other workers who may be affected by the activities to ensure continued smooth operation of the preparation process.

1.3 Equipment suitable for the work to be undertaken is selected, checked, and maintained if necessary.

1 Prepare to work with horses

1.4 Suitable personal protective equipment is selected, used and maintained.

2.1 Suitable stock horses are identified and selected according to a nominated selection criteria.

2.2 Unhealthy or unsound horses are identified and reported to foreman or manager.

2.3 Selected horses are approached, caught and restrained as instructed.

2.4 Gear to manage and control the horse for the required work is selected and fitted.

2.5 OHS hazards are continually identified when working with horses, risks are assessed and suitable controls implemented.

2 Ride stock horses for the first time

2.6 Horses are handled and restrained safely and within the organisation’s and industry guidelines for animal



health and welfare.

3.1 OHS hazards are continually identified when working with horses, risks are assessed and suitable controls implemented.

3.2 Feeds are mixed and offered in the quality and quantities instructed by the manager.

3.3 Horses are groomed before and after work to ensure their coat condition and health is maintained.

3.4 Hoof care and cleaning is completed before working the horses, according to the organisations procedures.

3.5 Vices of horses are identified and corrective action is taken to maintain control of the horses.

3.6 Horse education is carried out in association with stock working routines.

3.7 Educated horses are controlled and worked as an integral part of stock husbandry routines.

3 Prepare horses for work

3.8 Horses are handled safely and within the organisations and industry guidelines for animal health and welfare.

4.1 Basic working gear to suit the individual horse is selected and fitted.

4.2 Working gear is cleaned and checked as a part of regular daily routines.

4.3 Working gear is maintained or repaired as required to ensure safe horse working conditions.

4 Care for saddlery and equipment

4.4 Working gear and saddlery is stored after use in line with organisation policy.

RANGE OF VARIABLES The Range of Variables explains the contexts within which the performance and knowledge requirements of this standard may be assessed. The scope of variables chosen in training and assessment requirements may depend on the work situations available.


This may include boots, overalls and gloves, protective eyewear, hearing protection and sun protection (sun hat, sunscreen).

By what criteria are horses selected upon?

On their breed or breed-cross, age, sex, condition, colour and markings, brands or tattoos. They must also be examined for lameness, sore eyes, sore mouth, girth galls, back conditions, mud, caked sweat or vegetable matter,




damaged feet or lower limbs, localised or systemic infections.

At what pace may a horse be worked?

Horses may be worked at a walk, trot, canter or gallop.

What actions could be taken to eliminate or minimise the OHS risk?

Relevant OHS hazards identification, risk assessment and risk control measures, and safe systems and procedures for:

• manual handling

• outdoor work, including protection from solar radiation

• selection, use and maintenance of relevant personal protective equipment

• all working routines for horses must be carried out in line with the provisions of the Workplace Health and Safety Acts and relevant animal codes of welfare.

What are some restraining devices?

Rearing bit, war bridle, blindfold, twitch, neck skin hold, leg strap, hobbles, and sidelines.

What does grooming involve?

It involves washing, trimming, pulling of manes and tails, removal of dust, mud, scurf, sweat and tangles, burrs and other vegetable matter.

Equipment such as brushes and combs, clippers, bot knife, scrapers, and soap will be used.

What organisation procedures may apply to this standard?

Work procedures will be based on sound agricultural principles and practices and may include supervisors oral or written instructions, organisation standard operating procedures, specifications, work notes, waste disposal, recycling and re-use guidelines, and OHS procedures.

What does horse working gear include?

It includes saddles, breastplates, martingales, bridles, cruppers, saddlebags, headstalls, saddlecloths, feeders, and rugs.


EVIDENCE GUIDE

Competence in basic horsemanship requires evidence of the ability to prepare horses for handling operations using equipment and calm and humane methods to minimise undue stress and risk to horses or handlers. It requires the ability to follow interpret and apply task instructions, riding horses for the first time prior to preparing them for work, shoeing horses and transporting them, monitor and anticipate horse behaviour and recognise and report hazards or movement problems for remedial action. Evidence must also be demonstrated in the employment of safe workplace and positive environmental practices.

The skills and knowledge required must be transferable to another rural environment. For example, if competence is evident in the drafting and movement of horses, some skills must



also be evident in the conduct of handling operations for sheep, beef and dairy cattle.



• horses and horse husbandry

• horse riding and handling safety when riding

• horse health, behaviour and psychology

• anatomy and physiology of the horse

• care and maintenance of hooves and the lower limbs

• environmental controls and codes of practice applicable to the organisation

• the organisation’s livestock production and management plans.

• sound management practices and processes to minimise noise, odours and debris from the livestock operations

• relevant legislation and regulations relating to waste and environment management, animal health and welfare, and employment of staff and contractors

• relevant OHS legislation, regulations and codes of practice.



• horse handling skills

• ride horses

• complete basic hoof care procedures

• groom horses

• care for saddlery and equipment

• observe, identify and react appropriately to environmental implications and OHS hazards

• measuring quantities required for feed.



1. How can communication of ideas

When interpreting the specific work that is required, and when dealing with colleagues and clients.




and information (1) be applied?


When determining the health needs and working requirements of the horse.

3. How are activities planned and organised (2)?

In setting up the regimes for working and training the horses.


When working alongside others to achieve a common workplace outcome.


In calculating quantities and volumes of feed and additives.


When dealing with difficult or fractious horses.


When measuring, communicating and calculating.




TAADEL301A Provide training through instruction and demonstration of work skills – Volume VII


TAADEL301A Provide training through instruction and demonstration of work skills

Unit Descriptor This unit specifies the competency required to conduct individual and group instruction and demonstration of work skills.

Competency Field Delivery and Facilitation

Demonstration of work skills is typically provided by experienced workers or supervisors in the workplace. The focus of this instruction is usually on specific learner and organisation requirements, including workplace induction, learning how to operate new equipment and processes, developing new skills at work, improving efficiency and effectiveness, and meeting safety procedures.

This unit covers the skills required to provide instruction and demonstration of work skills using existing learning resources, in a safe and comfortable learning environment, and to determine the success of both the training provided and personal training performance.

The unit addresses the skills and knowledge required to organise and conduct the instruction and demonstration through a planned approach. It emphasises the training as being driven by the work process and context.

This competency is performed in the context that all documents needed to carry out this function have been provided, including delivery plans, learning materials, learning programs and learning resources.

The training may be delivered to achieve competency standards/ units of competency prescribed by a Training Package, or may be delivered to meet organisational requirements.

Skills and knowledge relating to assessment are not covered in this unit. This is addressed in relevant units from the Assessment field of the TAA04 Training and Assessment Training Package.

Application of the Unit

This unit is not equivalent to TAADEL401A Plan and organise group-based delivery and/or TAADEL402A Facilitate group-based learning and cannot be assessed in place of either of these units.




This unit has been developed to support a wide range of applications across any workplace setting and therefore can be used by any organisation.



1.1 Information about learner characteristics and their learning needs is gathered

1.2 A safe learning environment is confirmed

1.3 Learners are notified of the training details

1.4 Instruction and demonstration objectives are gathered and checked and assistance is sought if required

1.5 Relevant learning resources and learning materials are obtained and checked for relevance and assistance is sought if required in interpreting the contextual application

1. Organise instruction and demonstration

1.6 Any equipment or physical resources required for the demonstration are organised

2.1 Interpersonal skills are used to establish a safe and comfortable learning environment

2.2 The learning program and/or delivery plan is followed to ensure all learning objectives are covered

2.3 Learners are briefed on any occupational health and safety (OHS) procedures and requirements prior to and during training

2.4 Techniques are used to structure, pace and enhance learning

2.5 Communication skills are used to provide information, instruct learners and demonstrate relevant work skills

2.6 Opportunities for practice are provided during instruction and through work activities

2. Conduct instruction and demonstration

2.7 Feedback on learner performance is provided and discussed to support learning



3.1 Measures are used to ensure learners are acquiring and can use new technical/generic skills and knowledge

3.2 Personal delivery style and performance in providing instruction and demonstration is reviewed and strategies for improvement are reflected upon

3. Check training performance

3.3 Learner records are maintained, stored and secured in accordance with legal/organisational requirements


• learning styles

• specific needs

• language, literacy and numeracy levels

• past learning and work experiences

Information about learner characteristics may include:

• workplace culture

• safe access Safe learning environment may include: • exit requirements

• use of equipment

• personal protective equipment, if needed

• time of instruction/demonstration Details may include:

• location

• who will be attending

• reason for instruction/demonstration

• outcomes of instruction/demonstration

• competencies to be achieved

• learning outcomes

• individual/group objectives

• generic and/or technical skills

• and may be:

• provided by the organisation

Instruction and demonstration objectives may relate to:

• developed by a colleague




Learning resources may be: Training Packages noted support materials, such as:

• learner/user guides

• trainer/facilitator guides

• how to organise training guides

• example training programs

• specific case studies

• professional development materials

• assessment materials

• commercially available support materials for Training Packages/courses

• organisational learning resources

• competency standards as a learning resource

• videos

• CDs and audio tapes

• references and texts

• manuals

• record/log books

• learning resources and learning materials developed under the Workplace English Language and Literacy (WELL) program

• learning resources produced in languages other than English as appropriate to learner group and workplace

• handouts for learners

• worksheets

• workbooks

• prepared case studies

• prepared task sheets

• prepared activity sheets

• prepared topic/unit/subject information sheets

• prepared role-plays

Learning materials may include:

• prepared presentations and overheads

• prepared scenarios, projects, assignments

• materials sourced from the workplace, e.g. workplace documentation, operating procedures, specifications

• prepared research tasks

• engaging and motivating learners Interpersonal skills may include: • responding to learners appropriately and individually

• maintaining appropriate body language



• communicating clearly and effectively

• actively listening

• adjusting personal language to suit others’ requirements

• competencies or other criteria to be achieved

• specific learning outcomes derived from the criteria for each chunk or segment of the learning program

• an overview of the content to be covered in each chunk/segment of the learning program

The learning program includes:

• learning resources, learning materials and activities for each chunk/segment of the learning program

• number and duration of training sessions/classes required and overall timelines

• delivery methods for each segment of the learning program

• OHS issues to be addressed in delivery

• identification of assessment points to measure learner progress

• assessment methods and tools to be used to collect evidence of competency, where assessment is required

The delivery plan is used by the trainer/facilitator to guide and manage delivery to a group and may include:

• individual/group learning objectives or outcomes for the segment of the learning program to be addressed

• number of learners and their specific support requirements

• content of sessions as specified in the session plans

• timelines/duration of activities within sessions

• learning resources, learning materials and learning activities to be used in sessions

• other resource requirements

• OHS considerations, including:

• incident or hazard reporting

• emergency procedures

Occupational health and safety (OHS) procedures may include:

• hazards and their means of control

• safety briefing

• incident reporting

• use of personal protective equipment

• safe working practices

• emergency procedures

• site-specific safety rules

Techniques to structure, • demonstrations




pace and enhance learning may include:

• explanations

• question and answer

• group/pair work

• case studies

• discovery activities

• problem solving

• providing opportunities to practise skills

• providing explanations Communication skills may include: • asking clear and probing questions

• using legible writing

• providing constructive feedback

• providing information coherently and clearly

• communicating with learners in the learning environment and training context

• questioning Measures to ensure learners are acquiring new skills and knowledge may include: • informal review or discussion

• learner surveys

• on-the-job observation

• peer coaching systems

Reviewing and reflecting on personal performance may include:

• peer assessment or feedback

• learner evaluations

• video recording of session

• critical questioning of personal performance

• discussions with other trainers/facilitators

EVIDENCE GUIDE The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of assessment followed by identification of specific aspects of evidence that will need to be addressed in determining competency. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency. Assessment must reflect the endorsed Assessment Guidelines of the TAA04 Training and Assessment Training Package.

Overview of Assessment To demonstrate competency against this unit candidates must be able to provide evidence that they can provide instruction and demonstration of work skills using resources and materials provided for training purposes.

The instruction/demonstration should be conducted using appropriate communication and interpersonal skills to enhance learning and build rapport and trust. The learning must be logically sequenced and paced in such a way as to



ensure new skills/knowledge/competencies are achieved. The instruction/demonstration should engage the learner/s and a range of delivery techniques should be used.

Evidence Requirements

Required knowledge includes:

• learner characteristics and needs

• content and requirements of the relevant learning program and/or delivery plan

• sources and availability of relevant learning resources and learning materials

• content of learning resources/learning materials

• training techniques which enhance learning and when to use them, e.g. using:

• instruction and explanation

• questioning

• practice

• written information

• group/pair/team activities

• individual activities

• demonstration

• learning principles (introductory), for example:

• learning and experience are connected for meaning

• adults need to know why they are learning

• adults can self-evaluate

• adults learn in different ways

• different learning styles, (introductory), for example:

• visual

• audio

• theoretical

• activist

• reflective

• OHS, for example:

• roles and responsibilities of key personnel in learning environment

• responsibilities of learners learning environment

• relevant policies and procedures including hazard identification, risk assessment, reporting requirements, safe use of equipment and emergency procedures

• hazard identification and risk controls for the specific learning environment




• organisational policies, systems of operation relevant to specific area of training, e.g. job roles, industrial relations requirements


• verbal and non-verbal communication techniques, for example:

• ask relevant and appropriate questions

• provide explanations

• organise and give demonstrations

• use listening skills

• provide information clearly

• engage, motivate and connect with learners

• provide constructive feedback

• implement OHS requirements, by acting and responding safely in order to:

• identify hazards

• conduct pre-start up checks if required

• observe and interpret learner behaviour which may put people at risk

• time management, for example:

• ensure all learning objectives are covered

• pace learning

• reflection skills in order to:

• identify areas for improvement

• maintain personal skill development

• literacy skills to:

• complete and maintain documentation

• read and follow learning program/plan

• read and analyse learner information

• skills to operate audio-visual and technical equipment

• interpersonal skills to:

• maintain appropriate relationships

• establish trust

• use appropriate body language

• maintain humour

• demonstrate tolerance

• manage a group

• observation skills to:

• monitor learner acquisition of new



skills/knowledge/competency requirements

• assess learner communication and interaction skills with others

• identify learner concerns

• recognise learner readiness to take on new skills/tasks

• recognising and being sensitive to individual difference and diversity, for example:

• being sensitive to and valuing culture

• acting without bias/discrimination

• responding to individuals with particular needs

• recognising the importance of religion

Key Competencies relevant to this unit

The seven Key Competencies represent generic skills considered essential for effective work participation. The bracketed numbering against each of the Key Competencies indicates the performance level required in this unit.

Level (1) represents the competency to undertake tasks effectively Level (2) represents the competency to manage tasks Level (3) represents the competency to use concepts for evaluating and reshaping tasks

The bulleted points provide examples of how Key Competencies can be applied for this unit.

• questioning 1. Communicating ideas and information (2) • listening

• discussing information

• providing clear directions

• gathering resources and information for training 2. Collecting, analysing and organising information (2) • organising learning sequence and pace

• organising opportunities for practice 3. Planning and organising activities (2) • planning learning activities

4. Working in a team (1) • working with others involved in the training

• working with learners to achieve outcomes

5. Using mathematical ideas and techniques (1)

• ensuring correct numbers of resources and materials are available

• dealing with group conflict 6. Solving problems (1)

• working with unreliable resources

• using computers to source information or store records 7. Using technology (1)

• using equipment for demonstration

Products that could be used • video/observation of a demonstration/instruction




as evidence include: • learner evaluations

• peer evaluations

• what learning techniques were used and why

• how learning achievement was checked

• how practice opportunities were provided


• what resources were organised and why

• materials required for instruction/demonstration

• technology required for instruction/demonstration


• learning activities

• assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Requirements and Key Competencies

• a range of appropriate assessment methods/evidence gathering techniques is used to determine competency

• evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided

• the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice

• assessment meets the rules of evidence

The collection of quality evidence requires that:

• a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated

Specific evidence requirements must include:

a minimum of three training sessions involving demonstrating and instructing of particular work skills for different groups. Each session must address different learning objectives, a range of techniques and effective communication skills appropriate to the audience

Integrated assessment means that:

this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package or any other Training Package. Suggested units include but are not limited to:

• TAADEL403A Facilitate individual learning.

TAAASS401A Plan and organise assessment – Volume VII


TAAASS401A Plan and organise assessment

Unit Descriptor This unit specifies the competence required to plan and organise the assessment process in a competency-based assessment system

Competency Field Assessment

This unit addresses the competence of planning the assessment process and making the organisational arrangements which enable assessment to occur. It is applicable in both a learning and assessment pathway and an assessment only pathway.

