SFL10 Floristry Training Package · The new ‘Application’ statement at unit level provides clear information about how the unit can apply to different contexts, industry sectors

SFL10 Floristry Training Package

Release: 1.0

CONTENTSModification History ....................................................................................................................5Imprint...........................................................................................................................................6Preliminary Information..............................................................................................................7History ...........................................................................................................................................8Summary of AQF qualifications in this Training Package ....................................................12Units of competency in this Training Package and their prequisites ....................................13Mapping to Previous Training Package ...................................................................................17Qualifications Framework.........................................................................................................29Qualification Pathways ..............................................................................................................37Skill Sets ......................................................................................................................................39Employability Skills....................................................................................................................39Whole of Industry Qualification Information .........................................................................43Assessment Guidelines ...............................................................................................................45Competency Standards ..............................................................................................................62Appendices ..................................................................................................................................67SFL20110 Certificate II in Floristry (Assistant)......................................................................68SFL30110 Certificate III in Floristry .......................................................................................73SFL40110 Certificate IV in Floristry........................................................................................79SFL50110 Diploma of Floristry Design ....................................................................................86SFLDEC201A Assemble floristry products .............................................................................93SFLDEC302A Design floristry products................................................................................106SFLDEC303A Maintain floristry tools and equipment ........................................................121SFLDEC304A Construct hand tied floristry products .........................................................130SFLDEC305A Construct wired floristry products ...............................................................144SFLDEC306A Construct floristry products with a base medium .......................................158SFLDEC407A Design complex floristry products.................................................................172SFLDEC408A Construct complex floristry products ...........................................................188SFLDEC409A Coordinate floristry products for a special occasion ...................................205SFLDEC510A Design and produce innovative floristry products.......................................217SFLDEC511A Style and manage an event .............................................................................233SFLSOP201A Source information on floristry products and services................................245SFLSOP202A Recognise flower and plant materials............................................................257SFLSOP203A Receive and store floristry stock ....................................................................269SFLSOP204A Prepare and care for floristry stock...............................................................281SFLSOP205A Display and merchandise floristry stock .......................................................292SFLSOP306A Provide quality service to floristry customers ..............................................304SFLSOP307A Sell floristry products......................................................................................314SFLSOP308A Prepare quotations for floristry products .....................................................326SFLSOP509A Research, assess and develop a floristry product range ..............................338BSBCRT501A Originate and develop concepts.....................................................................350BSBCRT601A Research and apply concepts and theories of creativity .............................359BSBDES202A Evaluate the nature of design in a specific industry context .......................366BSBDES301A Explore the use of colour ................................................................................372BSBDES402A Interpret and respond to a design brief ........................................................378BSBDES501A Implement design solutions ............................................................................386BSBDES502A Establish, negotiate and refine a design brief ...............................................393BSBDES602A Research global design trends ........................................................................401BSBDES701A Research and apply design theory .................................................................407BSBEBU401A Review and maintain a website......................................................................414

Contents Date this document was generated: 18 September 2012

Approved Page 2 of 870

© Commonwealth of Australia, 2012 Service Skills Australia

BSBEBU501A Investigate and design e business solutions ..................................................420BSBEBU502A Implement e business solutions......................................................................429BSBFIA301A Maintain financial records ..............................................................................436BSBITU305A Conduct online transactions............................................................................443BSBPUR301B Purchase goods and services ..........................................................................449BSBSMB401A Establish legal and risk management requirements of small business......455BSBSMB402A Plan small business finances ..........................................................................463BSBSMB403A Market the small business .............................................................................470BSBSMB404A Undertake small business planning ..............................................................477BSBSMB405A Monitor and manage small business operations..........................................486BSBSMB406A Manage small business finances ....................................................................493BSBSMB407A Manage a small team......................................................................................500BSBSUS201A Participate in environmentally sustainable work practices.........................508BSBSUS301A Implement and monitor environmentally sustainable work practices .......515BSBSUS501A Develop workplace policy and procedures for sustainability ......................525BSBWOR202A Organise and complete daily work activities ..............................................534CUVCOR07B Use drawing techniques to represent the object or idea ..............................540CUVCOR09B Select and apply drawing techniques and media to represent and

communicate the concept .................................................................................................545CUVCRS03B Produce computer-aided drawings.................................................................552CUVCRS11B Select and prepare work for exhibition..........................................................558CUVDES04B Integrate colour theory and design processes in response to a brief ...........564CUVVSP12B Produce digital images .....................................................................................571HLTFA301B Apply first aid....................................................................................................578RTF2008A Maintain indoor plants.........................................................................................590RTF2024A Tend nursery plants..............................................................................................597RTF3020A Install and maintain interior plant displays.......................................................605RTF4001A Design plant displays ............................................................................................613SIRRFSA001A Apply retail food safety practices.................................................................621SIRXCCS001A Apply point-of-sale handling procedures....................................................633SIRXCOM001A Communicate in the workplace .................................................................642SIRXEBS001A Acquire and retain online customers ...........................................................650SIRXEBS004A Select an e-business model ............................................................................659SIRXFIN001A Balance point-of-sale terminal ......................................................................667SIRXHRM001A Administer human resources policy ..........................................................674SIRXHRM002A Recruit and select personnel.......................................................................684SIRXICT001A Operate retail technology ..............................................................................693SIRXICT004A Adopt mobile commerce applications to improve sales and service .........700SIRXIND001A Work effectively in a retail environment.....................................................709SIRXINV002A Maintain and order stock..............................................................................719SIRXMER005A Create a display............................................................................................728SIRXMGT001A Coordinate work teams...............................................................................736SIRXMGT003A Lead and manage people.............................................................................746SIRXMPR001A Profile a retail market .................................................................................756SIRXOHS001A Apply safe working practices.......................................................................765SIRXOHS002A Maintain store safety ....................................................................................773SIRXOHS003A Provide a safe working environment ..........................................................783SIRXQUA001A Develop innovative ideas at work ...............................................................794SIRXQUA002A Lead a team to foster innovation ................................................................803SIRXQUA003A Create an innovative work environment....................................................812SIRXQUA004A Set up systems that support innovation .....................................................820SIRXRSK001A Minimise theft ...............................................................................................829SIRXSLS001A Sell products and services .............................................................................836




SITXCOM005A Make presentations .....................................................................................844SITXMGT006A Establish and conduct business relationships ...........................................851TAEASS401A Plan assessment activities and processes.......................................................859TAEASS402A Assess competence...........................................................................................868TAEASS403A Participate in assessment validation..............................................................877TAEDEL301A Provide work skill instruction.......................................................................883




Modification History

Version Modification History

Version Release Date Comments

1 NA Primary releaseSFL10 replaces the WRF04 Floristry Training Package.

Modification History Date this document was generated: 18 September 2012



Imprint

SFL10 Floristry Training Package

Published by: Service Skills Industry Skills CouncilGPO Box 4194Sydney NSW 2001ABN: 37 107 591 864Phone: (02) 8243 1200Fax: (02) 8243 1299Email: [email protected]: http://www.serviceskills.com.au/First published: June 2011ISBN: 978-1-74160-376-7 (Volume I)Printed by:




AEShareNet Code: Print Version No: 1Release Date: June 2011Review Date: 21 December 2013

Preliminary InformationImportant 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 1 - 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 Service Industry Skills Council at http://www.serviceskills.com.au to confirm the latest version number.