The critical focus of this unit is on developing an assessment plan that will be used to guide assessor/s in conducting competency-based assessments. The unit also covers contextualisation of the assessment benchmarks and assessment tools to address the environment in which assessment will take place and organising the human, material and physical resources needed to conduct the assessment.

This competence applies to planning and organising an assessment process which may involve single or multiple candidates being assessed against individual or multiple unit/s of competency in a process that includes a number of assessment events or activities over time.

The planning function in assessment is distinguished as a discrete activity and may be undertaken by the assessor responsible for assessing the candidates reflected in the assessment plan or by another person in the organisation.

This competence may be applied in the context of an existing assessment strategy which documents the overall framework for assessment at a qualification level. In this context, the assessment plan adds further detail relating to the specific organisational arrangements for assessment/s against individual unit/s of competency.

The competence of developing an assessment strategy is separately addressed in two other units of the TAA04 Training and Assessment Training Package: TAADES501A Design and develop learning strategies (in a learning and assessment pathway) and TAAASS501A Lead and co-ordinate assessment systems and services (in an assessment only pathway).

The achievement of this unit includes interpretation of competency standards, (where competency standards are used as the benchmarks for assessment). TAADES401A Use Training Packages to meet client needs addresses this skill in depth.


The competence specified in this unit is typically required by




assessors, workplace supervisors with assessment planning responsibilities, trainers or other assessors responsible for planning assessment.



1.1 Candidate/s are identified/confirmed and the purpose/s and context of assessment are established/ confirmed with relevant people in accordance with legal/organisational/ethical requirements

1.2 The assessment strategy is accessed and used to guide the development of the assessment plan, where applicable

1. Determine focus of assessment

1.3 The benchmarks for assessment are identified/confirmed and accessed

2.1 The assessment benchmarks are interpreted to determine the evidence and types of evidence needed to demonstrate competency in accordance with the rules of evidence

2.2 Where competency standards are used as benchmarks, all component parts of the competency standards, are addressed in defining and documenting the evidence to be collected

2.3 Any related documentation to support planning the assessment process is accessed and interpreted

2.4 Assessment methods and assessment tools are selected/confirmed which address the evidence to be collected in accordance with the principles of assessment

2.5 Specific material and physical resources required to collect evidence are identified and documented

2.6 Roles and responsibilities of all people involved in the assessment process are clarified, agreed and documented

2.7 Timelines and time periods for evidence collection are determined and all information to be included in the assessment plan is documented

2. Prepare the assessment plan

2.8 The assessment plan is confirmed with relevant personnel



3.1 Characteristics of the candidate/s and any allowances for reasonable adjustments and/or specific needs are identified/clarified with relevant people and documented

3.2 Where required, competency standards are contextualised, to reflect the operating environment in which assessment will occur, in accordance with contextualisation guidelines

3.3 Selected assessment methods and assessment tools are examined and adjusted, where required, to ensure continuing applicability taking into account:

any contextualisation of competency standards

reasonable adjustment/s, where identified

integration of assessment activities, where appropriate and practical

capacity to support application for recognition of current competence

3. Contextualise and review assessment plan

3.4 Adjusted assessment tools are reviewed to ensure the specifications of the competency standards are still addressed

3.5 The assessment plan is updated, as needed, to reflect ongoing contextualisation needs, any changes in organisational resource requirements or changes in response to the conduct of assessment

3.6 Assessment plan/s are stored and retrieved in accordance with assessment system policies and procedures and legal/organisational/ethical requirements

4.1 Identified material and physical resource requirements are arranged in accordance with assessment system policies and procedures and legal/organisational/ethical requirements

4.2 Any specialist support required for assessment is organised and arranged in accordance with organisational/ethical/legal requirements, where required

4.3 Roles and responsibilities of all people involved in the assessment process are organised

4.4 Effective communication strategies are established to encourage regular communication flow and feedback with relevant people involved in the assessment process

4. Organise assessment arrangements

4.5 Assessment record keeping and reporting arrangements are confirmed





• recognise current existing competence of candidate/s

• determine if competence has been achieved following learning

• establish candidate/s progress towards achievement of competence

• determine language, literacy, numeracy needs of candidates/s

• certify competence through a Statement of Attainment

• establish progress towards a qualification

• determine training gaps of candidate/s

• measure work performance

• classify employees/support career progression

• meet organisational requirements for work – operate equipment/develop new skills

Purpose/s of assessment may include:

• licensing or regulatory requirements

• the environment in which the assessment will be carried out, including real work/simulation

• opportunities for collecting evidence in a number of situations

• who carries out the assessment

• relationships between competency standards and work activities in the candidate’s workplace

• relationships between competency standards and learning activities

• auspicing and partnership arrangements

• the period of time during which the assessment takes place

• apportionment of costs/fees, if applicable

• quality assurance mechanisms

Context of assessment may include:

• individual unit or integrated approaches to competency assessment

• the candidate/s Relevant people must include: • the assessor/s responsible for conducting the

assessment/s, which may be self or other assessors

Relevant people may • the client, company or organisation



• team leaders, managers, supervisors

• delivery personnel

• technical/subject experts

• training and assessment coordinators

• industry regulators

• employee and employer representatives

• members of professional associations

• Commonwealth department official/Centrelink personnel/caseworker

include:

• New Apprenticeship Centre (NAC) personnel

• assessment system policies and procedures

• assessment strategy requirement

• reporting, recording and retrieval systems for assessment

• quality assurance systems


• access and equity policies and procedures

• collaborative/partnership arrangements


• mutual recognition arrangements

• industrial relations systems and processes, awards/enterprise agreements

• Australian Quality Training Framework (AQTF) standards on assessment

• registration scope

• human resources policies/procedures

• legal requirements including anti-discrimination, equal employment, job role/responsibilities/conditions


• confidentiality and privacy requirements


Legal/organisational/ethical requirements may include:

• ensuring OHS requirements are adhered to during the assessment process

• identifying and reporting OHS hazards and concerns to relevant personnel

• the identification of the competency standards forming the qualification and

The assessment strategy is a documented framework to guide and structure assessment arrangements for • interpretation of the packaging rules of the qualification,

where part of a Training Package




• interpretation of the competency standards as the benchmarks for assessment

• application of Training Package Assessment Guidelines, where part of a Training Package

• arrangements for recognition of existing competence (RCC/RPL), including provision of guidance and assistance to candidates in gathering and evaluating evidence

a vocational education and training qualification. In a learning and assessment pathway it is addressed as part of the learning strategy. In an assessment only pathway it is a separate document. The assessment strategy may encompass:

• determination of assessment methods for identified competency standards

• selection of assessment tools for identified competency standards

• organisational arrangements for assessment, including physical and human resources, roles and responsibilities and partnership arrangements (where relevant)

• nominated quality assurance mechanisms

• identified risk management strategies

Benchmark/s for assessment refers to:

• the criterion against which the candidate is assessed which, may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, product specifications

Evidence is: • material collected which, when matched against the specifications in the competency standards, provides proof of competency achievement

• direct, e.g. observation of work activities under real/simulated work conditions, examples of work products

Types of evidence may include:

• indirect, e.g. third party reports from a range of sources

• supplementary, e.g. question and answer, work records, training records, portfolios

• candidate gathered evidence

• assessor gathered evidence

• current/recent/historical

• combination of above

The rules of evidence guide the evidence collection process to ensure evidence is:

• valid, for example:

• address the elements and Performance Criteria

• reflect the skills and knowledge described in the relevant unit/s of competency

• show application in the context described in the Range Statement

• demonstrate performance skills and knowledge are applied in real/simulated workplace situations



• current, for example:

• demonstrate the candidate’s current skills and knowledge

• comply with current standards

• sufficient, for example:

• demonstrate competence over a period of time

• demonstrate repeatable competence

• not inflate the language, literacy and numeracy requirements beyond those required in performing the work task

• authentic, for example:

• be the work of the candidate

• be corroborated/verified

• Elements

• Performance Criteria

• Range Statement including advice on :

• range of contexts/conditions to be met in assessment

• aspects of the Performance Criteria that can be contextualised

• information which adds definition to support assessment

• links to knowledge and skills

• underpinning language, literacy and numeracy requirements

• Evidence Guide requirements, including:

• underpinning/required knowledge

• underpinning/required skills and attributes

• underpinning language, literacy and numeracy requirements

• Key Competencies/generic skills

• critical aspects of evidence to be considered/quality evidence requirements

• concurrent assessment and interdependence of units

• assessment methods/resources/context

• dimensions of competency, which include:

All component parts of the competency standards refers to:

• task skills

• task management skills


• job role/environment skills




• requirements set out in the Assessment Guidelines of the relevant Training Package/s

• information from the competency standards about the resources required for assessment, the assessment context, appropriate assessment methods

• assessment activities identified in accredited modules derived from the relevant competency standards

• assessment activities in Support Materials related to the relevant competency standards

• any requirements of OHS, legislation, codes of practice, standards and guidelines

• indicators and levels of competence of the National Reporting System

• organisational requirements for demonstration of work performance

Related documentation may include:

• product specifications

Assessment methods are the particular techniques used to gather different types of evidence and may include:

• direct observation, for example:

• real work/real time activities at the workplace

• work activities in a simulated workplace environment

• structured assessment activities, for example:

• simulation exercises/role-plays

• projects

• assignments

• presentations

• activity sheets

• questioning, for example:

• written questions, e.g. on a computer

• interviews

• self-assessment

• verbal questioning questionnaires

• oral/written examinations (for higher AQF levels

• portfolios, for example:

• collections of work samples by the candidate

• product with supporting documentation

• historical evidence

• journal/log book

• information about life experience

• review of products, for example:

• products as a result of a project



• work samples/products

• third party feedback, for example:

• testimonials/reports from employers/supervisors

• evidence of training

• authenticated prior achievements

• interview with employer, supervisor, peers

• the instruments developed from the selected assessment methods to be used for gathering evidence such as:

• a profile of acceptable performance measures

• templates/proformas

• specific questions or activities

• evidence/observation checklists

• checklists for the evaluation of work samples

• candidate self-assessment materials

Assessment tools contain:

• the procedures, information and instructions for the assessor/candidate relating to the use of assessment instruments and assessment conditions

• selected on the basis that they are suitable and effective in collecting the evidence in light of the purpose and context

Selected/confirmed means:

• confirmed in accordance with the assessment strategy, where appropriate

• validity

• reliability

• flexibility

Principles of assessment are:

• fairness

• documents required for the assessors and candidates, including competency standards and assessment tools

• plant and equipment

• technology

• personal protective equipment

• venues for assessment

• adaptive technologies

Material and physical resources may include:

• physical adjustments to assessment environment

• the purpose and aims of the assessment

• the context of assessment

• relevant competency standards to be used as the benchmarks for assessment

Assessment plan is the overall planning document for the assessment process and may include:

• other assessment information/documenation identified as relevant




• identified personnel

• identified assessment methods and assessment tools

• possibilities for clustering units of competency for assessment purposes

• identified OHS hazards, including assessed risks and control strategies

• material and/or physical resources required

• organisational arrangements for conducting assessment

• OHS reporting requirements

• any special assessment needs, e.g. personal protective equipment requirements

• outline of assessment milestones, time lines and target dates

• candidate self-assessment procedures

• connections to relevant organisational plans, polices and procedures

• self in such contexts as one-person/small training and/or assessment organisation

Relevant personnel may include:

• lead assessor

• training and/or assessment supervisor/coordinator

• training and/or assessment manager

• level of work experience

• level and experiences of previous learning and assessment

• motivation for assessment – personal/organisational

• English language, literacy and/or numeracy levels/needs

• physical impairment or disability involving hearing, vision, voice, mobility

• intellectual impairment or disability

• medical condition such as arthritis, epilepsy, diabetes, asthma that is not obvious but may impact on assessment

• differences in learning progress

• psychiatric or psychological disability

• religious and spiritual observances

• cultural background images/perceptions

• age

Characteristics of the candidate/s may include:

• gender

Reasonable adjustments and/or specific needs must not compromise the integrity of the competency standards

• adjustments to the assessment process taking into account candidate’s language, literacy, numeracy requirements

• provision of personal support services, for example,



and may include:

reader, interpreter, attendant carer, scribe, member of community in attendance

• use of adaptive technology or special equipment

• flexible assessment sessions to allow for fatigue or administering of medication

• format of assessment materials, for example, in braille, first language, use of audiotape/videotape

• adjustments to the physical environment or venue

• revising proposed assessment methods/tools

• considerations relating to age and/or gender,

• considerations relating to cultural beliefs, traditional practices, religious observances

Contextualised means: to change the wording of some component parts of the competency standard to reflect the immediate operating environment

• ANTA Guidelines on Training Package Contextualisation Contextualisation guidelines relate to: • relevant Training Package contextualisation guidelines

Recognition of current competence is defined as:

the process of assessment and formal recognition by an assessor of competence currently held by a candidate which has been gained through any combination of formal, informal training and education, work experience or real life experiences

• candidate selection

• rational and purpose of competency-based assessment

• assessment records/data management/information management

• recognition of current competency/recognition of prior learning/credit arrangements

• assessors – needs, qualifications, maintaining currency

• assessment reporting procedures

• assessment appeals

• candidate grievances/complaints

• validation

• evaluation/internal audit

• costs/resourcing

• access and equity/reasonable adjustment

Assessment system policies and procedures may include:

• partnership arrangements

• links with human resource or industrial relations systems

• links with overall quality management system

Specialist support may • assistance by third party – carer, interpreter




• development of online assessment activities

• support for remote or isolated candidates and/or assessors

• support from subject matter or safety experts

• advice from regulatory authorities

• assessment teams/panels

• support from lead assessors

include:

• advice from policy development experts

• interviews (face-to-face or telephone) Communication strategies may include: • email, memos and correspondence

• meetings

• video conferencing/e-based learning

• focus groups

EVIDENCE GUIDE The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of assessment followed by identification of specific aspects of evidence that will need to be addressed in determining competence. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency. Assessment must reflect the endorsed Assessment Guidelines of the TAA04 Training and Assessment Training Package.

Overview of Assessment To demonstrate competence against this unit candidates must be able to provide evidence that they have developed an assessment plan and organised the material resources and personnel to support the assessment process.

The evidence provided must describe how the purpose of assessment was identified; contain structured plans that detail the selection/confirmation of assessment methods and tools, and assessment environments; include appropriate communication strategies with relevant people regarding the assessment process; outline resource requirements and special assistance required throughout the assessment process; and include recording and reporting requirements.



• competency-based assessment: work focused, criterion referenced, standards-based, evidence-based

• the different purposes of assessment and different assessment contexts

• how to read and interpret the identified competency standards as the benchmarks for assessment

• how to contextualise competency standards within relevant guidelines

• the four principles of assessment and how they guide the assessment process



• what is evidence and different types of evidence

• the four rules of evidence and how they guide evidence collection

• different types of assessment methods, including suitability for collecting various types of evidence

• assessment tools and their purpose; different types of tools; relevance of different tools for specific evidence gathering opportunities

• different resource requirements for assessment and associated costs

• where to source other relevant assessment information and how to incorporate this into the plan

• the principles of inclusivity, and strategies for reasonable adjustment, without compromise to the competency standards

• sources and types of specialist support to candidates

• methodologies suitable for reviewing assessment tools

• the assessment system policies and procedures established by the industry and/or organisation

• risks and requirements associated with different assessment applications in various contexts, including:

• capacities of assessors at higher AQF levels

• when linked to licensing

• legal implications of assessing competence

• the relevant organisational/legal/ethical requirements impacting on the planning and organisation of assessment, as set out in the Range Statement of the relevant competency standards

• other relevant policy, legislation, codes of practice and national standards including national Commonwealth and state/territory legislation for example:

⎯ copyright and privacy laws in terms of electronic technology

⎯ security of information

⎯ plagiarism

⎯ licensing requirements

⎯ anti-discrimination including equal opportunity, racial vilification and disability discrimination

⎯ workplace relations

⎯ industrial awards/enterprise agreements

• OHS responsibilities associated with planning and organising assessment, such as:




⎯ hazards commonly found, and preferred risk controls for the specific assessment environment

⎯ OHS procedures to be observed in the assessment process

⎯ safe use and maintenance of relevant equipment

⎯ sources of OHS information


• cognitive interpretation skills to:

• accurately interpret competency standards and other assessment documentation

• identify opportunities for integrated competency assessment

• contextualise competency standards to the operating assessment environment

• sort information


• assess the effectiveness of the organisation’s assessment operations

• identify where improvement to the assessment process can be made

• technology skills to:

• use appropriate equipment and software to communicate effectively with others

• research and evaluation skills to:

• obtain competency standards and other assessment information, assessment tools and other relevant assessment resources

• research candidate characteristics and any reasonable adjustment needs

• identify and confirm required material and physical resources

• evaluate feedback, and determine and implement improvements to processes

• make recommendations

• planning skills relating to formulation of the assessment plan

• organisational skills relating to organising resources required


• read and interpret relevant information to design and facilitate assessment and recognition processes

• prepare required documentation and information for those involved in assessment processes



• communication skills to:

• discuss assessment processes with clients and assessors

• establish professional relationships and networks

• sensitivity to access and equity considerations and candidate diversity

• capacity to promote and implement equity, fairness, validity, reliability and flexibility in planning an assessment process


The seven Key Competencies represent generic skills considered essential for effective work participation The bracketed numbering against each of the Key Competencies indicates the performance level required in this unit.

Level (1) represents the competence to undertake tasks effectively Level (2) represents the competence to manage tasks Level (3) represents the competence to use concepts for evaluating and reshaping tasks


• confirming assessment arrangements with key stakeholders

1. Communicating ideas and information (2)

• providing and receiving feedback

• reporting as per regulatory and organisational requirements

• sourcing and locating information 2. Collecting, analysing and organising information (2) • analysing documents and relevant information in

developing the assessment plan

3. Planning and organising activities (2)

• developing a plan and timetable for assessment activities

4. Working in a team (2) • collaborating with peers, colleagues, supervisors and other relevant personnel to generate ideas, obtain advice and receive feedback about planning the assessment process


• analysing the cost of resources and determining methods to improve cost/time efficiency

• responding to the immediate assessment environment by contextualising, amending, reviewing assessment plan documentation

6. Solving problems (2)

• maintaining effective relationships with key stakeholders

• making adjustments to assessment tools 7. Using technology (2)

• preparing/storing the assessment plan

Products that could be used • assessment plans




as evidence include: • modified/adjusted assessment tools to allow for specific needs

• contextualised competency standards

• documentation of consultations with clients and other stakeholders regarding the assessment purpose and context

• how competency standards and other documents were interpreted


• how assessment activities were scheduled

• how resources were identified and obtained

• how communication systems were used to include relevant stakeholders in the planning process

• how assistance was sought from individuals providing specialist support

• access to relevant Training Package/s Resource implications for assessment include: • access to assessment materials and tools

• access to other relevant assessment information

• access to suitable assessment venue/equipment

• workplace documentation

• cost/time considerations

• personnel requirements


• assessment must address the scope of this unit and reflect all components of the unit, i.e. the Elements, Performance Criteria, Range Statement, Evidence Requirements and Key Competencies


• evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided



• a judgement of competence should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated


• evidence of planning and organising the assessment process on a minimum of two occasions. The evidence collected must:



• address the provision of documented assessment plans

• cover a range of assessment events

• cater for a number of candidates

• relate to different competency standards or accredited curricula

• address recognition assessment

• involve the contextualisation of competency standards and the selected assessment tools, where required

• incorporate consideration of reasonable adjustment strategies

• include organisational arrangements


• this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:

⎯ TAAASS402A Assess competence

⎯ TAAASS403A Develop assessment tools

⎯ TAAASS404A Participate in assessment validation

⎯ TAADES401A Use Training Packages to meet client needs.

TAAASS402A Assess competence – Volume VII

Page 358 © Commonwealth of Australia 2007 MTM07 Australian Meat Industry Training Package To be reviewed by March 2010

TAAASS402A Assess competence

Unit Descriptor This unit specifies the competence required to assess the competence of a candidate.

Competency Field Assessment

This unit addresses the competence of conducting competency assessment in accordance with a developed assessment plan. It includes assessment carried out in an assessment and learning pathway as well as assessment conducted in an assessment only pathway.

The critical focus of this unit is on interpreting the collected evidence and making a judgement of competence against the specified competency standards by applying the principles of assessment and rules of evidence. This unit also covers demonstration of the professional relationship between assessor and candidate/s and the skills needed to support this relationship.

The achievement of this unit includes interpretation of competency standards, (where competency standards are used as the benchmarks for assessment). TAADES401A Use Training Packages to meet client needs addresses this skill in depth.

This unit does not address the development of an assessment plan or organisation of required resources for assessment, which is addressed in TAAASS401A Plan and organise assessment.


The competence specified in this unit is typically required by assessors.



1. Establish and maintain the assessment environment

1.1 The assessment plan is interpreted and assessment system policies and procedures and organisational/ legal/ethical requirements for conducting assessment are confirmed with relevant people


© Commonwealth of Australia 2007 Page 359 MTM07 Australian Meat Industry Training Package To be reviewed by March 2010

1.2 The relevant benchmarks for assessment and nominated assessment tools are accessed and interpreted to confirm the evidence to be collected and how it is to be collected

1.3 Details of the assessment plan and the assessment process are explained, discussed and clarified with the candidate including opportunities for assessment, reasonable adjustment, re-assessment and appeals

1.4 Proposed changes to the assessment process are negotiated and agreed with the candidate, where relevant

2.1 The assessment plan is followed to guide the conduct of assessment and assessment methods and assessment tools are used to gather, organise and document evidence in a format suitable for determining competence

2.2 The principles of assessment and rules of evidence are applied in gathering quality evidence

2.3 Opportunities for evidence gathering in work activities/simulated work activities are determined with the candidate and relevant personnel

2.4 Opportunities for integrated assessment activities are identified and assessment tools are modified, where required

2. Gather quality evidence

2.5 Identified assessment system policies and procedures and organisational/legal/ethical and requirements for assessment are addressed

3.1 Candidates are guided in gathering their own evidence to support recognition of current competence

3.2 Appropriate communication and interpersonal skills are used to develop a professional relationship with the candidate which reflects sensitivity to individual differences and enables two-way feedback

3.3 Decisions on reasonable adjustment/s, where applicable, are made with the candidate, based on candidate’s needs and characteristics

3. Support the candidate

3.4 Reasonable adjustments must maintain the integrity of the relevant competency standards and provide balanced application of the principles of assessment and rules of evidence



3.5 Specialist support is accessed, where required, in accordance with the assessment plan

3.6 Any occupational health and safety (OHS) risk to person or equipment is addressed immediately

4.1 Limitations in obtaining and evaluating quality evidence are identified and assistance is sought, where required, from relevant people

Collected evidence is examined and evaluated to ensure that it reflects the evidence required to demonstrate competency and which:

encompasses all component parts of the competency standards and the dimensions of competency (where competency standards are the benchmarks for assessment)

4.2

addresses other related documentation

complies with the rules of evidence

4.3 Judgement is used to infer whether competence has been demonstrated, based on the available evidence

4.4 Relevant assessment system policies and procedures and organisational/legal/ethical considerations are addressed in making the assessment decision

4. Make the assessment decision

4.5 Clear and constructive feedback is provided to the candidate regarding the assessment decision and a follow-up action plan is developed, where required

5.1 Assessment outcomes are recorded promptly and accurately in accordance with assessment system policies and procedures and organisational/legal/ethical requirements

5.2 An assessment report is completed and processed in accordance with assessment system policies and procedures and organisational/legal/ethical requirements

5.3 Recommendations for follow up action are submitted to relevant people, where required

5. Record and report the assessment decision

5.4 Other relevant parties are informed of the assessment decision where required, and in accordance with confidentiality conventions



6.1 The assessment process is reviewed against criteria in consultation with relevant people to improve and modify future assessment practice

6. Review the assessment process

6.2 The review is documented and recorded in accordance with relevant assessment system policies and procedures and organisational/ legal/ethical requirements

6.3 Reflection skills are used to review and self-evaluate assessment practice


An assessment plan is the overall planning document for the assessment process and may include:

• the purpose and aims of the assessment

• the context of assessment

• identified personnel

• relevant competency standards and other assessment documentation

• evidence plan

• identified assessment methods and assessment tools

• possibilities for clustering units of competency for assessment purposes

• identified OHS hazards, including assessed risks and control strategies

• material/physical resources required

• organisational arrangements for conducting assessment

• OHS reporting requirements

• any special assessment needs, e.g. personal protective equipment requirements

• outline of assessment milestones, time lines and target dates

• candidate self-assessment procedures

• connections to relevant organisational plans, polices and procedures



Assessment system policies and procedures may include:

• candidate selection

• rational and purpose of competency-based assessment

• assessment records/data management/information management

• recognition of current competency/recognition of prior learning/credit arrangements

• assessors – needs, qualifications, maintaining currency

• assessment reporting procedures

• assessment appeals

• candidate grievances/complaints

• validation

• evaluation/internal audit

• costs/resourcing

• access and equity/reasonable adjustment

• partnership arrangements

• links with human resource or industrial relations systems

• links with overall quality management system

Organisational/legal/ethical requirements may include:

• assessment system policies and procedures

• reporting, recording and retrieval systems for assessment

• licensing/legal ramifications of assessing competence

• requirements of training and/or assessment organisations relating to assessment and validation

• quality assurance systems


• collaborative/partnership arrangements

• policies, procedures and programs


• mutual recognition arrangements

• industrial relations systems and processes, awards/enterprise agreements

• Australian Quality Training Framework (AQTF) Standards for Registered Training Organisations (RTOs), in particular Standard 8, RTO assessments

• registration scope

• human resources policies/procedures

• legal requirements including anti-discrimination, equal employment, job role/responsibilities/conditions




• confidentiality and privacy requirements of information relating to completed assessments


• ensuring OHS requirements are adhered to during the assessment process

• identifying and reporting OHS hazards and concerns to relevant personnel

• the candidate/s

• other assessors

• the client, company or organisation

• team leaders, managers, supervisors

• trainers/facilitators


• training and assessment coordinators

• industry regulators

• employee and employer representatives

Relevant people may include:

• members of professional associations

• Commonwealth department official/Centrelink staff/caseworker

• New Apprenticeship Centre (NAC) personnel

Benchmark/s for assessment refers to:

• the criterion against which the candidate is assessed which, may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, product specifications

⎯ the instruments to be used for gathering evidence such as:

⎯ a profile of acceptable performance measures

⎯ templates/proformas

⎯ specific questions or activities

⎯ evidence/observation checklists

⎯ checklists for the evaluation of work samples

⎯ candidate self-assessment materials

Assessment tools contain both the instrument and the procedures for gathering and interpreting evidence in accordance with designated assessment methods and may include:

⎯ the procedures, information and instructions for the assessor/candidate relating to the use of assessment instruments and assessment conditions

Reasonable adjustment must not compromise the integrity of the competency standard and may include:

• adjustments to the assessment process taking into account candidate’s language, literacy, numeracy requirements

• provision of personal support services, for example,



reader, interpreter, attendant carer, scribe, member of community in attendance

• use of adaptive technology or special equipment

• flexible assessment sessions to allow for fatigue or administering of medication

• format of assessment materials, for example, in Braille, first language, use of audiotape/videotape

• adjustments to the physical environment or venue

• revising proposed assessment methods/tools

• considerations relating to age and/or gender,

• considerations relating to cultural beliefs, traditional practices, religious observances

Assessment methods are the particular techniques used to gather different types of evidence and may include:

• direct observation, for example:

⎯ real work/real time activities at the workplace

⎯ work activities in a simulated workplace environment

• structured activities, for example:

⎯ simulation exercises/role-plays

⎯ projects

⎯ presentations

⎯ activity sheets

• questioning, for example:

⎯ written questions, e.g. on a computer

⎯ interviews

⎯ self-assessment

⎯ verbal questioning

⎯ questionnaires

⎯ oral/written examinations (for higher AQF levels)

• portfolios, for example:

⎯ collections of work samples by the candidate

⎯ product with supporting documentation

⎯ historical evidence

⎯ journal/log book

⎯ information about life experience

• review of products, for example: products as a result of a project work samples/products

• third party feedback, for example:

⎯ testimonials/reports from employers/supervisors



⎯ evidence of training

⎯ authenticated prior achievements

⎯ interview with employer, supervisor, peer

Principles of assessment guide the assessment process and must address:

• validity

• reliability

• flexibility

• fairness

Rules of evidence are closely related to the assessment principles and provide guidance on the collection of evidence to ensure that it is:

• valid

• sufficient

• authentic

• current

Quality evidence addresses the rules of evidence and must:

• encompass the Performance Criteria to demonstrate achievement of the outcomes (Elements)

• reflect the skills, knowledge and attributes defined in the relevant units of competency

• show application of the skills in the context described in the Range Statement

• demonstrate competence over a period of time

• demonstrate repeatable competence

• be the work of the candidate

• be able to be verified

• demonstrate current skills/knowledge of the candidate

• not inflate the language, literacy and numeracy requirements beyond those required in the performance of the competency

• what is recognition-based assessment Guided means to explain to the candidate: • what are assessment tools

• how to use these tools

• the rules of evidence that must be met by the evidence they provide

Recognition of current competence is defined as:

• the process of assessment and formal recognition by an assessor of competence currently held by a candidate which has been gained through any combination of formal, informal training and education, work experience or real life experiences



Communication skills may include:

• providing constructive and supportive feedback

• using active listening

• using appropriate questioning to clarify and confirm instructions for evidence gathering

• accurately interpreting verbal messages

• assisting candidates to paraphrase advice/instructions to the assessor

• making clear and concrete presentations of options/advice

Interpersonal skills may include:

• accurately interpreting non-verbal messages

• engaging in two-way interaction

• using language appropriate to candidate, assessment context and work performance addressed by competency standards

• using language and concepts appropriate to cultural differences

• using culturally inclusive and sensitive techniques

Individual differences may include:

• English language, literacy and numeracy barriers

• physical impairment or disability involving hearing, vision, voice, mobility

• intellectual impairment or disability

• medical conditions such as arthritis, epilepsy, diabetes and asthma that are not obvious but may impact on assessment

• learning difficulties

• psychiatric or psychological disability

• religious and spiritual observances

• cultural images/perceptions

• age

• gender

Feedback may include: • ensuring assessment process is understood

• ensuring candidate concerns are addressed

• enabling question and answer

• confirming outcomes

• identifying further evidence to be provided

• discussing action plans

• confirming gap training needed

• information regarding available appeal processes

• suggesting improvements in evidence gathering and



presentation

Specialist support may include:

• assistance by third party – carer, interpreter

• support from specialist educator

• development of online assessment activities

• support for remote or isolated candidates and/or assessors

• support from subject matter or safety experts

• advice from regulatory authorities

• assessment teams/panels

• support from lead assessors

• advice from policy development experts

Addressed may include: • stopping the assessment until the OHS risk is rectified

• stopping the assessment until the equipment is fixed or replaced

Limitations may relate to: • job role and responsibilities

• meeting candidate needs

• assessment panels

• training and/or assessment organisation’s quality processes

• personal competency level

• organisational, industry and national training requirements

• personal level of knowledge of competency-based assessment

• legal responsibilities

All component parts of the competency standards refers to:

• elements

• Performance Criteria

• Range Statement/range of variables, including:

⎯ contextualisation

⎯ link to knowledge and enterprise requirements

⎯ focus of assessment

⎯ underpinning language, literacy and numeracy requirements

• evidence guide requirements, including:

⎯ underpinning/required knowledge

⎯ underpinning/required skills and attributes

⎯ underpinning language, literacy and numeracy requirements

• Key Competencies/generic skills



• critical aspects of evidence to be considered/quality evidence requirements

• concurrent assessment and interdependence of units

• assessment methods/resources/context

• dimensions of competency, which include:

• task skills

• task management skills


• job role/environment skills

• Assessment Guidelines of the relevant Training Package/s

• the assessment criteria of accredited modules

• evidence to be collected as set out in assessment plans

• definition and interpretation of evidence in developed assessment tools

• any requirements of OHS, legislation, codes of practice, standards, guidelines

• indicators and levels of competence of the National Reporting System

• organisational requirements for work performance

• product specifications

Related documentation may include:

• integrated competency assessment tool

• the decision made by the assessor on whether the evidence provided meets the principles of assessment and rules of evidence

Judgement is a two-step process and means:

• the decision made by the assessor, based on the evidence provided and evaluated, on whether the candidate is competent/not yet competent

An action plan is required when the decision of not yet competent is recorded and may include:

• gap training, further learning

• additional practice opportunities

• additional assessment opportunities/evidence gathering opportunities

• individual facilitation, where relevant

• referral to specialist support

An assessment report may include:

• personal details of candidate

• details of assessment/s, date, time, venue

• details of assessor’s summary of evidence considered and copies of assessment papers

• feedback to and from the candidate

• justification of decision



• summary of candidate’s action plan

• other critical information including appeals and outcomes

• sign-off by assessor and candidate

• electronic/paper reports to funding bodies

Recommendations may include:

• recommendation to support training and/or assessment in new areas of competency

• recommendations in the action plan

• reassessment

• appeal implications

Other relevant parties may include:

• Centrelink personnel

• Department of Immigration and Multicultural Indigenous Affairs (DIMIA)

• parties nominated by the candidate

• parties to be informed because of contractual obligations

Criteria may include: • following the assessment plan

• confirming and addressing organisational, ethical and legal requirements where appropriate, including OHS

• providing appropriate information regarding the assessment process to the candidate and explaining all steps, using effective communication and interpersonal skills

• demonstrated application of the rules of evidence and principles of assessment in gathering quality evidence

• demonstrated support and guidance to the candidate throughout the assessment process

• using assessment methods and tools appropriately to gather, organise and document evidence

• applying reasonable adjustments where required/ appropriate, in consultation with relevant people

• providing clear and constructive feedback to the candidate regarding the assessment decision

• reviewing range of own decisions for consistency

Consultation may involve: • moderation with other assessors, training and assessment coordinators

• discussions with the client, team leaders, managers, supervisors, coaches, mentors


• English language, literacy and numeracy experts



EVIDENCE GUIDE The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of assessment followed by identification of specific aspects of evidence that will need to be addressed in determining competence. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency. Assessment must reflect the endorsed Assessment Guidelines of the TAA04 Training and Assessment Training Package.