Explanation of version number conventions

The primary release Training Package is Version 1. 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. Do not confuse the version number with the Training Packages national code (which remains the same during its period of endorsement).




History

History

Review of WRF04 Floristry Training PackageThe SFL10 Floristry Training Package represents the review, redevelopment and rationalisation of the WRF04 Floristry Services Training Package, initially endorsed in 2004.SFL10 was funded by the Department of Education, Employment and Workplace Relations (DEEWR) and managed by the Service Industries Skills Council. The review was directed by a National Industry Reference Group and involved input from a diverse range of floristry industry stakeholders including employers, employer bodies, employees, unions, public and private RTOs and state training authorities.The review commenced in June 2007, with initial scoping and research into the industry and its use of the Training Package. A discussion paper was released in July 2007 and the ‘Report into the Continuous Improvement of the Floristry Training Package’ was developed based on the feedback received from industry and other stakeholders. The report, finalised in March 2008, formed the basis for further consultation with stakeholders and the development of the reviewed Training Package. Validation involved dissemination of all content of the reviewed Training Package to ensure the enhanced product meets the needs of users and provides industry with quality training and assessment outcomes.Changes within industry since 2004 and within the policy framework for the development of Training Packages have resulted in the following key changes.

Both employability and sustainability skills are now explicitly embedded in units of competency as the result of major industry and DEEWR initiatives.

Units of competency are now presented using the latest DEEWR template designed to ensure consistency across all Training Packages. The new ‘Application’ statement at unit level provides clear information about how the

unit can apply to different contexts, industry sectors and environments; and who performs the function described by the unit, and at what level of workplace responsibility. The nomination of typical job titles clarifies the unit’s applicability to different job roles. Information on the intent of the unit and how it can apply to the development of different types of products provides clarity on the complexity of the skills described within the unit.

The ‘Critical Aspects’ statement in the unit evidence guide provides focused information on the essential evidence to be collected by the assessor to ensure that the candidate demonstrates competency. This statement synthesises whole of unit content into a summarised statement that describes the absolute essence of a rigorous assessment. It describes the essential knowledge and skill to be demonstrated and a requirement for multiple assessments over a period of time and coverage of diverse products and range of complexities, so that evidence of consistency and adaptability is collected.

The ‘Context of and Specific Resources for Assessment’ statement prescribes specific assessment environments and the mandatory equipment, resources, workplace documentation (for example, product information) and customer traffic required for these environments.

The ‘Methods of Assessment’ statement provides guidance on a range of practical




Historyassessment methods that can be used to gather evidence, and recommends a range of related units that can be grouped together for integrated (holistic) assessment.

Units of competency have been updated and enhanced to: ensure that new technology and industry trends are fully covered recognise the important contribution that floristry businesses have in reducing negative

environmental impacts provide clearer advice on the breadth and depth of knowledge, and the literacy, numeracy

and communication skills required reflect industry’s requests to outline stringent assessment requirements more clearly and

explicitly in the evidence guide component. In all cases, the evidence guide statements that direct the assessor are tailored to each specific unit and provide practical information set in the context of each unit.

A new coding system has been applied to all SFL10 units of competency and qualifications. All units of competency have been deconstructed to remove any duplication and mixed intent

in the previous suite of units. Many units have been re-titled to better reflect the nature of the skills and knowledge. Design has been split from construction, as, while they can be interdependent, they are two different skills. The design focus had previously been lost and there is now a tighter focus on the importance of design in the floristry process.

Qualifications have been improved to ensure they are flexible to meet the diverse needs of multiple floristry industry environments, including the traditional shopfront retail floristry outlet. This flexibility also meets industry’s need for multi-skilled workers within the many small businesses that dominate the floristry industry. Key actions taken to improve and broaden the application of floristry qualifications include: deletion of many retail competencies within the core, allowing selection as required from

the elective pool inclusion of floristry-specific operational, design and construction competencies within

the core of each qualification that better brand these qualifications as applicable to the nature of floristry

a clear progression from fundamental skills packaged at Certificate II level to more complex design and construction skills, quarantined for the Certificate III level which reflects the role of a skilled florist; the Certificate II qualification now better reflects the fundamental nature of job roles for entry level workers

rationalisation of the Certificate IV qualification so that it now contains only the more complex design and construction competencies required by those who are progressing their career to a more technically proficient craftsperson. It allows florists to acquire skills to supervise staff and daily operational activities and to manage their small floristry business

the introduction of a Diploma level qualification that packages high-order design, construction and product development competencies required by highly skilled floral designers. It allows senior designers to acquire skills to coordinate the day-to-day operational activities of the floristry business and to take a lead role in business planning activities for the organisation.

Each qualification is introduced by a statement that clearly outlines its applicability to




Historycommon job functions within the floristry industry and to different industry business types and environments.

An Employability Skills Summary is provided for each qualification to provide holistic guidance to trainers and assessors and to assist employers to understand the generic skills delivered by the qualification.

Details of specific changes and a mapping between the previous Training Package and this version are outlined in the preliminary pages in this volume of the Training Package.

Components of the SFL10 Floristry Training PackageThe SFL10 Floristry Training Package consists of three major components endorsed by the National Quality Council (NQC). The three components have been designed to establish the criteria and guidelines against which floristry qualifications will be awarded. All components have been developed through a consultative process with industry in conjunction with other critical stakeholders.

QualificationsThe Qualifications Framework sets out the requirements for attainment of qualifications in the floristry industry. There are four qualifications ranging from Certificate II to Diploma. SFL10 contains one new qualification:

SFL50110 Diploma of Floristry Design

Details of the transition from qualifications in WRF04 to SFL10 may be found in the preliminary pages in this volume of the SFL10 Floristry Training Package.

Assessment GuidelinesThe Assessment Guidelines provide the framework for assessment of units of competency in SFL10 Floristry Training Package. They are designed to ensure that assessment activities are consistent with the AQTF and that assessment processes are valid, reliable, flexible and fair.