Overview of Assessment To demonstrate competence against this unit candidates must be able to provide evidence that they can assess the competence of another individual through a process of collecting and reviewing evidence and making an informed judgement.

The evidence provided must show: how the assessment environment was established and how the candidate’s needs were met; how the units of competency were interpreted to determine the evidence requirements; how the assessment plan was followed; how the assessment tools were used in collecting evidence; the basis for the assessment decision using the rules of evidence; communication skills used to guide, support and provide feedback to the candidate during the assessment process; records and reports; and how the assessment process was reviewed.



• competency-based assessment covering:

⎯ vocational education and training as acompetency-based system

⎯ assessment is criterion referenced/distinction to norm referenced assessment

⎯ criterion used in national VET is endorsed or accredited competency standards defining specifications for performance of work/work functions and skills/knowledge

⎯ reporting of competency-based assessment

⎯ competency standards as the basis of qualifications

⎯ the principles of competency-based assessment

⎯ the structure and application of competency standards

• what are the principles of assessment and how are they applied (validity, reliability, fairness, flexibility)

• what are the rules of evidence and how are they applied (valid, authentic, sufficient, current)

• the range of assessment purposes and assessment contexts



• different types of assessment methods, including suitability for gathering various types of evidence; suitability for content of units; resource requirements and associated costs

• what are reasonable adjustments/when are they applicable/not applicable

• basic evaluation methodologies suitable for reviewing personal assessment practice

• types and forms of evidence, including assessment tools that are relevant to gathering different types of evidence

• practical knowledge of the potential barriers and processes relating to assessment tools and methods

• the assessment system and assessment policies and procedures established by the industry, organisation or training authority

• cultural sensitivity and equity considerations

• relevant policy, legislation, codes of practice and national standards including national Commonwealth and state/territory legislation for example:

⎯ copyright and privacy laws in terms of electronic technology

⎯ security of information

⎯ plagiarism

⎯ Training Packages/competency standards

⎯ licensing requirements

⎯ industry/workplace requirements duty of care under common law recording information and confidentiality

requirements anti-discrimination including equal opportunity,

racial vilification and disability discrimination workplace relations industrial awards/enterprise agreements

OHS responsibilities associated with assessing competence such as: requirements for reporting hazards and incidents emergency procedures and procedures for use of

relevant personal protective equipment safe use and maintenance of relevant equipment sources of OHS information


• analysis and interpretation skills to:

⎯ unpack competency standards

⎯ interpret assessment tools and other assessment information



⎯ identify candidate needs

⎯ make judgements based on assessing available evidence


⎯ determine candidate readiness for assessment

⎯ observe candidate performance

⎯ identify when candidate may need assistance throughout the assessment processes

• research and evaluation skills to:

⎯ access required human and material resources for assessment

⎯ access assessment system policies and procedures

⎯ evaluate evidence

⎯ evaluate the assessment process

• cognitive skills to:

⎯ weigh up the evidence and make a judgement

⎯ consider and recommend reasonable adjustments

• decision making skills to:

⎯ make a decision on a candidate’s competence


⎯ read and interpret relevant information to conduct assessment

⎯ prepare required documentation and records/reports of assessment outcomes in required format

• communications/interpersonal skills to:

⎯ explain the assessment process to the candidate

⎯ give clear and precise instructions

⎯ ask effective questions

⎯ provide clarification

⎯ discuss process with other relevant people

⎯ give appropriate feedback to the candidate

⎯ discuss assessment outcome with the candidate

⎯ using language appropriate to the candidate and assessment environment

⎯ establish a working relationship with the candidate

• attributes including:

⎯ a willingness to guide and support candidates



⎯ capacity to encourage, accept and utilise feedback

⎯ sensitivity to individual difference and need

⎯ ethical conduct in assessment


The seven Key Competencies represent generic skills considered essential for effective work participation. The bracketed numbering against each of the Key Competencies indicates the performance level required in this unit.

Level (1) represents the competence to undertake tasks effectively Level (2) represents the competence to manage tasks Level (3) represents the competence to use concepts for evaluating and reshaping tasks.


• confirming assessment arrangements with relevant people

• clarifying context and purpose of assessment process

• providing and receiving feedback

1. Communicating ideas and information (2)

• listening to and translating feedback into assessment practice

• locating information to interpret evidence requirements 2. Collecting, analysing and organising information (2) • using assessment tools to source and collate evidence

• analysing documents and relevant information in developing assessment activities

3. Planning and organising activities (1)

• following assessment plan and timetable for assessment activities

4. Working in a team (2) • collaborating with peers, colleagues, supervisors and other relevant people to generate ideas, obtain advice and receive feedback through the assessment process


• identifying and confirming resource requirements

• applying reasonable adjustment to assessment activities to suit candidates with specific needs

6. Solving problems (2)

• maintaining effective relationships with candidates and other relevant personnel

7. Using technology (1) • recording the assessment decision and following reporting procedures


• completed assessment tools/templates/checklists

• documentation of evidence collected and assessment decisions

• feedback from candidate/assessor/supervisor

• feedback to candidate with recommendations for future



options

• completed assessment records/reports

• reviews of assessment practices and recommended changes to future practices


• how competency standards and other documents were interpreted

• how assessment activities were scheduled

• how the assessment plan was modified to meet candidate needs

• how evidence was collated and evaluated against the rules of evidence


• access to candidates to be assessed

• access to competency standards

• access to assessment materials and tools

• access to suitable assessment venue/equipment

• workplace documentation

• access to documentation/records of candidate to determine specific requirements

• cost/time considerations

• personnel requirements


• assessment must address the scope of this unit and reflect all components of the unit, i.e. the Elements, Performance Criteria, Range Statement, Evidence Requirements and Key Competencies


• evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided



• a judgement of competence should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated


• carrying out assessment of a number of candidates, assessed against different units of competency or accredited curricula, following the relevant assessment plan

• at least one candidate must be assessed through an



assessment only pathway

• at least one assessment must include consideration of reasonable adjustment and the reasons for decisions and approach

• all must show:

⎯ the application of different assessment methods and tools involving a range of assessment activities and events

⎯ demonstration of two-way communication and feedback

⎯ how judgement was exercised in making the assessment decision how and when assessment outcomes were recorded and reported

⎯ completion of assessment records/reports in accordance with assessment system – legal/organisational ethical requirements

⎯ how the assessment process was reviewed and the review outcomes documented


• this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:

⎯ TAAASS401A Plan and organise assessment

⎯ TAAASS403A Develop assessment tools

⎯ TAAASS404A Participate in assessment validation

⎯ TAADES401A Use Training Packages to meet client needs.

TDTA997B Complete and check import/export documentation – Volume VII


TDTA997B Complete and check import/export documentation

Field A Handling Cargo/Stock

Description

This unit involves the skills and knowledge required to complete import and export documentation including identifying procedures required for documentation for import/export of goods and completing documentation to meet regulatory and workplace requirements.


a. Documents required for goods are identified

b. Content requirements for each section of the documentation are applied

c. Requirements for permits are identified and implications noted

d. Procedures for obtaining clearances including Export Clearance Numbers (ECN) are identified and followed

1 Identify procedures required for documentation for import/export of goods

e. Letters of credit are identified and implications of each noted

a. Workplace procedures for authorisations are followed

b. Data entry for documents are completed

c. Entries are checked to ensure they meet customs and workplace requirements

e. Letters of credit are checked to ensure they meet commercial, transport and overseas requirements

f. Dangerous goods documentation is checked in accordance with regulatory requirements and workplace procedures

2 Complete and check documentation to meet regulatory and workplace requirements

g. Workplace records are completed and filed to workplace requirements



RANGE OF VARIABLES complete and check import/export documentation

Variable Scope

1. General context a Work must be carried out in compliance with the relevant standards, regulations and workplace requirements concerning the completion and checking of import/export documentation

b Work is performed under some supervision generally within a team environment

c Work involves the application of workplace procedures and regulatory requirements to the completion/checking of import/export documentation as part of work activities in the warehousing, distribution and/or storage industries

2. Worksite environment a Work may be conducted in a range of work environments by day or night

b Customers may be internal or external

c Workplaces may comprise large, medium or small worksites

d Work may be conducted in:

d.1 limited or restricted spaces

d.2 exposed conditions

d.3 controlled or open environments

e Cargo may include goods with specialist requirements, including temperature controlled goods and dangerous goods

f Hazards in the work area may include exposure to:

f.1 chemicals

f.2 dangerous or hazardous substances

f.3 movements of equipment, goods and materials

g Consultative processes may involve:

g.1 other employees and supervisors

g.2 suppliers, customers and clients

g.3 relevant authorities and institutions

g.4 management and union representatives

g.5 industrial relations and OHS specialists

g.6 other maintenance, professional or technical staff

h Communication in the work area may include:

h.1 phone

h.2 electronic data interchange (EDI)

h.3 fax



h.4 e-mail

h.5 Internet

h.6 radio

h.7 oral, aural or signed communications

i Depending on the type of organisation concerned and the local terminology used, workplace procedures may include:

i.1 company procedures

i.2 enterprise procedures

i.3 organisational procedures

i.4 established procedures

3. Sources of information/ documents

a Information/documents may include:

a.1 goods identification numbers and codes

a.2 manifests, picking slips, merchandise transfers, stock requisitions and bar codes, and container identification/serial number

a.3 Australian and international codes of practice and regulations relevant to import/export of cargo

a.4 Australian and international standards, regulations and codes of practice for the handling and transport of dangerous goods and hazardous substances

a.5 operations manuals, job specifications and induction documentation

a.6 manufacturer’s specifications for equipment

a.7 workplace procedures and policies

a.8 supplier and/or client instructions

a.9 dangerous goods declarations and material safety data sheets (where applicable)

a.10 award, enterprise bargaining agreement, other industrial arrangements

a.11 relevant Australian standards and certification requirements

a.12 quality assurance procedures

a.13 emergency procedures

4. Applicable regulations and legislation

a Applicable regulations and legislation may include:

a.1 relevant standards, codes and regulations for the import/export of cargo

a.2 Australian and international regulations and codes of practice for the handling and transport of dangerous goods and hazardous substances, including:

a.2.1 Australian and International Dangerous Goods Codes



a.2.2 Australian Marine Orders and the International Maritime Dangerous Goods Code

a.2.3 IATA's 'Dangerous Goods by Air' regulations

a.2.4 Australian and International Explosives Codes

a.3 licence, patent or copyright arrangements

a.4 water and road use and licence arrangements

a.5 export/import/quarantine/bond requirements

a.6 marine orders

a.7 relevant Australian standards and certification requirements

a.8 relevant State/Territory OHS and environmental protection legislation

a.9 workplace relations regulations

a.10 workers compensation regulations

EVIDENCE GUIDE Complete and check import/export documentation

1. Critical aspects of

evidence to be considered

a Assessment must confirm appropriate knowledge and skills to:

a.1 identify procedures required for documentation for import/export of goods

a.2 complete and check documentation and records to meet regulatory and enterprise requirements

a.3 provide customer/client service and work effectively with others

a.4 convey information in written and oral form

a.5 locate, interpret and apply relevant information

a.6 select and use appropriate workplace colloquial and technical language and communication technologies in the workplace context

a.7 prepare documentation using letters of credit and to meet workplace and customer's/transport organisation's requirements

2. Interdependent assessment of units

a This unit of competency may be assessed in conjunction with other units that form part of a worker's job function



3. Required knowledge and skills

a Australian and international standards, codes and regulations relevant to the import and export of cargo/freight

b Relevant OHS and environmental protection procedures and guidelines

c Workplace procedures and policies for the completion of import/export documentation

d Focus of operation of work systems, equipment, management and site operating systems for obtaining customs clearances

e Problems that may occur when completing import/export documentation and appropriate action that can be taken to resolve the problems

f Documentation requirements for the import/export of cargo/freight

g Ability to select and use relevant communications/computing/office equipment when completing import/export documentation

h Ability to modify activities depending on differing workplace contexts, risk situations and environments

i Ability to read and comprehend simple statements in English

j Ability to read and interpret instructions, procedures and labels relevant to the import/export of cargo/freight

4. Resource implications a Access is required to opportunities to:

a.1 participate in a range of exercises, case studies and other simulated practical and knowledge assessments that demonstrate the skills and knowledge to complete import/export documentation, and/or

a.2 complete import/export documentation in an appropriate range of operational situations

5. Consistency in performance

a Applies underpinning knowledge and skills when:

a.1 identifying required procedures

a.2 completing and checking required documentation and records

a.3 providing customer/client service and working effectively with others

a.4 conveying information in written and oral form

a.5 locating, interpreting and applying relevant information

a.6 preparing documentation using letters of credit and to meet workplace and customer's/transport



organisation's requirements

b Shows evidence of application of relevant workplace procedures including:

b.1 relevant standards, codes of practice and legislative requirements including local and international regulations pertaining to the import/export of cargo

b.2 Australian and international regulations and codes of practice for the handling and transport of dangerous goods, explosives and hazardous substances

b.3 workplace procedures and instructions (including security and housekeeping procedures)

b.4 OHS policies and procedures

b.5 issue resolution procedures

b.6 obtaining assistance from other team members when required

b.7 relevant guidelines relating to the safe use of equipment

b.8 customer service and quality assurance procedures and policies

b.9 environmental protection procedures

c Action is taken promptly to report and/or rectify any potential difficulties in safely shifting a load in accordance with OHS requirements and workplace procedures

d Performance is demonstrated consistently over a period of time and in a suitable range of contexts

e Recognises and adapts appropriately to cultural differences in the workplace, including modes of behaviour and interactions among staff and others

f Work is completed systematically with required attention to detail without damage to goods, equipment or personnel

6. Context for assessment a Assessment of this unit must be undertaken by a Registered Training Organisation:

a.1 As a minimum, assessment of knowledge must be conducted through appropriate oral and/or written questioning

a.2 Appropriate practical assessment must occur:

a.2.1 at the Registered Training Organisation, and/or

a.2.2 in an appropriate work situation



KEY COMPETENCIES

Col

lect

, A

naly

se &

O

rgan

ise

Info

rmat

ion

Com

mun

icat

e Id

eas &

In

form

atio

n

Plan

&

Org

anis

e A

ctiv

ities

Wor

k w

ith

Oth

ers &

in

Team

s

Use

M

athe

mat

ical

Id

eas &

Te

chni

ques

Solv

e Pr

oble

ms

Use

Te

chno

logy

3 3 3 3 3 3 3

TDTD1397B Move materials mechanically using automated equipment – Volume VII


TDTD1397B Move materials mechanically using automated equipment

Field D Load Handling

Description This unit involves the skills and knowledge required to move materials mechanically using automated equipment such as automatic guided vehicles, tow motors, high level order pickers, conveyor systems, and mechanised pallet movers. This includes selecting appropriate mechanical moving equipment (where relevant), moving materials/goods in accordance with operational requirements, checking condition of materials/goods and completing all required documentation.

Persons achieving competence in this unit will need to fulfil all of the relevant Australian and State/Territory regulations and codes concerned with the handling of goods and materials, including dangerous goods and materials where relevant.


a The mechanised handling equipment, the route to be taken and procedures to be used are selected appropriate to the characteristics of the goods

1 Select load moving equipment

b Dangerous goods and hazardous materials are identified and handled in accordance with codes of practice, OHS requirements and workplace procedures

a Goods are moved using the selected materials handling equipment in accordance with occupational health and safety regulations, manufacturer’s instructions and company procedures

2 Move goods

b Problems in the movement of goods and materials using the automated equipment are identified and are reported in accordance with workplace procedures

a Moved goods are inspected for possible damage during transit/movement and appropriate action is taken

3 Check goods and complete documentation

b All required documentation is completed for the tracking of the moved goods in accordance with company requirements



RANGE OF VARIABLES Move materials mechanically using automated equipment

Variable Scope

1. General context

a Work must be carried out in compliance with the relevant OHS regulations concerning the movement of materials mechanically using automated equipment

b Work is performed under limited or minimum supervision

c Work involves the application of the basic principles and routine procedures for the safe movement of materials mechanically using automated equipment

2. Worksite environment

a The operations may be conducted in a range of work environments by day or night in a range of typical weather conditions:


c Workplaces may comprise large, medium or small worksites


d.1 restricted spaces



e Mechanised equipment may include a range of goods and materials handling equipment such as:

e.1 automatic guided vehicle

e.2 tow motors

e.3 high level order picker

e.4 conveyor system

e.5 mechanised pallet mover

f Personal protection equipment may include:

f.1 gloves

f.2 safety headwear and footwear

f.3 safety glasses

f.4 two-way radios

f.5 high visibility clothing

g Hazards in the work area may include exposure to:

g.1 chemicals

g.2 dangerous or hazardous substances

g.3 movements of equipment, goods and materials

g.4 moving and rotating equipment and vehicles



h Personnel in the work area may include:

h.1 workplace personnel

h.2 site visitors

h.3 contractors

h.4 official representatives

i Communication in the work area may include:

i.1 phone

i.2 electronic data interchange

i.3 fax

i.4 e-mail

i.5 Internet

i.6 radio

i.7 oral, aural or signed communications j Depending on the type of organisation concerned and the local

terminology used, workplace procedures may include:

j.1 company procedures

j.2 enterprise procedures

j.3 organisational procedures

j.4 established procedures 3. Sources of

information/ documents


a.1 goods identification numbers and codes

a.2 manifests, bar codes, goods and container identification

a.3 manufacturer's instructions concerning the use and servicing of automated mechanical equipment

a.4 workplace procedures and policies

a.5 supplier and/or client instructions

a.6 material safety data sheets

a.7 codes of practice including the National Standards for Manual Handling and the Industry Safety Code

a.8 relevant legislation, regulations and related documentation


a.10 standards and certification requirements




a a. Applicable regulations and legislation may include:

a.1 relevant State/Territory OHS legislation



a.2 relevant State/Territory environmental protection legislation

a.3 workplace relations regulations

a.4 workers compensation regulations

a.5 ADG Code and regulations

EVIDENCE GUIDE Move materials mechanically using automated equipment

1. Critical aspects of evidence to be considered

a a. Assessment must confirm appropriate knowledge and skills to:

a.1 use automated equipment to move loads mechanically

a.2 identify risks to self, others and equipment when using automated equipment to move materials and take appropriate precautions to minimise the risks

a.3 estimate effect of load and operating limitations of automated equipment


a.5 maintain workplace records

a.6 use workplace colloquial and technical language and communication technologies in the workplace context




a Relevant OHS procedures and guidelines concerning the use of automated equipment to move loads mechanically

b Risks when using automated equipment to move loads and related precautions to control the risks

c Workplace procedures and policies for the movement of materials and goods using automated equipment

d Housekeeping standards and procedures required in the workplace

e Site layout and obstacles

f Ability to modify activities depending on differing workplace contexts, risk situations and environments

g Ability to read and comprehend simple statements in English

h Ability to identify containers and goods coding, IMDG markings and where applicable emergency information panels

i Ability to estimate the size shape and special requirements of loads




a.1 participate in a range of exercises, case studies and other simulated practical and knowledge assessments that demonstrate the skills and knowledge to mechanically move materials and goods safely using automated equipment, and/or

a.2 mechanically move materials and goods safely using automated equipment in an appropriate range of operational situations


a a. Applies underpinning knowledge and skills when:

a.1 using automated equipment to move loads mechanically

a.2 identifying risks to self, others and equipment when using automated equipment to move materials and taking appropriate precautions to minimise the risks

a.3 estimating effect of load and operating limitations of equipment


a.5 maintaining workplace records

a.6 using workplace colloquial and technical language and communication technologies in the workplace context


b.1 OHS regulations and hazard prevention policies and procedures

b.2 workplace procedures and work instructions concerning the use of automated equipment to mechanically move materials and goods

b.3 obtaining assistance from other team members when required

b.4 housekeeping procedures

b.5 environmental protection procedures when shifting materials

c Action is taken promptly to report and/or rectify any potential difficulties in safely moving materials/goods mechanically using automated equipment in accordance with OHS requirements and workplace procedures


e Work is completed systematically with required attention to detail without damage to goods, equipment or personnel

6. Context for assessment a Assessment of this unit must be undertaken by a



Registered Training Organisation:





KEY COMPETENCIES

Col

lect

, A

naly

se &

O

rgan

ise

Info

rmat

ion

Com

mun

icat

e Id

eas &

In

form

atio

n

Plan

&

Org

anis

e A

ctiv

ities

Wor

k w

ith

Oth

ers &

in

Team

s

Use

M

athe

mat

ical

Id

eas &

Te

chni

ques

Solv

e Pr

oble

ms

Use

Te

chno

logy

1 1 1 1 1 1 2

TDTD2097B Care for livestock in transit – Volume VII


TDTD2097B Care for livestock in transit

Field D Load Handling

Description This unit involves the skills and knowledge required to prepare and care for livestock in transit, including making preparations to transport livestock, caring for and controlling livestock in transit, and using appropriate animal husbandry techniques, as required.

Persons achieving competence in this unit will need to fulfil all of the relevant State/Territory regulations and codes concerning the care of livestock during transportation.


a Condition, quality and quantity of livestock to be transported is checked prior to transport operation in accordance with client requirements and workplace policy

b Any poor quality livestock is identified and reported to specified personnel in accordance with workplace policy

c Feed provisions and other requirements for livestock prior to and during transit are identified and organised

1 Prepare to transport livestock

d Portable stockyards are assembled as required

a Condition of livestock is regularly monitored during loading, transit and unloading and appropriate action taken in terms of relevant government regulations, workplace policy, and humane and permit requirements

b Working dogs and appropriate handling equipment are used to aid the handling of livestock during loading and unloading operations in accordance with regulations and workplace procedures

c Required action is taken for the care and well-being of animals in the event of an accident during transit

2 Care for and control livestock in transit

d Distressed stock is handled in an appropriate manner in accordance with government regulations and workplace policies



a Symptoms of animal diseases and parasites are identified and appropriate action taken to control them in terms of relevant government regulations, workplace policy, and humane and permit requirements

3 Use animal husbandry techniques

b Prescribed medication is administered to livestock in accordance with veterinary directions and workplace policy

RANGE OF VARIABLES Care for livestock in transit

Variable Scope

1. General context a Work must be carried out in compliance with the relevant regulations and industry codes of practice for the care of livestock in transit

b Work is performed under limited or minimum supervision generally within a team environment

c Work involves the application of the basic principles and routine procedures to the care of livestock during transit

2. Worksite environment a Livestock being cared for in transit may include any livestock able to be transported, such as:

a.1 sheep

a.2 cattle

a.3 horses

a.4 goats

a.5 pigs

a.6 chickens


c Operations may be conducted in a range of work environments and weather conditions by day or night


d.1 restricted spaces



d.4 a workplace, warehouse or depot

d.5 in a vehicle on the road

d.6 at a client’s workplace

e Handling operations may be carried out both manually



and with the aid of working dogs and livestock handling equipment, including:

e.1 cattle prods

e.2 restraining devices

e.3 portable cattle yards

f Depending on the type of organisation concerned and the local terminology used, workplace procedures may include:

f.1 company procedures

f.2 enterprise procedures

f.3 organisational procedures

f.4 established procedures

g Personal protection equipment may include:

g.1 gloves

g.2 safety headwear

g.3 safety footwear

3. Sources of information/ documents


a.1 industry codes and government regulations for the care of livestock during transit

a.2 workplace documentation

a.3 client instructions

a.4 workplace procedures and policies for the care of livestock during transit

a.5 codes of practice including the National Standards for Manual Handling and the Industry Safety Code


a.7 guidelines on livestock husbandry relevant to the care of livestock during transit

a.8 standards and certification requirements




a Applicable regulations and legislation may include:

a.1 State/Territory mass and loading regulations

a.2 Australian and State/Territory regulations relevant to the care of livestock during transit

a.3 relevant State/Territory environmental protection legislation

a.4 relevant State/Territory OHS legislation



EVIDENCE GUIDE Care for livestock in transit

1. Critical aspects of evidence to be considered

a Assessment must confirm appropriate knowledge and skills to:

a.1 identify the condition of livestock and take appropriate action

a.2 provide appropriate care for livestock during loading, unloading and in transit

a.3 apply relevant animal husbandry techniques as required


a.5 provide customer/client service and work effectively with others

a.6 convey information in written and oral form when caring for livestock

a.7 select and use appropriate workplace colloquial and technical language and communication technologies in the workplace context




a Relevant regulations concerning the care for livestock in transit

b OHS and procedures and guidelines concerning the lifting and movement of loads

c Risks when caring for livestock during transit and related precautions to control the risk

d Workplace procedures and policies for the caring for livestock during transit

e Specialised livestock handling equipment and procedures for its use

f Insurance rights and responsibilities

g Housekeeping standards and procedures when caring for livestock during transit

h Methods of securing livestock during transit

i Ability to identify and correctly use equipment required to care for livestock during transit

j Ability to modify activities depending on differing workplace contexts, risk situations and environments

k Ability to read and comprehend simple statements in English




a.1 participate in a range of exercises, case studies and other real and simulated practical and knowledge assessments that demonstrate the skills and knowledge required to care for livestock during transit, and/or

a.2 care for livestock during transit in an appropriate range of operational contexts


a Applies underpinning knowledge and skills when:

a.1 identifying the condition of livestock and taking appropriate action

a.2 providing appropriate care for livestock during loading, unloading and in transit

a.3 applying relevant animal husbandry techniques as required


a.5 providing customer/client service and working effectively with others

a.6 conveying information in written and oral form when caring for livestock

a.7 selecting and using appropriate workplace colloquial and technical language and communication technologies in the workplace context


b.1 industry codes of practice and government regulations for the care of livestock during transit

b.2 OHS regulations and hazard prevention policies and procedures

b.3 workplace procedures and work instructions concerning the care of livestock during transit including the use of work dogs

b.4 relevant guidelines relating to the use of livestock handling equipment

b.5 housekeeping procedures

b.6 environmental protection procedures

c Action is taken promptly to report any accidents, incidents or potential difficulties in caring for livestock during transit in accordance with regulations and workplace procedures




e Work is completed systematically with required attention to detail without damage to goods, equipment or personnel

6. Context for assessment a Assessment of this unit must be undertaken by a Registered Training Organisation:





KEY COMPETENCIES

Col

lect

, A

naly

se &

O

rgan

ise

Info

rmat

ion

Com

mun

icat

e Id

eas &

In

form

atio

n

Plan

&

Org

anis

e A

ctiv

ities

Wor

k w

ith

Oth

ers &

in

Team

s

Use

M

athe

mat

ical

Id

eas &

Te

chni

ques

Solv

e Pr

oble

ms

Use

Te

chno

logy

1 1 1 1 1 2 1

THHADCC01B Prepare pates and terrines – Volume VII


THHADCC01B Prepare pates and terrines

Unit Descriptor This unit deals with the specialist skills and knowledge required to prepare pates and terrines.

ELEMENTS OF COMPETENCY

PERFORMANCE CRITERIA

1.1 Prepare a range of pates and terrines according to standard recipes.

1.2 Select appropriate ingredients for the production of pates and terrines.

1.3 Prepare and line moulds for pates and terrines using suitable ingredients.

1.4 Prepare and use a range of binding agents and processes required in the preparation of basic forcemeat.

1.5 Prepare a range of pastries suitable for pate en croute and handle them correctly to ensure high quality and attractive presentation.

1 Prepare pates and terrines

1.6 Use specialised machinery for making pates and terrines correctly and safely according to manufacturer's instructions.

2 Present pates and terrines 2.1 Present pates and terrines attractively for various uses including, but not limited to appetisers, entrees or buffets.

2.2 Decorate pates and terrines appropriately giving consideration to contemporary tastes in colour presentation and eye appeal.

3 Develop new recipes 3.1

Develop recipes for pates and terrines using a range of suitable products, with consideration given to taste and presentation.

3.2 Test new recipes for pate and terrine for taste and yield and customer acceptance.

RANGE STATEMENT

This unit applies to all hospitality and catering enterprises where food is prepared and served



such as restaurants, hotels and other catering operations. The following explanations identify how this unit may be applied in different workplaces, sectors and circumstances.

Pates and terrines refers to any edible food that has been ground or pureed to a paste and set and/or baked in a container or mould. They can be made from a range of ingredients including meats, poultry, game, seafood, fruits and vegetables. Terrines are generally of coarser consistency than pates and are baked in a pot (a terrine) after which they are named. Pates en croute are pates or terrines that have been baked in a pastry casing.

A variety of pates and terrines must be made. They can be either classical or modern, and varying in ethnic and cultural origins. A variety of new recipes for pates and terrines must also be produced.

Appropriate ingredients for making pates, pâtés en croute and terrines may include:

• dairy foods

• vegetables

• offal, livers

• poultry

• game

• veal, ham and port

• fish and shellfish

• Australian native game, fruits and products. Appropriate ingredients for lining moulds, may include: • pork fat

• pork caul

• vegetables

• pastry

• skins. Equipment for making pates and terrines may include: • bowl cutters or food processors

• food mills and blenders

• mincers.

EVIDENCE GUIDE

Essential Knowledge and Skills to be Assessed

The following skills and knowledge must be assessed as part of this unit:

• ingredients suitable for making pates and terrines and their characteristics

• outcomes of the various binding agents and processes used in the preparation of pates and terrines

• presentation skills for pates and terrines including pastry decoration, glazing, layering of ingredients, precision



cutting and arranging

• culinary terms related to pates and terrines commonly used in the industry

• safe work practices, in particular in relation to using chopping and mincing equipment

• hygiene requirements particularly relating to possible bacterial spoilage in the preparation, storage and service of pate and terrine products

• principles of nutrition, in particular, the food values of pates and terrines and the effects of cooking on the nutritional value of food

• logical and time efficient workflow.

Linkages to other units This unit must be assessed with or after the following units. These units describe the skills and knowledge that are essential to this unit of competence:

• THHGHS01B Follow workplace hygiene procedures

• THHBKA01B Organise and prepare food

• THHBKA02B Present food

• THHBCC01B Use basic methods of cookery

It is recommended that this unit be assessed either in conjunction with or after the following units:

• THHBKA03B Receive and store kitchen supplies

• THHBKA04B Clean and maintain kitchen premises

7. THHBCC07BA Select, prepare and cook meat

Critical aspects of assessment

Evidence of the following is critical:

• a detailed knowledge of the different commodities suitable for pates and terrines

• safe and hygienic practices in relation to handling and storage of pates and terrines and ingredients for pates and terrines

• ability to prepare pates and terrines to meet enterprise standards.

Context of Assessment and Resource Implications

Assessment must ensure:

• demonstration of skills in making multiple types of pates and terrines within a fully equipped operational commercial kitchen (including industry-current equipment)

• use of a range of real ingredients suitable for making pates and terrines

• preparation of pates and terrines within commercially realistic time constraints.

Assessment Methods Assessment methods must be chosen to ensure that the skills and processes making pates and terrines can be



practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills. The following examples are appropriate for this unit: • direct observation of the candidate using techniques to

prepare pates and terrines

• sampling of pates and terrines prepared by the candidate

• oral or written questions to assess knowledge of commodities and other ingredients used in pates and terrines, cookery techniques, equipment and food hygiene

8. review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.

KEY COMPETENCIES IN THIS UNIT Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment.

Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate

Key Competencies Level Examples

Collecting, Organising and Analysing Information

1 Seeking out and reviewing information about customer preferences

Communicating Ideas and Information

1 Receiving, following and giving instructions to others

Communicating with colleagues and customers

Planning and Organising Activities

1 Planning, organising and prioritising work tasks and responsibilities according to enterprise schedules and timeframes

Making arrangements with specific customers, colleagues and departments or sections

Working with Others and in Teams

1 Working co-operatively with colleagues in completing work activities

Clarifying personal responsibilities

Dealing with conflicts and misunderstandings

Exploring reasons for communication breakdown and working out solutions in consultation with others

Using Mathematical 1 Calculating quantities of commodities and other



Ideas and Techniques ingredients required

Solving Problems 1 Dealing with hold-ups in production

Dealing with equipment breakdown

Using Technology 1 Using electronic weighing and measuring equipment

THHGLE13B Manage finances within a budget – Volume VII


THHGLE13B Manage finances within a budget

Unit Descriptor This unit deals with the skills and knowledge required to take responsibility for budget management where others may have developed the budget. The skills and knowledge for budget development are therefore not included and usually by managers and supervisors. These skills are covered in unit THHGLE14B Prepare and monitor budgets. Combined training and assessment of these units may be appropriate.



1.1 Allocate funds according to agreed priorities.

1.2 Discuss changes in income and expenditure priorities with appropriate colleagues prior to implementation.

1.3 Consult and inform all relevant personnel in relation to resource decisions.

1.4 Promote awareness of the importance of budget control.

1 Allocate budget resources

1.5 Maintain detailed records of resource allocation in accordance with enterprise control systems.

2.1 Check actual income and expenditure against

budgets accurately and at regular intervals.

2.2 Include financial commitments in all documentation to ensure accurate monitoring.

2.3 Identify and report deviations according to enterprise policy and significance of deviation.

2.4 Investigate appropriate options for more effective management of deviations.

2 Monitor financial activities against budget

2.5 Advise appropriate colleagues of budget status in relation to targets within agreed timeframes.

3.1 Assess existing costs and resources and identify areas for improvement.

3 Identify and evaluate options for improved budget performance

3.2 Discuss desired outcomes with relevant colleagues.



3.3 Undertake appropriate research to investigate new approaches.

3.4 Define and communicate clearly the benefits and disadvantages of new approaches.

3.5 Take account of impacts on customer service levels and colleagues in developing new approaches.

3.6 Present recommendations clearly and logically to the appropriate person/department.

4.1 Complete all required financial and statistical reports accurately and within designated timelines.

4.2 Produce clear and concise information to enable informed decision-making.

4 Complete financial/statistical reports

4.3 Forward reports promptly to the appropriate person/department.

RANGE STATEMENT

This unit may apply to various staff in all tourism and hospitality sectors. The following explanations identify how this unit may be applied in different workplaces, tourism sectors and circumstances.

For generic pre-employment training and assessment, a range of industry contexts must be addressed. Where the focus is sector or workplace specific, training and assessment must be tailored to meet particular needs.

Budgets may include:

• cash budgets

• departmental budgets

• wages budgets

• project budgets

• purchasing budgets

• sales budgets

• cashflow budgets

• budgets for a small business.

Financial and statistical reports may relate to:

• daily, weekly, monthly transactions and reports

• break-up by department

• occupancy



• sales performance

• commission earnings

• sales returns

• yield management

• commercial account activity.

Research to investigate new approaches may include:

• discussions with existing suppliers

• sourcing of new suppliers

• evaluation of staffing/rostering requirements

• review of operating procedures

• potential rostering changes.

EVIDENCE GUIDE

Essential Knowledge and Skills to be Assessed

The following knowledge and skills must be assessed as part of this unit:

• knowledge and understanding of budgets, specifically how a budget is structured and how to interpret a budget

• any legislative requirements in specific relation to disbursement of funds and record keeping

• techniques related to maximising budget performance relevant to the enterprise or industry sector

• budgeting terminology relevant to a specific industry context

• financial reporting procedures and cycles relevant to the enterprise or industry sector.

Linkages to other units This unit must be assessed with or after the following unit. This unit describes the skills and knowledge essential to this unit of competence:

• THHGF06A Interpret financial information

The unit also has strong linkages to a range of other financial and management units and combined assessment and training would be appropriate. Examples include:

• THHGLE01B Monitor work operations

• THHGLE14B Prepare and monitor budgets

Critical aspects of assessment

Evidence of the following is critical:

• knowledge of basic budget principles and structures

• budgeting terminology relevant to a specific industry context

• ability to monitor income and expenditure in accordance



with the budget, and to identify ways of improving budget performance

• understanding of the main types of budget that apply in the specific enterprise or industry context

Context of Assessment and Resource Implications

Assessment must ensure:

• project or work activities that include the management of and reporting on a budget for a specific project or operational area over a period of time so that the monitoring and implementation aspects of the unit can be assessed

• use of figures and data that reflect the financial operating conditions of industry

• the requirement to evaluate options for improved budget performance.

Assessment Methods Assessment methods must be chosen to ensure that budget management skills can be practically demonstrated. Methods must include assessment of knowledge as well as assessment of practical skills.

The following examples are appropriate for this unit:

• evaluation of financial reports detailing financial performance of projects or activities conducted by the candidate

• evaluation of reports produced by the candidate detailing the processes undertaken to manage finances within a budget

• case studies and problem solving to assess application of the principles of budget management to different situations

• review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

• review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.

KEY COMPETENCIES IN THIS UNIT Key Competencies are an integral part of all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed in training and assessment.

Level 1 = Perform Level 2 = Administer and Manage Level 3 = Design and Evaluate

Key Competencies Level Examples

Collecting, Organising and Analysing

2 Researching a new supplier to reduce expenditure in a given area of the budget



Information

Communicating Ideas and Information

2 Preparing a memorandum to senior management proposing a change in operating procedure to achieve greater efficiencies

Planning and Organising Activities

3 Organising the regular flow of data to ensure effective monthly reporting

Working with Others and in Teams

2 Liaising with suppliers to investigate ways of achieving cost-efficiencies

Using Mathematical Ideas and Techniques

2 Adjusting budget items to creating different performance scenarios

Solving Problems 3 Making adjustments to address a situation where the need for an extraordinary expense threatens to result in a negative quarterly performance

Using Technology 1 Interrogating a computerised accounting package for reports to assist in allocation planning

WRRF1B Balance register/terminal – Volume VII


WRRF1B Balance register/terminal

Unit Descriptor This unit encompasses the skills, knowledge and attitudes required to balance the register/terminal in a retail environment. It involves clearing the register, counting money, calculating non-cash transactions and reconciling takings.



1.1 Register/terminal balance performed at designated times according to store policy and procedures.

1.2 Cash float separated from takings prior to balancing procedure and secured according to store policy.

1.3 Change supplied to register/terminal according to store policy.

1.4 Register/terminal reading or print out accurately determined.

1 Remove takings from

register/terminal

1.5 Cash and non-cash documents removed and transported according to store security policies and procedures.

2 Reconcile takings 2.1 Cash counted accurately.

2.2 Non-cash documents calculated accurately.

2.3

Balance between register/terminal reading and sum of cash and non-cash transactions determined accurately.

2.4 Records for store and individual department takings recorded accurately and according to store policy.

RANGE OF VARIABLES The Range of Variables provide the range of applications of this unit of competency to allow for differences within enterprises and workplaces. It provides details of practices, knowledge and requirements referred to in the elements and performance criteria. The variables chosen in training and assessment will depend on the work contexts.

The following variables may include but are not limited to:

• Store policies and procedures in regard to:

⎯ register/terminal balance



⎯ security

• Register/terminals may be:

⎯ manual

⎯ electronic

• Non-cash transactions may include:

⎯ credit cards

⎯ cheques

⎯ hire purchase

⎯ lay-by

⎯ cash on delivery (C.O.D.)

⎯ customer refunds

⎯ customer credit ratings

• Register/terminals may be cleared by:

⎯ operator

⎯ specialist staff

⎯ at intervals during or at close of trading

EVIDENCE GUIDE The following components of the evidence guide relate directly to the performance criteria and the range of variables for the unit of competency and provide guidance for assessment of the unit in the workplace and/or training program.

Critical Aspects of Evidence

Competency in this unit requires evidence that the candidate:

• Operates register/terminal equipment according to manufacturers’ instructions and store policy.

• Consistently applies store policies and procedures in regard to handling cash and removing takings from register/terminal.

• Consistently applies store policies and procedures in regard to reading registers and recording information.

• Processes documentation/records responsibly and according to store policies and procedures.

• Reconciles takings according to store policies and procedures.

Underpinning Skills and Knowledge

Knowledge and skills are essential to apply this unit in the workplace, to transfer to other contexts and deal with unplanned events. The requirements for this unit of competency are listed below:

Knowledge of:

• Store policies and procedures, in regard to:

⎯ register/terminal balance



⎯ cash and non-cash transactions security

⎯ cash float

⎯ operation of equipment used at register/terminal

• Cash and non-cash handling procedures, including:

⎯ opening and closing point of sale terminal

⎯ clearance of terminal and transference of tender

⎯ maintenance of cash float

⎯ counting cash

⎯ calculating non-cash documents

⎯ balancing point of sale terminal

⎯ recording takings

⎯ security of cash and non-cash transactions

⎯ change required and denominations of change

⎯ EFTPOS/credit cards

⎯ gift vouchers/lay by

⎯ credit and returns

Skills in:

• Completing tasks in a set time frame

• Literacy skills in regard to interpreting documentation

• Numeracy skills in regard to:

⎯ counting cash

⎯ calculating non-cash transactions

• reporting on takings

Generic process skills

There are a number of processes that are learnt throughout work and life which are required in all jobs. They are fundamental processes and generally transferable to other work functions. Some of these are covered by the key competencies, although others may be added. The questions below highlight how these processes are applied in this unit of competency. Following each question a number indicates the level to which the key competency needs to be demonstrated where 0 = not required, 1 = perform the process, 2 = perform and administer the process, and 3 = perform, administer and design the process.



Errors in readings may need to be communicated to relevant personnel.

1




Counting cash and non-cash documents and balancing readings requires information to be collected, analysed and organised.

1


Reconciling takings requires activities to be planned and organised.

1

How can team work be applied?

Team work may be required when establishing individual and store department takings.

1


Mathematical ideas and techniques will be required when balancing register/terminal. 1

How can problem solving skills be applied?

Problem solving skills will be applied when balancing register/terminal reading and sum of cash and non-cash transactions.

1


The use of technology will be applied through using the register/terminal.

1

CONTEXT OF ASSESSMENT

Assessment Process For valid and reliable assessment of this unit, evidence should be gathered through a range of methods to indicate consistent performance. It can be gathered from assessment of the unit of competency alone, through an integrated assessment activity or through a combination of both.

Evidence should be gathered as part of the learning process.

Integrated Competency Assessment

Evidence is most relevant when provided through an integrated activity which combines the elements of competency for each unit, or a cluster of units of competency.

The candidate will be required to:

• Apply knowledge and skills which underpin the process required to demonstrate competence, including appropriate key competencies.

• Integrate knowledge and skills critical to demonstrating competence in this unit.

Unit WRRF1B can be assessed with the following units:

• WRRCS2B Apply point of sale handling procedures

• WRRLP2B Minimise theft

• WRRCS3B Interact with customers

• WRRI1B Perform stock control procedures



Evidence Gathering Methods

Evidence should include products, processes and procedures from the workplace context or from a simulated work environment. Evidence might include:

• Observation of the person in the workplace

• A simulated role play

• Third party reports from a supervisor

• Customer feedback

• Answers to questions about specific skills and knowledge

Resources Required

• A real or simulated work environment

• Relevant documentation, such as:

⎯ financial transaction dockets/slips/invoices

⎯ sample debit, credit card vouchers

⎯ recording/tally sheets

⎯ store policy and procedure manuals in regard to register/terminal balance

• Register/terminal and related equipment

WRRF4B Prepare payroll – Volume VII


WRRF4B Prepare payroll

Unit Descriptor This unit encompasses the competencies required to prepare payroll for employees in a retail environment. It involves preparing payroll data, processing payment of wages and salaries and administering salary and wages records.



1.1 Gross pay and deductions accurately calculated from information contained in relevant documents according to award and/or agreement specifications.

1.2 Payment due to individual employees calculated or data referred to payroll processor for calculation within designated time limits.

1.3 Details of pay identifying gross and net amounts correctly prepared for presentation to individual employees.

1.4 Wage and taxation amounts calculated and transcribed and payments made in accordance with Australian Taxation Office (ATO) procedures.

1 Prepare payroll data

1.5 Periodic deductions forwarded to nominated creditors within designated time limits.

2.1 Wages prepared and issued within designated time limits.

2.2 Records kept and maintained for taxation and auditing purposes.

2.3 Designated security procedures followed at all times to ensure confidentiality and security of information.

2.4 Wage inquiries dealt with promptly and courteously.

2 Process payment of wages and salaries

2.5 Records kept for the period determined by government legislation.

3.1 Employee group certificate amounts accurately prepared and balanced from salary records.

3 Administer salary and wages records

3.2 Declaration forms for new and existing employees completed in accordance with Australian Taxation Office (ATO) requirements.



3.3 Payments to government authorities identified and accurately calculated in accordance with relevant government legislation.

3.4 Payments to government authorities prepared and dispatched within the time limits designated by the authority.

3.5 Superannuation payments calculated and dispatched within the guidelines of the fund and government legislative requirements.

3.6 Information regarding salaries provided to government and/or collection agencies and payments dispatched to agencies as required, within the time limits designated by the agencies.

3.7 Information regarding workers compensation claims accurately compiled, assessed and payments made as required.




⎯ payroll preparation

⎯ security and confidentiality

• Recording and documenting systems may be:

⎯ manual

⎯ electronic

• Payroll may be prepared:

⎯ internally

⎯ recorded and dispatched to a central pay office/centre

• Payroll data may include:

⎯ taxation schedules

⎯ employee records

⎯ nominated industrial awards and agreements

⎯ individual agreements

⎯ company timesheets

⎯ periodic deductions

⎯ workers compensation claims



• Payment of wages and salaries may include:

⎯ cash

⎯ cheque

⎯ periodic payments via bank

⎯ electronic funds transfer

• Periodic deductions may include:

⎯ loan repayments

⎯ superannuation

⎯ medical funds

⎯ garnishee orders

• Award and agreement specifications may include:

⎯ overtime

⎯ deductions

⎯ bonuses

⎯ leave entitlements

⎯ meal allowances

⎯ travel allowances

⎯ car allowances




• Consistently applies store policies and procedures, in regard to preparing the payroll.

• Consistently applies Australian Taxation Office (ATO) policies and procedures, including preparation and recording details for group certificates.

• Consistently applies store policies and procedures, in regard to calculation of wages/salaries, including time sheets, taxation and periodic deductions.

• Consistently applies store policies and procedures, in regard to processing and presentation wage/salary documentation.

• Consistently applies store policies and procedures, in regard to establishing and maintaining effective manual/electronic recording and filing systems detailing relevant employee information.


Knowledge and skills are essential to apply this unit in the workplace, to transfer to other contexts and deal with



unplanned events. The requirements for this unit of competency are listed below:

Knowledge of:


⎯ payment of wages and salaries

• Australian Taxation Office (ATO) policies and procedures

• Security procedures for preparing payroll and payment of wages

• Banking requirements for payment of wages

• Superannuation requirements and procedures

• Awards and agreements

• Relevant legislation and statutory requirements

Skills in:

• Record keeping

• Preparing group certificates

• Maintaining employee records

• Literacy skills in regard to:

⎯ reading and understanding taxation requirements and procedures


⎯ calculating payments and deductions

⎯

Generic Process Skills

There are a number of processes that are learnt throughout work and life which are required in all jobs.

They are fundamental processes and generally transferable to other work functions. Some of these are covered by the key competencies, although others may be added. The questions below highlight how these processes are applied in this unit of competency. Following each question a number indicates the level to which the key competency needs to be demonstrated where 0 = not required, 1 = perform the process, 2 = perform and administer the process, and 3 = perform, administer and design the process.



Gross pay and deductions may need to be communicated to employees.

1




Information on Gross pay and tax deductions needs to be collected, analysed and organised.

2


Processing payment of wages and salaries requires activities to be planned and organised.

2


Team work may be required when interacting with staff and employees.

1


The use of mathematical ideas and techniques will be applied when determining tax deductions and net pay.

2


Problem solving skills will be applied when dealing with wage inquiries.

2


The use of technology will be applied when maintaining payment records.

2


Assessment Process For valid and reliable assessment of this unit, evidence should be gathered through a range of methods to indicate consistent performance.

It can be gathered from assessment of the unit of competency alone, through an integrated assessment activity or through a combination of both.







Unit WRRF4B can be assessed with other units which make up a particular job function.