Competency StandardsThe competency standards represent the skills and knowledge applied at work and identified by the industry as appropriate across the full range of floristry industry workplaces. The SFL10 Floristry Training Package comprises 88 units of competency:

20 floristry units of competency, organised into the following functional areas: DEC – Floristry Design and Construction SOP – Floristry Sales and Operations

68 units of competency imported from the following Training Packages: RTF03 Amenity Horticulture BSB07 Business Services HLT07 Health SIR07 Retail Services SIT07 Tourism, Hospitality and Events




History TAE10 Training and Education CUV03 Visual Arts, Crafts and Design.

Sustainability SkillsOne of the vital workforce development needs for the service industries is the requirement to adopt sustainable practices. As stated in the Service Skills Australia Environmental Scan 2009: ‘Greater awareness of these issues and how they should be managed within enterprise needs to be incorporated into VET training. With consumers making more purchasing choices based upon sustainability issues, training in areas such as product knowledge, brand marketing and consumer information will need to be enhanced and updated’.Although the service industries are not seen as a major contributor to high carbon levels and a polluted environment, the floristry industry is an industry with high customer contact and therefore presents opportunities to build awareness. In the service industries, the belief is that it is imperative to contextualise existing skills and change behaviour.Many of the sustainable skill requirements for the service industries relate to product knowledge, purchasing criteria and business practices – as well as to imparting sustainability consciousness on to customers. For example, when customers see sustainable practices such as water savings in a hotel, local food promoted in their favourite café, and sustainable products used in floristry shops and beauty salons, this potentially raises their awareness of sustainable practice. It also engages customers and helps to change existing mindsets – of both customers and the workforce.With the continued growth of the service industries, this imperative takes on greater importance as it presents the opportunity to impart sustainable business practices to a greater number of people.

Sustainability Skills within SFL10 Floristry Training PackageSustainability skills are embedded in the SFL10 Floristry Training Package from the perspectives of both individual tasks and business management, through incorporating sustainable concepts across social, economic and environmental outcomes.The SFL10 qualifications require knowledge of the environmental impact of constructing and maintaining floristry products, and awareness of practices that minimise their impact, such as those relating to energy use. Knowledge is also required of correct and environmentally sound disposal methods for all types of waste, in particular hazardous substances, spoiled and diseased flower and plant materials, and those with a propensity to propagate weeds. Safe use of hazardous substances, such as cleaning and conditioning agents and preservatives, is also required.Sustainability skills can be found in performance criteria, range statements and stand-alone units.An example is the unit SFLSOP204A Prepare and care for floristry stock. This unit includes reference to sustainability in the elements and performance criteria, such as ‘Reduce negative environmental impacts’, ‘Use energy, water and other resources efficiently when cleaning, preparing and maintaining stock to reduce negative environmental impacts’, and ‘Safely dispose of all spoilt stock and waste, especially hazardous substances, to minimise negative environmental impacts’. The required knowledge in this unit includes:

the environmental impacts of cleaning premises, preparing and maintaining floristry stock and minimal impact practices to reduce these especially those that relate to resource, water and energy use




History correct and environmentally sound disposal methods for all types of waste and in particular

for hazardous substances, spoiled and diseased flower and plant materials and those that have a propensity to propagate weeds.

The unit SFLDEC302A Design floristry products provides another example. It includes coverage of sustainability skills in:

performance criteria with ‘Consider negative environmental impacts of all materials and techniques used and minimal impact practices to reduce these’

required knowledge with ‘the environmental impacts of constructing and maintaining floristry products and minimal impact practices to reduce these especially those that relate to resource, water and energy use and to the use of floristry raw materials’

and the range statement with ‘problems may include negative environmental impacts of materials chosen’.

In other units, examples of considering sustainability skills in performance criteria include:

‘Use energy, water and other resources efficiently when cleaning to reduce negative environmental impacts’ (SFLDEC303A Maintain floristry tools and equipment)

‘Consider negative environmental impacts and minimal impact practices to reduce these’ (SFLDEC511A Style and manage an event).

The unit BSBSUS201A Participate in environmentally sustainable workplace practices, a stand-alone sustainability unit, is packaged as an elective for Certificate II and III qualifications.

Leadership in sustainability is covered within higher-level skills for example the element ‘Consider issues relating to product life cycle’ within the unit SFLSOP509A Research, assess and develop a floristry product range. In addition, leadership in sustainability is provided for through importation of the elective units BSBSUS301A Implement and monitor environmentally sustainable workplace practices, and BSBSUS501A Develop workplace policy and procedures for sustainability from Certificate IV and Diploma qualifications.

Summary of AQF qualifications in this Training Package

Qualification Code Title

SFL20110 Certificate II in Floristry (Assistant)

SFL30110 Certificate III in Floristry

SFL40110 Certificate IV in Floristry





Units of competency in this Training Package and their prequisitesNote – the prerequisite column is only displayed if prerequisites exist.

Code Title

SFLDEC201A Assemble floristry products

SFLDEC302A Design floristry products

SFLDEC303A Maintain floristry tools and equipment

SFLDEC304A Construct hand tied floristry products

SFLDEC305A Construct wired floristry products

SFLDEC306A Construct floristry products with a base medium

SFLDEC407A Design complex floristry products

SFLDEC408A Construct complex floristry products

SFLDEC409A Coordinate floristry products for a special occasion

SFLDEC510A Design and produce innovative floristry products

SFLDEC511A Style and manage an event

SFLSOP201A Source information on floristry products and services

SFLSOP202A Recognise flower and plant materials

SFLSOP203A Receive and store floristry stock

SFLSOP204A Prepare and care for floristry stock

SFLSOP205A Display and merchandise floristry products

SFLSOP306A Provide quality service to floristry customers

SFLSOP307A Sell floristry products

SFLSOP308A Prepare quotations for floristry products

SFLSOP509A Research, assess and develop a floristry product range

Imported units of competency in this Training Package




Code Title Origin

BSBCRT501A Originate and develop concepts BSB07

BSBCRT601A Research and apply concepts and theories of creativity BSB07

BSBDES202A Evaluate the nature of design in a specific industry context BSB07

BSBDES301A Explore the use of colour BSB07

BSBDES402A Interpret and respond to a design brief BSB07

BSBDES501A Implement design solutions BSB07

BSBDES502A Establish, negotiate and refine a design brief BSB07

BSBDES602A Research global design trends BSB07

BSBDES701A Research and apply design theory BSB07

BSBEBU401A Review and maintain a website BSB07

BSBEBU501A Investigate and design e business solutions BSB07

BSBEBU502A Implement e business solutions BSB07

BSBFIA301A Maintain financial records BSB07

BSBITU305A Conduct online transactions BSB07

BSBPUR301B Purchase goods and services BSB07

BSBSMB401A Establish legal and risk management requirements of small business

BSB07

BSBSMB402A Plan small business finances BSB07

BSBSMB403A Market the small business BSB07

BSBSMB404A Undertake small business planning BSB07

BSBSMB405A Monitor and manage small business operations BSB07

BSBSMB406A Manage small business finances BSB07

BSBSMB407A Manage a small team BSB07




BSBSUS201A Participate in environmentally sustainable work practices BSB07

BSBSUS301A Implement and monitor environmentally sustainable work practices

BSB07

BSBSUS501A Develop workplace policy and procedures for sustainability BSB07

BSBWOR202A Organise and complete daily work activities BSB07

CUVCOR07B Use drawing techniques to represent the object or idea CUV03

CUVCOR08A Produce drawings to represent and communicate the concept TBA

CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept

CUV03

CUVCRS03B Produce computer-aided drawings CUV03

CUVCRS11B Select and prepare work for exhibition CUV03

CUVDES04B Integrate colour theory and design processes in response to a brief

CUV03

CUVVSP12B Produce digital images CUV03

HLTFA301B Apply first aid HLT07

RTF2008A Maintain indoor plants RTF03

RTF2024A Tend nursery plants RTF03

RTF3020A Install and maintain interior plant displays RTF03

RTF4001A Design plant displays RTF03

SIRXCCS001A Apply point-of-sale handling procedures SIR07

SIRXCOM001A Communicate in the workplace SIR07

SIRXEBS001A Acquire and retain online customers SIR07

SIRXEBS004A Select an e-business model SIR07

SIRXFIN001A Balance point-of-sale terminal SIR07

SIRXHRM001A Administer human resources policy SIR07

SIRXHRM002A Recruit and select personnel SIR07




SIRXICT001A Operate retail technology SIR07

SIRXICT004A Adopt mobile commerce applications to improve sales and service

SIR07

SIRXIND001A Work effectively in a retail environment SIR07

SIRXINV002A Maintain and order stock SIR07

SIRXMER005A Create a display SIR07

SIRXMGT001A Coordinate work teams SIR07

SIRXMGT003A Lead and manage people SIR07

SIRXMPR001A Profile a retail market SIR07

SIRXOHS001A Apply safe working practices SIR07

SIRXOHS002A Maintain store safety SIR07

SIRXOHS003A Provide a safe working environment SIR07

SIRXQUA001A Develop innovative ideas at work SIR07

SIRXQUA002A Lead a team to foster innovation SIR07

SIRXQUA003A Create an innovative work environment SIR07

SIRXQUA004A Set up systems that support innovation SIR07

SIRXRSK001A Minimise theft SIR07

SIRXSLS001A Sell products and services SIR07

SITXMGT006A Establish and conduct business relationships SIT07

TAEASS401A Plan assessment activities and processes TAE10

TAEASS402A Assess competence TAE10

TAEASS403A Participate in assessment validation TAE10

TAEDEL301A Provide work skill instruction TAE10




Mapping to Previous Training Package


SFL10 Qualifications Mapping Table


WRF20104 Certificate II in Floristry SFL20110 is equivalent to WRF20104 Certificate II in Floristry. The intent of this qualification has been broadened so that it can now apply to multiple industry environments including traditional retail floristry shops, studios and floristry businesses who sell via the internet or phone. The core focuses on floristry specific operational and construction competencies. The pool of electives has been increased to allow for flexibility. The core units and the new title better reflect the fundamental nature of job roles for entry level workers with this qualification. The total number of units required to achieve this qualification has decreased from 15 to 12. The number of core units required has decreased from 14 to 8. The number of elective units required has increased from 1 to 4.

SFL30110 Certificate III in Floristry WRF30104 Certificate III in Floristry SFL30110 is equivalent to WRF30104 Certificate III in Floristry. The intent of this new qualification has been broadened so that it can now apply to multiple industry environments including traditional retail floristry shops, studios and floristry businesses who sell via the internet or phone. The core focuses floristry specific operational, design and construction competencies. The pool of electives has been increased to allow for flexibility. The total number of units required to achieve this qualification has decreased from 22 to 21. The number of core units required has decreased from 20 to 16. The number of elective units required has increased from 2 to 5.

SFL40110 Certificate IV in Floristry WRF40104 Certificate IV in Floristry SFL40110 is equivalent to WRF40104 Certificate IV in Floristry. The intent of this new qualification has been broadened so that it can now apply to multiple industry environments. An entry requirement has been introduced; this qualification is open to those who have significant vocational experience as a florist in the floristry industry.




Mapping to Previous Training PackageThe SFL40110 core focuses on the complex design and construction competencies required by those who are progressing their career to a more technically proficient craftsperson. The pool of elective units allows florists to acquire skills to supervise staff and daily operational activities and to manage a small floristry business. The total number of units required to achieve this qualification has decreased from 32 to 15. The number of core units required has decreased from 26 to 5. The number of elective units required has increased from 6 to 10.

SFL50110 Diploma of Floristry (Design)

Not applicable. SFL50110 has no equivalent in the WRF04 Floristry Training Package. SFL50110 contains high-order design, construction and product development competencies required by highly-skilled floral designers. The pool of elective units allows senior designers to acquire skills to coordinate the day to day operational activities of the floristry business and to take a lead role in business planning activities for the organisation.

SFL10 Units of competency Summary Mapping Table

Code and Title Relates to Nature of RelationshipE = equivalentN = not equivalent

Floristry Design and Construction


WRFO204B Assemble and prepare floristry products

EUpdated unit based on WRFO204B and that unit is equivalent. This updated unit builds upon WRFO204B and has more explicit references to the fundamental nature of the floristry products to be assembled, and the application of the unit to trainee or junior florists. The notion of working under supervision and to pre-determined job specifications has been clarified through re-wording of elements and performance criteria.


WRFD301B Create designs using hand tied techniquesWRFD302B Create floristry designs using wiring techniques

NNew unit that covers certain elements of WRFD301B, WRFD302B and WRFD303B but is not equivalent.




Mapping to Previous Training PackageWRFD303B Create floristry designs using a base medium

SFLDEC302A focuses on the design process for a diverse range of products. The pre-existing units combined both design and construction. In this new unit, design has been split from construction as, while they can be interdependent, they are two different skills.References to following a customer brief have been removed to ensure there is no unnecessary overlap with the imported unit BSBDES402A Interpret and respond to a design brief.


New unit NNew unit focuses on regular maintenance activities for tools and equipment used for the preparation, construction and maintenance of floristry products.


WRFD301B Create floristry designs using hand tied techniques

N Replacement unit covers elements of WRFD301B but is not equivalent. SFLDEC304A builds upon WRFD301B and has more explicit references to the construction process for a diverse range of hand tied products. WRFD301B combined both design and construction. In SFLDEC304A design has been split from construction as, while they can be interdependent, they are two different skills. Design aspects are covered by the unit SFLDEC302A Design floristry products. The packaging and wrapping elements have been rationalised for simplicity.