Evidence should include products, processes and procedures from the workplace context. Evidence might include:





Resources Required

• A retail work environment


⎯ payroll preparation and security policy

⎯ relevant government and taxation legislation

⎯ store policy and procedures manuals

• Computer equipment and appropriate software

• Financial recording and documentation systems

WRRI4B Buy merchandise – Volume VII


WRRI4B Buy merchandise

Unit Descriptor This unit requires the competencies to buy merchandise in a retail environment. It involves analysing the market, planning the product range, establishing supplier relationships, negotiating supply of goods, introducing the product range, maximising profit and rationalising stock.



1.1 Store marketing policies analysed and identified.

1.2 Customer requirements monitored formally and informally in order to evaluate market trends and customer needs.

1.3 New products and services researched.

1.4 Opportunities to improve sales identified, evaluated, implemented and reviewed.

1.5 Merchandise range monitored to identify the demand for individual items and seasonal variations.

1 Analyse market

1.6 Market competition monitored.

2.1 Buying plan developed and implemented in accordance with store policies and procedures.

2.2 Future directions for merchandise ranges determined according to store policies.

2.3 Relevant staff liaised with to coordinate promotional and marketing activities.

2.4 Store/department sales figures analysed to determine contribution rates of product lines.

2.5 Investment levels determined with reference to previous years’ sales figures, predicted demand and projected gross profit.

2.6 Contribution improvement opportunities identified and acted upon.

2 Plan product range

2.7 Store/department space requirements and brand product mix determined according to store policy.



2.8 Stock levels determined according to peak seasons, special events and supplier’s lead time.

28 Stock range and sources of supply analysed, evaluated and amended according to management, staff and customer feedback.

3.1 Cooperative relationships with supplier representatives developed according to store policy.

3.2 Existing suppliers continuously reviewed in regard to quality, profitability, service and delivery status.

3 Establish supplier relations

3.3 New suppliers identified and existing suppliers deleted according to performance indicators.

4.1 Arrangements with suppliers negotiated and implemented according to store policies and procedures and communicated to relevant personnel.

4.2 Special pricing arrangements and customer payment agreements authorised and communicated to relevant staff and management personnel according to store policy.

4.3 Records of suppliers and stock monitored for accuracy and legibility and appropriate action taken where necessary.

4.4 Market factors affecting supply identified and communicated to relevant personnel.

4.5 Complete and accurate records of negotiations and agreements conveyed to appropriate personnel within designated time lines.

4.6 Immediate corrective action taken where potential or actual problems with supply indicated.

4.7 New suppliers identified and developed to maintain and improve sales and service delivery.

4 Negotiate supply of goods

4.8 Stock range and source of supply analysed, evaluated and amended according to management, staff and customer feedback.

5.1 Merchandise quality standards established with suppliers according to legal requirements, customer requirements and store policy.

5 Monitor quality control

5.2 Quality of merchandise monitored and ensured during supply, manufacture and delivery processes.



5.3 Stock return figures recorded and analysed against target figure.

6.1 Relevant personnel informed of new product ranges and advised on preferred location of merchandise.

6.2 Staff training in product knowledge implemented to introduce product range.

6 Introduce product range

6.3 New ranges demonstrated/displayed to staff According to store merchandising plan.

7.1 Individual product range contributions are calculated/estimated against budget/targets.

7.2 Product range assessment checks developed and implemented against budget/targets.

7.3 Overall selling space contributions calculated/ estimated according to store merchandising plan.

7.4 Profit margins maximised in negotiations with suppliers.

7.5 Store pricing policies determined, according to stated net profit margin in store merchandising plan and consumer law.

7 Maximise profit

7.6 Specifications for terms of trade negotiated.

8.1 Stock range reviewed and updated at regular intervals.

8.2 Stock lines to be deleted identified and action taken to minimise adverse effect on profit.

8 Rationalise stock

8.3 Stock consolidated as required to maximise sales potential.



• Store merchandise and marketing policies which may include:

⎯ store culture

⎯ current market position

⎯ target market



Product range may include:

⎯ existing stock

⎯ new stock

• Monitoring customer requirements may include:

⎯ questionnaires

⎯ surveys

⎯ observation

• Researching products and services may include:

⎯ Internet

⎯ brochures/leaflets

⎯ product seminars

• Market factors affecting supply may include:

⎯ fashion trends

⎯ product availability

⎯ sales performance

• Negotiation process may include:

⎯ face to face

⎯ correspondence

⎯ meetings

⎯ telephone or electronic media

• Stock consolidation may include:

⎯ movement of stock between departments or stores

• Pricing arrangements may include:

⎯ cash on delivery (COD)

⎯ cheque/credit card

⎯ invoice

⎯ Goods and Services Tax (GST)

• Reasons for deletion of stock lines may include:

⎯ changes in store policy/culture


⎯ customer requirements

⎯ fashion trends


⎯ problems with supply

• Specifications for terms of trade may include:

⎯ special buys



⎯ payment terms

⎯ promotional deals with supplier

• Performance indicators may include:

⎯ price

⎯ quality

⎯ performance

⎯ supply reliability

⎯ merchandise range

• Relevant personnel may include:

⎯ staff

⎯ area/store manager

⎯ supervisor

⎯ team leader

• Legal requirements may include:

⎯ sale of second hand goods

⎯ Trade Practices and Fair Trading Acts

⎯ license, patent or copyright arrangements

⎯ pricing procedures including inclusion/exclusion of Goods and Services Tax (GST)

• Staff training may include:

⎯ on the job

⎯ off the job

⎯ one on one coaching

⎯ any combination of the above

• Reasons for deletion of stock lines may include:

⎯ changes in store policy/culture


⎯ customer requirements

⎯ fashion trends


⎯ problems with supply

• Specifications for terms of trade may include:

⎯ special buys

⎯ payment terms

⎯ promotional deals with supplier

Performance indicators may include:

⎯ price



⎯ quality

⎯ performance

⎯ supply reliability


• Relevant personnel may include:

⎯ staff

⎯ area/store manager

⎯ supervisor

⎯ team leader

• Legal requirements may include:


⎯ Trade Practices and Fair Trading Acts

⎯ license, patent or copyright arrangements

⎯ pricing procedures including inclusion/exclusion of Goods and Services Tax (GST)

• Staff training may include:

⎯ on the job

⎯ off the job

⎯ one on one coaching

⎯ any combination of the above

⎯




• Consistently applies store policies and procedures, industry codes of practice and statutory requirements/regulations in regard to buying, merchandising and marketing policies.

• Applies market analysis, planning, procurement and rationalisation of stock and merchandise and service ranges, maintenance of supplier relations and quality control, according to the range of variables.

• Accurately interprets market trends and applies these to the store situation to create opportunities to improve sales and services, while maximising profits.

• Analyses market and plans the introduction of a product and service range.

• Identifies suppliers, negotiates supply of goods, rationalises stock and monitors quality control.



• Trains/communicates information to and from staff/team members, in regard to stock and merchandise and service range.



Knowledge of:


• marketing

• buying

• profit margins

• quality control

• stock/inventory levels - current and future

• stock location/allocated areas

• staff product knowledge training

• Industry/store, including:

• market needs

• range of merchandise available

• market competition

• existing and possible new suppliers

• channels of distribution


• Relevant industry codes of practice

• Pricing procedures including Goods and Services Tax (GST) requirements

Skills in:

• Evaluating and analysing:

⎯ market trends and projections

⎯ sales figures and investment levels

⎯ space requirements

• Negotiation skills

• Interpersonal communication skills including:

coaching

giving feedback

questioning/listening/observation

verbal and non-verbal communication

• Group presentation skills



• Report writing

• Using and applying technology, including electronic data interchange

• Literacy and numeracy skills in relation to:

⎯ developing pricing policies

⎯ calculating/estimating product range contributions

⎯ analysing stock figures






Introducing product range and informing relevant personnel requires communication of ideas and information.

3


Information on new product range will need to be collected, analysed and organised.

3


Identifying new and existing suppliers requires activities to be planned and organised.

3


Team work will be required when informing and training staff members.

3


Mathematical ideas and techniques will be required when analysing stock figures.

3


Problem solving skills will be required when analysing, evaluating and amending stock range and sources of supply.

3


The use of technology will be applied when keeping records.

3












• Unit WRRI4B can be assessed with other units which make up a specific job function.







Resources Required


• Access to relevant information and documentation, including:

⎯ store policy and procedures

⎯ legislation and statutory requirements

⎯ industry codes of practice

⎯ merchandise/supplier data

WRRM3B Coordinate merchandise presentation – Volume VII


WRRM3B Coordinate merchandise presentation

Unit Descriptor This unit encompasses the competencies required to ensure that staff arrange, present and label or price merchandise according to store requirements. It also involves informing staff of store requirements, promotions and special events and providing feedback to management in regard to improvement of store marketing and promotional activities.



1.1 Items to be advertised/promoted, identified according to store merchandising policy.

1.2 Promotions or special events planned, coordinated and evaluated as directed by management.

1.3 Construction and maintenance of displays planned and supervised in order to achieve balance and visual impact.

1.4 Staff informed of store display standards/ requirements.

1.5 Staff informed of occurrence and timing of promotions and special events.

1.6 Product/service display information accurately depicts product/service being promoted.

1.7 Displays are completed according to required time schedule, with minimum disruption to customer service and traffic flow.

1.8 Displays constructed and maintained in a safe, secure manner.

1.9 Replenishment of merchandise and rotation of stock on store displays regularly monitored and action taken as required.

1 Coordinate merchandise presentation and display

1.10 Staff informed of appropriate timing for dismantling and disposal of displays.



1.11 Merchandise presentation evaluated against sales turnover and store presentation standards.

1.12 Management provided with feedback in regard to improvement of store marketing and promotional activities.

2 Implement merchandise pricing

2.1 Store policies and procedures implemented in regard to pricing/ticketing.

2.2 Current prices for products and services identified and amended according to store policy.

2.3 Team members informed of both price changes and current pricing policies.



• Store policy and procedures in regard to:

⎯ merchandising

⎯ pricing policies

• Display requirements may include:

⎯ setting up new displays

⎯ maintaining existing ones

• Display may be located in a variety of areas including:

⎯ windows

⎯ shelves

⎯ walls fixtures on floor

• Tickets may be provided or produced:

⎯ electronically

⎯ manually

• Handling techniques may vary according to:

⎯ stock characteristics


• Promotions and special events may include:

⎯ advertising

⎯ catalogues

⎯ special offers



⎯ in store promotions

⎯ seasonal promotions

• Pricing policies may include:

⎯ discounted items

⎯ inclusion/exclusion of Goods and Services Tax (GST)

⎯ sale items

• Staff and store requirements may include:

⎯ varying levels of staff training

⎯ staffing levels

⎯ full time, part time or casual staff

⎯ routine or busy trading times




• Consistently and accurately implements store policies and procedures in regard to displaying, merchandising, ticketing, pricing and storage of stock.

• Coordinates and monitors display, promotion and presentation of merchandise according to store policies and procedures and legislative requirements.

• Identifies products to be advertised/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/requirements and timing for dismantling/disposal of displays.

• Evaluates and reports sales and presentation effectiveness of store merchandising/ promotional activities to management and staff as required by store policies and procedures.



Knowledge of:




⎯ merchandising, pricing and ticketing


⎯ storage of stock

⎯ stock rotation and replenishment

⎯ minimum stock levels required

• Procedure for accessing information and implementing price changes

• Principles of display/design

• Location of display areas

• Availability and use of materials

• Store promotional themes

• Occurrence and timing of store promotions including advertising, catalogues and special offers

• Load bearing capacity of fixtures and display areas

• Correct storage procedures for labelling/ticketing equipment and materials

• Relevant occupational health and safety legislation/regulations/codes of practice

• Relevant legislation and statutory requirements including Trade Practices and Fair Trading Acts

• Pricing procedures including Goods and Services Tax (GST) requirements


• Principles and techniques of interpersonal communication skills

• Manufacturer's specifications for the use of electronic labelling/ticketing equipment

Skills in:

• Use and maintenance of electronic labelling/ticketing equipment

• Interpersonal communication skills including:

⎯ giving feedback

⎯ coaching

⎯ performance analysis

⎯ questioning/listening/observation

⎯ group presentation

⎯ team motivation

⎯ negotiation

⎯ verbal and non verbal communication



⎯ team leadership

• Literacy and numeracy skills in relation to:

⎯ machine or manual preparation of labels/tickets

⎯ reading and interpreting store policies and procedures

⎯ merchandise presentation and pricing

Generic process skills




Informing staff of promotions and special events requires communication of ideas and information.

2


Planning promotions and special events requires information to be collected, analysed and organised.

2


Planning the construction and maintenance of displays requires activities to be planned and organised.

2


Team work will be required when supervising staff in setting up and maintaining displays.

2


Identifying and amending prices for products and services requires the use of mathematical ideas and techniques.

2


Problem solving skills will be applied when planning and constructing displays.

2


The use of technology will be applied when constructing displays and evaluating sales turnover.

2









The candidate will be required to



Unit WRRM3B can be assessed with other units which make up a specific job function.







Resources Required

• retail work environment

• Pricing and ticketing equipment

• Merchandise for display

• Display materials and props


• store policy and procedures manuals on merchandising

• occupational health and safety requirements

• manufacturer's instructions/operation manuals on electronic ticketing equipment

• legislation and statutory requirements

• industry codes of practice

• Access to a work team

WRRO5B Control inventory – Volume VII


WRRO5B Control inventory

Unit Descriptor This unit covers the skills and knowledge required to control inventory in a retail environment. It involves managing receipt, dispatch and storage of merchandise, and managing stock control.



1.1 Merchandise receipted, dispatched and stored according to store policies and procedures.

1.2 Cost effective and efficient methods for goods movement determined according to store policy.

1 Manage receipt, dispatch and storage of merchandise

1.3 Maintenance procedures for storage areas and equipment implemented according to store policy.

2.1 Store policies and procedures implemented in regard to stock control and inventories.

2.2 Store procedures established and implemented to monitor and control stock levels.

2.3 Budgeted stock levels maintained.

2.4 Stocktaking procedures established and implemented.

2.5 Contingency plans established and implemented in regard to stock delivery times.

2 Manage stock control

2.6 Reports on stock inventories accurately documented and prepared.




⎯ receipt of goods from suppliers

⎯ dispatch of goods

⎯ shrinkage prevention

⎯ waste controls



⎯ safety controls

⎯ secure storage

⎯ stock control and inventories

• Stocktaking procedures may include:

⎯ stock control

⎯ stock levels

⎯ cyclical counts

⎯ minimisation of out of date stock

⎯ quality control

• Contingency plans may include:

⎯ breakdowns

⎯ delays

⎯ floods

⎯ breakages




• Plans, coordinates and implements activities associated with

⎯ receipt, dispatch, storage and

⎯ movement of merchandise according to store policies and procedures, including occupational

⎯ health and safety 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 policies and procedures.



Knowledge of:




⎯ 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)



• Occupational health and safety legislation/regulations/codes of practice

Skills in:

• Stocktaking procedures

• Record maintenance


⎯ documenting and recording procedures


⎯ interpreting data and cost effectiveness/efficiency






Implementing stock taking procedures requires communication of ideas and information.

3




Establishing procedures to monitor and control stock levels requires information to be collected, analysed and organised.

3


Developing contingency plans requires activities to be planned and organised.

3


Team work will be required to implement store policies and procedures in regard to stock control.

3


Mathematical ideas and techniques will be applied when developing reports on stock inventories.

3


Developing contingency plans in regard to stock delivery times will require problem solving skills.

3


The use of technology will be applied when developing reports on stock inventories.

3










Unit WRRO5B can be assessed with other units which make up a particular job function.









Resources Required



⎯ store policies and procedures on inventory control

⎯ legislation and statutory requirement


⎯ occupational health and safety legislation/regulations/codes of practice

• Access to:

⎯ a stock control system

⎯ stock control equipment

⎯ a team

WRRO6B Manage store facilities – Volume VII


WRRO6B Manage store facilities

Unit Descriptor This unit encompasses the competencies required to manage store facilities in a retail environment. It involves the management of the store maintenance and housekeeping program, negotiating and monitoring maintenance contracts and identifying and locating facilities requirements.



1.1 Premises, fittings, fixtures and equipment monitored and maintained according to store policy.

1.2 Deficiencies in store maintenance procedures

identified and remedial action taken.

1.3 Expert or specialist advice obtained as required

according to store policy.

1 Manage store maintenance program

1.4 Contingency plan initiated in the event of maintenance problems.

2.1 Policies and procedures developed and implemented to ensure retail equipment maintained according to store policy.

2.2 Maintenance program for retail equipment monitored and implemented according to manufacturer’s design specifications and store policy.