WRFD302B Create floristry designs using wiring techniques

N Replacement unit that covers elements of WRFD302B but is not equivalent. SFLDEC305A builds upon WRFD302B and has more explicit references to the construction process for a diverse range of products using wiring techniques. WRFD302B combined both design and construction. In SFLDEC305A, design has been split from construction as, while they can be interdependent, they are two different skills. Design aspects are covered by the unit SFLDEC302A Design floristry products. The packaging and wrapping elements have been rationalised for simplicity.


WRFD303B Create floristry designs using a base medium

N Replacement unit that covers elements of WRFD303B but is not equivalent.




Mapping to Previous Training PackageSFLDEC306A builds upon WRFD303B and has more explicit references to the construction process for a diverse range of products with a base medium. WRFD303B combined both design and construction. In SFLDEC306A, design has been split from construction as, while they can be interdependent, they are two different skills. Design aspects are covered by the unit SFLDEC302A Design floristry products. The packaging and wrapping elements have been rationalised for simplicity.


WRFD404B Create custom made, advanced and large scale floristry designs

N New unit that covers elements of WRFD404B but is not equivalent. SFLDEC407A focuses on the design process for a diverse range of complex products. WRFD404B combined both design and construction. In SFLDEC407A, design has been split from construction as, while they can be interdependent, they are two different skills. References to following a customer brief have been removed to ensure there is no duplication with the imported unit BSBDES402A Interpret and respond to a design brief.


WRFD404B Create custom made, advanced and large scale floristry designs

N Replacement unit that covers certain elements of WRFD404B but is not equivalent. SFLDEC408A builds upon WRFD404B and has more explicit references to the construction process for a diverse range of complex products. WRFD404B combined both design and construction. In SFLDEC408A, design has been split from construction as, while they can be interdependent, they are two different skills. Design aspects are covered by the unit SFLDEC407A Design complex floristry products. The packaging and wrapping elements have been rationalised for simplicity.


New unit NNew unit that focuses on the overall planning and coordination skills required by senior florists when the business is involved in the production of products for special occasions.


New unit NNew unit that has a tight focus on the design and construction process for a diverse range of innovative




Mapping to Previous Training Packageproducts. This unit describes a highly creative and innovative design function undertaken by senior designers in the floristry industry.


WRFD405A Design and manage large scale floral events

E Updated unit based on WRFD405A and is equivalent. SFLDEC511A builds upon WRFD405A and focuses on the overall planning and co-ordination skills required by senior florists when the business is involved in the production and assembly of products for events. Title amended for clarity as the unit does not apply to floral events but to the floral styling of any type of event. Design and costing elements have been removed to ensure there is no duplication with suite of new design and costing units.

Floristry Sales and Operations


WRFO204A Apply techniques to update floristry industry knowledgeWRFO306B Apply product knowledge to meet customer needsWRFO307B Recommend on floristry products and services

N Replacement unit based on elements of WRFO204A, WRFO306B and WRFO307B but is not equivalent. SFLSOP201A focuses on the development of floristry industry knowledge and essential product knowledge required to fulfill a range of sales and operational functions performed by a diverse range of floristry industry personnel.


WRFO306B Apply product knowledge to meet customer needsWRFO307B Recommend on floristry products and services

N Replacement unit based on elements of WRFO306B and WRFO307B but is not equivalent. SFLSOP202A focuses on the development of knowledge of flower and plant materials and their visual recognition, which is required to fulfill a range of operational functions performed by a diverse range of floristry industry personnel.


New unit NThis new unit focuses on the receipt and storage of floristry stock and maintaining the cleanliness of all stock handling and storage areas.


WRFO202B Care for floristry stock and merchandise

E Updated unit based on WRFO202B and is equivalent. SFLSOP204A builds upon WRFO202B and focuses on the core intent of caring for flower and plant materials and other merchandise, including maintaining clean premises to avoid stock spoilage.






WRFO203B Prepare and display floristry stock N Replacement unit based on elements of WRFO203B but is not equivalent. SFLSOP205A builds upon WRFO203B and focuses on the core intent of displaying and merchandising floristry stock and other merchandise. The content relating to conditioning, monitoring and maintaining the quality of flower and plant materials has been removed and included in SFLSOP204A Prepare and care for floristry stock.


WRFO201B Provide service to floristry customers

E This unit is based on WRFO201B and is equivalent. SFLSOP306A builds upon WRFO201B and focuses on the communication and relationship building skills required to service the special needs of floristry customers. Personal presentation issues are included.

SFLSOP307A Sell floristry products WRFO306B Apply product knowledge to meet customer needsWRFO307B Recommend on floristry products and services

N Replacement unit that covers elements from WRFO306B and WRFO307B but is not equivalent. SFLSOP307A builds upon these two units and focuses on the higher order selling skills required by the floristry industry, not previously covered. It requires the application of in-depth product knowledge. The duplicative content relating to the development of product knowledge and knowledge of flower and plant materials has been removed (now found in SFLSOP201A Source information on floristry products and services, and SFLSOP202A Recognise flower and plant materials).


New unit New unit that focuses on the costing of products to meet customer requirements.


WRFO408B Implement floristry products and services plan

N Replacement unit that covers certain elements of WRFO408B but is not equivalent. SFLSOP509A builds upon WRFO408B and focuses on the core intent of product development. It more explicitly and extensively covers the specific research and analysis requirements of product development, the interrelated structure of the industry, price setting, the product preferences and requirements of different markets, and maximising profitability for the business. The content relating to contracted negotiation has been removed and is covered by SITXMGT006A Establish and




Mapping to Previous Training Packageconduct business relationships.

No unit WRFD406A Create floral designs to competitions specifications

The unit WRFD406A Create floral design to competition specifications has been deleted as this unit focussed on understanding competition rules and procedures, not specifically job outcome for the floristry industry.