2.3 Equipment faults identified and rectified where possible, without undue delay.

2 Manage retail equipment maintenance

2.4 Equipment faults or failures reported according to service agreements and store policy.

3.1 Maintenance contracts with contractors and suppliers negotiated according to store policies and procedures.

3.2 Contract terms and conditions negotiated and implemented to maximise benefits for the store, and communicated to relevant staff.

3 Negotiate maintenance Contracts

3.3 Maintenance procedures monitored to ensure products/tasks meet contract specifications.

4 Identify facilities/space requirements

4.1 Facilities/space requirements identified according to store policy and budget requirements.



4.2 Suitable facilities/space located.

4.3 Space utilisation maximised with consideration to existing configuration.

RANGE OF VARIABLES T he Range of Variables provide the range of applications of this unit of competency to allow for differences within enterprises and workplaces. It provides details of practices, knowledge and requirements referred to in the elements and performance criteria. The variables chosen in training and assessment will depend on the work contexts.



⎯ store maintenance

⎯ facilities management

• Contracts may be negotiated:

⎯ externally

⎯ internally

• Contracts may involve:

⎯ quality standards

⎯ maintenance services

⎯ cleaning

⎯ security

⎯ electrical services

⎯ plumbing services

⎯ equipment maintenance

• Recording methods may include:

⎯ electronic

⎯ manual

• Reporting of faults may include:

⎯ service personnel

⎯ contractors

⎯ store/area manager

⎯ supervisor

• Retail equipment may include:

⎯ point of sale terminals

⎯ computers/scanners/printers

⎯ pricing equipment

⎯ electronic bar coding equipment



⎯ portable data entry




• Plans, coordinates and implements activities associated with monitoring and maintaining premises, fittings, fixtures and equipment according to store policies and procedures.

• Initiates contingency plans in response to maintenance problems.

• Negotiates, monitors and implements maintenance contracts according to store policies and procedures.

• Identifies and utilises space and facilities to maximise space utilisation.

• Evaluates and reports on effectiveness of maintenance contracts.



Knowledge of:


⎯ maintenance of store facilities

⎯ maintenance of retail equipment

• Maintenance contract terms and options

• Contract specifications



• Occupational health and safety legislation/regulations/codes of practice

• Principles and techniques in:

⎯ monitoring performance of contracts

⎯ negotiating, in particular contract negotiation

Skills in:

• Record maintenance



⎯ developing, documenting and recording procedures




⎯ accounting and recording data






Negotiating maintenance contracts with contractors requires information and ideas to be communicated.

3


Identifying facilities/space requirements requires information to be collected, analysed and organised.

3


Developing a maintenance program for retail equipment requires activities to be planned and organised.

3


Team work will be applied when seeking expert advice for maintenance program and communicating with relevant staff.

3


The use of mathematical ideas and techniques will be applied when identifying budget requirements.

2


Problem solving skills will be applied when

rectifying equipment faults.

3


The use of technology will be applied when developing contracts and maintaining retail equipment.

3







•






Unit WRRO6B can be assessed with other units which make up a particular job function.


Evidence should include products, processes and procedures from the workplace context. Evidence might include: Observation of the person in the workplace Third party reports from a supervisor Customer feedback


Resources Required



⎯ maintenance contracts

⎯ store policies and procedures on maintenance of facilities, maintenance contracts

⎯ legislation and statutory requirements


⎯ occupational health and safety legislation/regulations/codes of practice

• Access to a team

• Access to equipment/technology

WRRPL2B Set strategic plans – Volume VII


WRRPL2B Set strategic plans

Unit Descriptor This unit encompasses the competencies required to develop strategic plans. It involves setting objectives and targets both long and short term and developing action plans consistent with the stores overall aims and objectives.



1.1 Mission statement communicated according to store’s stated purpose and values.

1 Communicate and implement mission statement

1.2 Mission statement interpreted in active consultation with team members and management.

2.1 Objectives and targets developed after active consultation with team members and management according to store policies and procedures.

2.2 Strategies and objectives accurately reflect the overall store mission and values.

2.3 Strategies and objectives are attainable, cost efficient and realistic within a designated time frame and allow for continuous improvement planning

2.4 Strategies and objectives contain sufficient detail to allow development of specific projects.

2 Set objectives and targets

2.5 Constraints upon objectives clearly acknowledged.

3.1 Action plans developed, evaluated and implemented according to store policies and procedures.

3.2 Action plans contain, clear, comprehensive and concise details.

3.3 Action plans take account of appropriate operational and other relevant considerations.

3 Develop action plans

3.4 Proposals identify targets, standards and implementation methods.






⎯ strategic planning

• Mission statements may be:

⎯ formal

⎯ informal

⎯ communicated verbally

⎯ communicated in writing

• Store mission and values may include:

⎯ customer relationships

⎯ supplier relationships

⎯ legal requirements

⎯ occupational health and safety

⎯ equal opportunity

⎯ ethics

⎯ employment

⎯ human relations

⎯ training

⎯ environment

• Strategies, targets and action plans may include:

⎯ technology

⎯ time management

⎯ standards of work

⎯ quality

⎯ quantity

⎯ human relations, personal development

⎯ legal issues

⎯ internal/external operating environments

⎯ implementation of policies and procedures

⎯ development and communication of ideas

⎯ development of product and service provision

⎯ problem solving

⎯ financial control and accounting

⎯ profits

⎯ management systems

⎯ inventory control



⎯ loss prevention




• Interprets, communicates and implements store’s mission statement.

• Collaboratively develops team objectives reflecting the store’s mission statement.

• Collaboratively develops strategies for achieving team objectives.

• Collaboratively develops effective action plans to implement strategies, including targets, standards and implementation methods.



Knowledge of:


⎯ strategic planning

• Store purpose and values

• Store mission statement

• Internal and external operating environment

• Principles and techniques in strategic planning

Skills in:

• Analysing, implementing and evaluating plans

• Presenting reports

• Consultative processes

• Group presentation


⎯ documenting strategic plans


There are a number of processes that are learnt throughout work and life which are required in all jobs. They are fundamental processes and generally transferable to other work functions. Some of these are covered by the key competencies, although others may be added. The questions below highlight how these processes are applied in this unit of competency. Following each question a number indicates the



level to which the key competency needs to be demonstrated where 0 = not required, 1 = perform the process, 2 = perform and administer the process, and 3 = perform, administer and design the process.



By communicating and interpreting the mission statement with team members.

3


Information should be collected from team members and analysed to develop objectives and targets.

3


Active consultation with team members and management requires planning and organising of activities.

3


Strategic plans should be set in collaboration with the team, therefore effective team work is required.

3


This skill may not be applicable to this unit. 0


Designing action plans will require problem solving skills in regard to resources or implementation.

3


This skill may not be applicable to this unit. 0












• Unit WRRPL2B can be assessed with other units which make up a particular job function.







Resources Required



⎯ strategic plans

⎯ store mission statement

⎯ stores value statement

⎯ information on the internal and external operating environment


WRRPL3B Initiate and implement change – Volume VII


WRRPL3B Initiate and implement change

Unit Descriptor This unit involves the skills and knowledge required to identify opportunities for increased sales and service, and to evaluate, negotiate and implement changes consistent with the store’s overall aims and objectives.



1.1 Relevant, reliable information regularly obtained, from a variety of sources and analysed with regard to requirements of store operations.

1.2 Information on developments accurately reported to appropriate personnel.

1.3 Information related to current practices used to identify opportunities for growth in sales and service.

1.4 Operations continuously monitored and evaluated, and action taken to improve where indicated.

1.5 Obstacles to change accurately identified and action taken to alleviate problems.

1 Identify opportunities for increased sales and service

1.6 Evaluation of previous development outcomes used to identify improvement opportunities.

2.1 Information on current and proposed merchandise and service range and operating systems complete, accurate and accessible.

2.2 Advantages and disadvantages of current and proposed operations accurately compared.

2.3 Implications of introducing changes accurately accessed using appropriate analysis measures.

2.4 Proposed changes take account of previous evaluations.

2.5 Recommendations accurately communicated to appropriate people within designated time frames.

2 Evaluate changes

2.6 Responses to recommendations analysed and appropriate alterations made.



3.1 Information on projected change promptly communicated to appropriate people in sufficient detail for them to evaluate the implications for their areas of responsibility.

3.2 Good working relationships maintained during negotiations.

3.3 Agreements reached include detailed implementation plans in line with store policy.

3.4 Complete and accurate records of negotiations and agreements communicated to appropriate people.

3.5 Where compromise necessary, it is mutually acceptable and in line with store policy.

3.6 Reasons for non-acceptance of proposals conveyed positively to relevant staff.

3 Negotiate changes

3.7 Relevant people encouraged to understand and participate in changes.

4.1 Relevant details of implementation plans communicated within designated time frames to appropriate people, in a manner and at a level and pace suitable for their needs.

4.2 Resources used effectively to meet the requirements of operational changes.

4.3 Operational changes monitored according to implementation plans.

4.4 Outcomes of changes evaluated against expectations and previous sales/service records.

4 Implement and evaluate change

4.5 Implementation process modified to resolve problems if required.




⎯ initiating and implementing changes

• Opportunities for improvement and change may include:

⎯ personnel requirements/team composition



⎯ employment/work practices

⎯ work methods and patterns

⎯ cost factors

⎯ nature and availability of services and products

⎯ quality of services and products

⎯ methods to reduce waste

⎯ new equipment/technology

⎯ design of systems

• Implications of change may include:

⎯ profitability

⎯ productivity

⎯ quality of service/product

⎯ environmental impact

⎯ working conditions

⎯ working relationships

⎯ reactions of individual employees

• Analysis methods may include:

⎯ qualitative

⎯ quantitative

• Communication/negotiations may include:

⎯ higher level managers

⎯ subordinates

⎯ colleagues

⎯ specialists

⎯ staff in other departments

⎯ representatives from external organisations

• Obstacles to change may include:

⎯ internal considerations

⎯ external considerations

• Information may be gathered from:

⎯ external sources


⎯ subordinates

⎯ colleagues

⎯ specialists




• Negotiations may be conducted:

⎯ verbally in formal or informal meetings

⎯ by telephone/fax

⎯ written correspondence

⎯ email

• Obstacles to change may include:

⎯ internal considerations

⎯ external considerations

• Information may be gathered from:

⎯ external sources


⎯ subordinates

⎯ colleagues

⎯ specialists


• Negotiations may be conducted:

⎯ verbally in formal or informal meetings

⎯ by telephone/fax

⎯ written correspondence

⎯ email




• Reviews relevant information and identifies opportunities for increased sales and service.

• Evaluates proposals for changes to merchandise and service range and operating systems.

• Negotiates for the successful implementation of change.

• Collaboratively implements changes.

• Evaluates implemented change against the initial proposal.





Knowledge of:


⎯ initiating and implementing change

⎯ applying relevant legislation and organisational rules

• Changes to technology and resources

• Market needs and marketing opportunities

• Resource utilisation and costs

• Analysing efficiency and effectiveness

• Assessing alternatives in areas of change, including contingency planning

• Using financial analysis techniques, including cost/benefit, differential and risk analysis

• Quality assurance and control

Skills in:

• Planning and proposing changes

• Consultation skills


• Evaluating and forecasting

• Presentation skills


• documenting plans and reports





Communicating ideas and information will be applied when planning and proposing change.

3


Information on current practices and operations will need to be collected, analysed and organised.

3




Planning proposed operations requires activities to be planned and organised

3


Team work will be required when communicating recommendations for projected changes.

3


The use of mathematical ideas and techniques may not be required in this unit.

0


Problem solving skills will be applied when evaluating and forecasting possible changes.

3


The use of technology may not be required in this unit.

0










Unit WRRPL3B can be assessed with other units which make up a particular job function.









Resources Required



⎯ store policy and procedures in regard to initiating and implementing change

⎯ resource utilisation

⎯ proposals for changes

⎯ market analysis data


WRRS1B Sell products and services – Volume VII


WRRS1B Sell products and services

Unit Descriptor This unit involves the skills, knowledge and attitudes required to sell products and services in a retail environment. It involves the use of sales techniques and encompasses the key selling skills from approaching the customer to closing the sale. It requires a basic level of product knowledge.



1.1 Knowledge of the use and application of relevant products and services demonstrated according to store policy and legislative requirements.

1 Apply product knowledge

1.2 Product knowledge developed by accessing relevant sources in information.

2.1 Timing of customer approach determined and applied.

2.2 Effective sales approach identified and applied.

2.3 Positive impression conveyed to arouse customer interest.

2 Approach customer

2.4 Knowledge of customer buying behaviour demonstrated.

3.1 Questioning techniques applied to determine customer buying motives.

3.2 Listening skills used to determine customer

requirements.

3.3 Non-verbal communication cues interpreted and

clarified.

3.4 Customers identified by name where possible.

3 Gather information

3.5 Customer directed to specific merchandise.

4 Sell benefits 4.1 Customer needs matched to appropriate products and services.

4.2 Knowledge of products’ features and benefits communicated clearly to customers.



4.3 Product use and safety requirements described to customers.

4.4 Customers referred to appropriate product specialist as required.

4.5 Routine customer questions about merchandise are answered accurately and honestly or referred to more experienced senior sales staff.

5 Overcome objections 5.1 Customer objections identified and accepted.

5.2 Objections categorised into price, time and merchandise Characteristics.

5.3 Solutions offered according to store policy.

5.4 Problem solving applied to overcome customer objections.

6 Close sale 6.1 Customer buying signals monitored, identified and responded to appropriately.

6.2 Customer encouraged to make purchase decisions.

6.3 Appropriate method of closing sale selected and applied.

7.1 Opportunities for making additional sales recognised and applied.

7.2 Customer advised of complementary products or services according to customer’s identified need.

7 Maximise sales opportunities

7.3 Personal sales outcomes reviewed to maximise future sales.



• Store policy and procedures in regard to:

⎯ selling products and services

• Customers may include:

⎯ people with routine or special needs

⎯ regular or new customers

⎯ people from a range of social, cultural or ethnic backgrounds and physical and



mental abilities

• Product knowledge may include:

⎯ warranties

⎯ features and benefits

⎯ use by dates

⎯ handling/storage requirements

⎯ stock availability

⎯ safety features

⎯ price

• Selling may involve:

⎯ face to face

⎯ over the telephone

⎯ over the Internet

• Routine customer questions may relate to:

⎯ price and price reductions

⎯ quality

⎯ features and benefits

• Legislative requirements may include:

⎯ Trade Practices Act

⎯ tobacco laws

⎯ liquor laws


⎯ occupational health and safety


⎯ Lottery Acts

• Relevant sources of information may include:

⎯ Internet

⎯ relevant staff members

⎯ store or supplier product manuals

⎯ product profiles

⎯ videos

⎯ demonstrations

⎯ labels

⎯ store tours






• Applies product knowledge and uses appropriate sales approach to sell the benefits of products, overcome objections and close sales.

• Uses questioning, listening and observation skills to determine customer requirements.

• Consistently applies store policies and procedures in regard to selling products and services.

• Maximises sales opportunities according to store policies and procedures.

• Consistently 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.



Knowledge of:


⎯ selling products and services

⎯ allocated duties and responsibilities

• Store merchandise and service range

• Specific product knowledge for area/section



• Customer types and needs including:

⎯ customer buying motives

⎯ customer behavior and cues

⎯ individual and cultural differences

⎯ demographics/lifestyle/income

⎯ types of customer needs, eg functional, psychological

Skills in:

• Selling techniques including:



⎯ opening techniques

⎯ buying signals

⎯ strategies to focus customer on specific merchandise

⎯ add ons and complimentary sales

⎯ overcoming customer objections

⎯ closing techniques

• Verbal and non verbal communication skills

• Handling difficult customers


• Sales performance appreciation

• Questioning/listening/observation


⎯ reading and understanding product information

⎯ reading and understanding store policies and procedures

⎯ recording information

⎯ Numeracy skills in regard to:

⎯ handling of tender

⎯ weighing and measuring goods






Relaying product features and benefits to customers requires the communication of ideas and information.

1


Establishing customer requirements requires information to be collected, analysed and organised.

1




Identifying opportunities to make additional sales requires activities to be planned and organised.

1


Team work will be applied when referring to other staff members or seeking product information.

1


Mathematical ideas and techniques may be required when reviewing personal sales outcomes.

1


Problem solving skills may be applied when overcoming customer objections.

1


The use of technology may not be required in this unit.

0










• Unit WRRS1B can be assessed with other units which make up a specific job function.









Resources Required



⎯ store policy and procedures manuals

• Access to 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