SFL10 Imported units of competency mapping table

SFL10 Imported unit code and title Related units in previous Training Package WRF04

Nature of RelationshipE = equivalentN = not equivalent

RTF2008A Maintain indoor plants RTF2008A Maintain indoor plants ESame unit – no changes

RTF2024A Tend nursery plants RTF2024A Tend nursery plants ESame unit – no changes

RTF3020A Install and maintain interior plant displays


ESame unit – no changes

RTF4001A Design plant displays RTF4001A Design plant displays ESame unit – no changes

BSBCRT501A Originate and develop concepts

None N New unit – No equivalent in WRF04

BSBCRT601A Research and apply concepts and theories of creativity

None N New unit – No equivalent in WRF04

BSBDES202A Evaluate the nature of design in a specific industry context

None NNew unit – No equivalent in WRF04

BSBDES301A Explore the use of colour


BSBDES402A Interpret and respond to a design brief


BSBDES501A Implement design solutions


BSBDES502A Establish, negotiate and refine a design brief


BSBDES602A Research global design None N




Mapping to Previous Training Packagetrends New unit – No equivalent in WRF04

BSBDES701A Research and apply design theory


BSBEBU401A Review and maintain a website


BSBEBU501A Investigate and design e-business solutions


BSBEBU502A Implement e-business solutions


BSBFIA301A Maintain financial records


BSBITU305A Conduct online transactions


BSBPUR301B Purchase goods and services



BSBSBM401A Establish business and legal requirements

EUpdated unit based on BSBSBM401A and that unit is equivalent to BSBSMB401A.

BSBSMB402A Plan small business finances


BSBSMB403A Market the small business

BSBSBM403A Promote the business EUpdated unit based on BSBSBM403A and that unit is equivalent to BSBSMB403A.

BSBSMB404A Undertake small business planning

BSBSBM404A Undertake business planning EUpdated unit based on BSBSBM404A and that unit is equivalent to BSBSMB404A.

BSBSMB405A Monitor and manage small business operations

BSBSBM405A Monitor and manage business operations

EUpdated unit based on BSBSBM405A and that unit is equivalent to BSBSMB405A.

BSBSMB406A Manage small business finances

BSBSBM406A Manage finances EUpdated unit based on BSBSBM406A and that unit is equivalent to BSBSMB406A.





BSBSMB407A Manage a small team BSBSBM407A Manage a small team EUpdated unit based on BSBSBM407A and that unit is equivalent to BSBSMB407A.

BSBSUS201A Participate in environmentally sustainable workplace practices


BSBSUS301A Implement and monitor environmentally sustainable workplace practices


BSBSUS501A Develop workplace policy and procedures for sustainability


BSBWOR202A Organise and complete daily work activities


HLTFA301B Apply first aid None NNew unit – No equivalent in WRF04

SIRRFSA001A Apply retail food safety practices


SIRXICT001A Operate retail technology

WRRCA1B Operate retail equipment EUpdated unit based on WRRCA1B and that unit is equivalent to SIRXICT001A.


WRRO13A Adopt mobile commerce applications to improve sales and service

EUpdated unit based on WRRO13A and that unit is equivalent to SIRXICT004A.

SIRXEBS001A Acquire and retain online customers

WRRO15A Acquire and retain online customers

EUpdated unit based on WRRO15A and that unit is equivalent to SIRXEBS001A.

SIRXEBS004A Select an e-business model

WRRO12A Select an e-business model EUpdated unit based on WRRO12A and that unit is equivalent to SIRXEBS004A.

SIRXINV002A Maintain and order stock


SIRXHRM001A Administer human resources policy

WRRPM1B Administer human resources policy

EUpdated unit based on WRRPM1B and that unit is




Mapping to Previous Training Packageequivalent to SIRXHRM001A.

SIRXHRM002A Recruit and select personnel

WRRPM2B Recruit and select personnel EUpdated unit based on WRRPM2B and that unit is equivalent to SIRXHRM002A.

SIRXMGT003A Lead and manage people

WRRPM3B Lead and manage people EUpdated unit based on WRRPM3B and that unit is equivalent to SIRXMGT003A.

SIRXQUA001A Develop innovative ideas at work

WRRO8A Develop innovative ideas at work EUpdated unit based on WRRO8A and that unit is equivalent to. SIRXQUA001A.

SIRXQUA002A Lead a team to foster innovation

WRRO9A Lead a team to foster innovation EUpdated unit based on WRRO9A and that unit is equivalent to SIRXQUA002A.

SIRXQUA003A Create an innovative work environment

WRRO10A Create an innovative work environment

EUpdated unit based on WRRO10A and that unit is equivalent to SIRXQUA003A.

SIRXQUA004A Set up systems that support innovation

WRRO11A Set up systems that support innovation

EUpdated unit based on WRRO11A and that unit is equivalent to SIRXQUA004A.

SITXCOM005A Make presentations None NNew unit – No equivalent in WRF04

SITXMGT006A Establish and conduct business relationships


TAEASS401A Plan and organise assessment

BSZ401A Plan Assessment N Updated unit based on BSZ401A. Unit enhanced to include a new element on developing simple assessment tools

TAEASS402A Assess competence BSZ402A Conduct Assessment E Updated unit based on BSZ402A and that unit is equivalent to TAEASS402A.

TAEASS403A Participate in assessment validation

BSZ403A Review Assessment E Updated unit based on BSZ403A and that unit is partially equivalent to TAEASS403A.

TAEDEL301A Provide work skill instruction

BSZ404A Train small groups E Updated unit based on BSZ404A and that unit is partially




Mapping to Previous Training Packageequivalent to TAEDEL301A.

CUVCOR07B Use drawing techniques to represent the object or idea


CUVCOR08A Produce drawings to represent and communicate the concept




CUVCRS03B Produce computer-aided drawings


CUVCRS11B Select and prepare work for exhibition




CUVVSP12B Produce digital images None NNew unit – No equivalent in WRF04

Qualifications Framework

Qualifications Framework

The Australian Qualifications Framework

What is the Australian Qualifications Framework? A brief overview of the Australian Qualifications Framework (AQF) follows. For a full explanation of the AQF, see the AQF Implementation Handbook Fourth Edition, 2007. The AQF Implementation Handbook is available on the Australian Qualifications Framework Council (AQFC) website <www.aqf.edu.au> The AQF provides a comprehensive, nationally consistent framework for all qualifications in post-compulsory education and training in Australia. In the vocational education and training (VET) sector it assists national consistency for all trainees, learners, employers and providers by enabling national recognition of qualifications and Statements of Attainment.




Training Package qualifications in the VET sector must comply with the titles and guidelines of the AQF. Endorsed Training Packages provide a unique title for each AQF qualification which must always be reproduced accurately.

Qualifications Training Packages can incorporate the following eight AQF qualifications.

Certificate I in ... Certificate II in ... Certificate III in ... Certificate IV in ... Diploma of ... Advanced Diploma of ... Vocational Graduate Certificate in ... Vocational Graduate Diploma of ...

On completion of the requirements defined in the Training Package, a Registered Training Organisation (RTO) may issue a nationally recognised AQF qualification. Issuance of AQF qualifications must comply with the advice provided in the AQF Implementation Handbook and the AQTF 2010.

Statement of Attainment A Statement of Attainment is issued by a Registered Training Organisation when an individual has completed one or more units of competency from nationally recognised qualification(s)/courses(s). Issuance of Statements of Attainment must comply with the advice provided in the current AQF Implementation Handbook and the AQTF 2010.Under the AQTF 2010, RTOs must recognise the achievement of competencies as recorded on a qualification or Statement of Attainment issued by other RTOs. Given this, recognised competencies can progressively build towards a full AQF qualification.

AQF Guidelines and Learning Outcomes The AQF Implementation Handbook provides a comprehensive guideline for each AQF qualification. A summary of the learning outcome characteristics and their distinguishing features for each VET related AQF qualification is provided below.

Certificate I Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and skills would prepare a person to perform a defined range of activities most of which may be routine and predictable. Applications may include a variety of employment related skills including preparatory access and participation skills, broad-based induction skills and/or specific workplace skills. They may also include participation in a team or work group. Distinguishing Features of Learning Outcomes Do the competencies enable an individual with this qualification to:

demonstrate knowledge by recall in a narrow range of areas; demonstrate basic practical skills, such as the use of relevant tools;




perform a sequence of routine tasks given clear direction receive and pass on messages/information.

Certificate II Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and skills would prepare a person to perform in a range of varied activities or knowledge application where there is a clearly defined range of contexts in which the choice of actions required is usually clear and there is limited complexity in the range of operations to be applied. Performance of a prescribed range of functions involving known routines and procedures and some accountability for the quality of outcomes. Applications may include some complex or non-routine activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team. Distinguishing Features of Learning Outcomes Do the competencies enable an individual with this qualification to:

demonstrate basic operational knowledge in a moderate range of areas; apply a defined range of skills; apply known solutions to a limited range of predictable problems; perform a range of tasks where choice between a limited range of options is

required; assess and record information from varied sources; take limited responsibility for own outputs in work and learning.

Certificate III Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and competencies would cover selecting, adapting and transferring skills and knowledge to new environments and providing technical advice and some leadership in resolution of specified problems. This would be applied across a range of roles in a variety of contexts with some complexity in the extent and choice of options available. Performance of a defined range of skilled operations, usually within a range of broader related activities involving known routines, methods and procedures, where some discretion and judgement is required in the section of equipment, services or contingency measures and within known time constraints. Applications may involve some responsibility for others. Participation in teams including group or team co-ordination may be involved. Distinguishing Features of Learning Outcomes Do the competencies enable an individual with this qualification to:

demonstrate some relevant theoretical knowledge apply a range of well-developed skills apply known solutions to a variety of predictable problems perform processes that require a range of well-developed skills where some




discretion and judgement is required interpret available information, using discretion and judgement take responsibility for own outputs in work and learning take limited responsibility for the output of others.

Certificate IV Characteristics of Learning Outcomes Breadth, depth and complexity of knowledge and competencies would cover a broad range of varied activities or application in a wider variety of contexts most of which are complex and non-routine. Leadership and guidance are involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature. Performance of a broad range of skilled applications including the requirement to evaluate and analyse current practices, develop new criteria and procedures for performing current practices and provision of some leadership and guidance to others in the application and planning of the skills. Applications involve responsibility for, and limited organisation of, others. Distinguishing Features of Learning Outcomes Do the competencies enable an individual with this qualification to:

demonstrate understanding of a broad knowledge base incorporating some theoretical concepts

apply solutions to a defined range of unpredictable problems identify and apply skill and knowledge areas to a wide variety of contexts, with

depth in some areas identify, analyse and evaluate information from a variety of sources take responsibility for own outputs in relation to specified quality standards take limited responsibility for the quantity and quality of the output of others.

Diploma Characteristics of Learning Outcomes Breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and co-ordination. The self directed application of knowledge and skills, with substantial depth in some areas where judgment is required in planning and selecting appropriate equipment, services and techniques for self and others. Applications involve participation in development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team co-ordination may be involved. The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level.




Distinguishing Features of Learning Outcomes Do the competencies or learning outcomes enable an individual with this qualification to:

demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas

analyse and plan approaches to technical problems or management requirements transfer and apply theoretical concepts and/or technical or creative skills to a

range of situations evaluate information, using it to forecast for planning or research purposes take responsibility for own outputs in relation to broad quantity and quality

parameters take some responsibility for the achievement of group outcomes.

Advanced Diploma Characteristics of Learning Outcomes Breadth, depth and complexity involving analysis, design, planning, execution and evaluation across a range of technical and/or management functions including development of new criteria or applications or knowledge or procedures. The application of a significant range of fundamental principles and complex techniques across a wide and often unpredictable variety of contexts in relation to either varied or highly specific functions. Contribution to the development of a broad plan, budget or strategy is involved and accountability and responsibility for self and others in achieving the outcomes is involved. Applications involve significant judgement in planning, design, technical or leadership/guidance functions related to products, services, operations or procedures. The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level. Distinguishing Features of Learning Outcomes Do the competencies or learning outcomes enable an individual with this qualification to:

demonstrate understanding of specialised knowledge with depth in some areas analyse, diagnose, design and execute judgements across a broad range of

technical or management functions generate ideas through the analysis of information and concepts at an abstract

level demonstrate a command of wide-ranging, highly specialised technical, creative or

conceptual skills demonstrate accountability for personal outputs within broad parameters demonstrate accountability for personal and group outcomes within broad

parameters.

Vocational Graduate CertificateCharacteristics of competencies or learning outcomes




The self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills.Substantial breadth and complexity involving the initiation, analysis, design, planning, execution and evaluation of technical and management functions in highly varied and highly specialised contexts.Applications involve making significant, high-level, independent judgements in major broad or planning, design, operational, technical and management functions in highly varied and specialised contexts. They may include responsibility and broad-ranging accountability for the structure, management and output of the work or functions of others.The degree of emphasis on breadth, as opposed to depth, of knowledge and skills may vary between qualifications granted at this level.Distinguishing features of learning outcomes Demonstrate the self-directed development and achievement of broad and

specialised areas of knowledge and skills, building on prior knowledge and skills. Initiate, analyse, design, plan, execute and evaluate major broad or technical and

management functions in highly varied and highly specialised contexts. Generate and evaluate ideas through the analysis of information and concepts at

an abstract level. Demonstrate a command of wide-ranging, highly specialised technical, creative

or conceptual skills in complex contexts. Demonstrate responsibility and broad-ranging accountability for the structure,

management and output of the work or functions of others.

Vocational Graduate DiplomaCharacteristics of competencies or learning outcomesThe self-directed development and achievement of broad and specialised areas of knowledge and skills, building on prior knowledge and skills.Substantial breadth, depth and complexity involving the initiation, analysis, design, planning, execution and evaluation of major functions, both broad and highly specialised, in highly varied and highly specialised contexts.Further specialisation within a systematic and coherent body of knowledge.Applications involve making high-level, fully independent, complex judgements in broad planning, design, operational, technical and management functions in highly varied and highly specialised contexts. They may include full responsibility and accountability for all aspects of work and functions of others, including planning, budgeting and strategy development.The degree of emphasis on breadth, as opposed to depth, of knowledge and skills may vary between qualifications granted at this level.Distinguishing features of learning outcomes Demonstrate the self-directed development and achievement of broad and highly

specialised areas of knowledge and skills, building on prior knowledge and skills. Initiate, analyse, design, plan, execute and evaluate major functions, both broad

and within highly varied and highly specialised contexts. Generate and evaluate complex ideas through the analysis of information and




concepts at an abstract level. Demonstrate an expert command of wide-ranging, highly specialised, technical,

creative or conceptual skills in complex and highly specialised or varied contexts. Demonstrate full responsibility and accountability for personal outputs. Demonstrate full responsibility and accountability for all aspects of the work or

functions of others, including planning, budgeting and strategy.

Qualification RequirementsAn RTO will award an AQF qualification when the required number of units of competency, as determined by the packaging rules for the specific qualification, have been attained. If a learner does not complete all of the competencies required for a qualification, they will receive a Statement of Attainment for the unit or units of competency completed.Units of competency within each qualification have been categorised as either core or elective. The core units are essential to the qualification. Candidates must also choose the specified number of elective units required for each qualification.

Qualification code and titleNumber of core units required

Number of elective units required

Total number of units required

SFL20110 Certificate II in Floristry (Assistant) 8 4 12

SFL30110 Certificate III in Floristry 16 5 21

SFL40110 Certificate IV in Floristry 5 10 15

SFL50110 Diploma of Floristry Design 6 6 12

Floristry Qualification PathwaysThe following summary chart provides examples of common qualification pathways within the industry, but it is recognised that typical career paths are not always linear. The floristry qualifications are flexible to meet a range of job outcomes and to support a wide range of career paths. They allow for various entry options, including direct entry at all qualification levels, and enable significant credit transfer between qualifications.




Australian Apprenticeship PathwaysThe following qualifications are suitable for an Australian Apprenticeship pathway.

Code Title







Qualification PathwaysThe following pathways charts are provided to show the types of pathways into and from qualifications that are possible with this Training Package. For more information about qualifications and pathways contact Service Industry Skills Council ( http://www.serviceskills.com.au).Floristry Qualification PathwaysThe following summary chart provides examples of common qualification pathways within the industry, but it is recognised that typical career paths are not always linear. The floristry qualifications are flexible to meet a range of job outcomes and to support a wide range of career paths. They allow for various entry options, including direct entry at all qualification levels, and enable significant credit transfer between qualifications.





Code Title







Skill SetsDefinitionSkill sets are defined as single units of competency, or combinations of units of competency from an endorsed Training Package, which link to a licence or regulatory requirement, or defined industry need.Wording on Statements of AttainmentSkill sets are a way of publicly identifying logical groupings of units of competency which meet an identified need or industry outcome. Skill sets are not qualifications.Where skill sets are identified in a Training Package, the Statement of Attainment can set out the competencies a person has achieved in a way that is consistent and clear for employers and others. This is done by including the wording "these competencies meet [insert skill set title or identified industry area] need" on the Statement of Attainment. This wording applies only to skill sets that are formally identified as such in the endorsed Training Package. See the 2010 edition of the AQF Implementation Handbook for advice on wording on Statements of Attainment. http://www.aqf.edu.au/Portals/0/Documents/Handbook/AQF_Handbook_07.pdfSkill Sets in this Training PackageWhere this section is blank, nationally recognised skill sets have yet to be identified in this industry.

Employability SkillsEmployability Skills replacing Key Competency information from 2006In May 2005, the approach to incorporate Employability Skills within Training Package qualifications and units of competency was endorsed. As a result, from 2006 Employability Skills will progressively replace Key Competency information in Training Packages.Background to Employability SkillsEmployability Skills are also sometimes referred to as generic skills, capabilities or Key Competencies. The Employability Skills discussed here build on the Mayer Committee's Key Competencies, which were developed in 1992 and attempted to describe generic competencies for effective participation in work.The Business Council of Australia (BCA) and the Australian Chamber of Commerce and Industry (ACCI), produced the Employability Skills for the Future report in 2002 in consultation with other peak employer bodies and with funding provided by the Department of Education, Science and Training (DEST) and the Australian National Training Authority (ANTA). Officially released by Dr Nelson (Minister for Education, Science and Training) on 23 May 2002, copies of the report are available from the DEST website at: http://www.dest.gov.au/archive/ty/publications/employability_skills/index.htm.The report indicated that business and industry now require a broader range of skills than the Mayer Key Competencies Framework and featured an Employability Skills Framework identifying eight Employability Skills*:• communication




• teamwork• problem solving• initiative and enterprise• planning and organising• self-management• learning• technology.The report demonstrated how Employability Skills can be further described for particular occupational and industry contexts by sets of facets. The facets listed in the report are the aspects of the Employability Skills that the sample of employers surveyed identified as being important work skills. These facets were seen by employers as being dependent both in their nature and priority on an enterprise's business activity.*Personal attributes that contribute to employability were also identified in the report but are not part of the Employability Skills Framework.Employability Skills FrameworkThe following table contains the Employability Skills facets identified in the reportEmployability Skills for the Future.

Skill Facets

Aspects of the skill that employers identify as important. The nature and application of these facets will vary depending on industry and job type.

Communication that contributes to productive

• listening and understanding• speaking clearly and directly

and harmonious relations across employees and customers

• writing to the needs of the audience• negotiating responsively• reading independently• empathising• using numeracy effectively• understanding the needs of internal and external customers• persuading effectively• establishing and using networks• being assertive• sharing information• speaking and writing in languages other than English

Teamwork that contributes to productive working relationships andoutcomes

• working across different ages irrespective of gender, race, religion or political persuasion• working as an individual and as a member of a team• knowing how to define a role as part of the team• applying teamwork to a range of situations e.g. futures planning and crisis problem solving• identifying the strengths of team members• coaching and mentoring skills, including giving feedback




Problem solving that contributes to productive outcomes

• developing creative, innovative and practical solutions• showing independence and initiative in identifying and solving problems• solving problems in teams• applying a range of strategies to problem solving• using mathematics, including budgeting and financial management to solve problems• applying problem-solving strategies across a range of areas• testing assumptions, taking into account the context of data and circumstances• resolving customer concerns in relation to complex project issues

Initiative and enterprise that contribute to innovative outcomes

• adapting to new situations• developing a strategic, creative and long-term vision• being creative• identifying opportunities not obvious to others• translating ideas into action• generating a range of options• initiating innovative solutions

Planning and organising that contribute to long and short-term strategic planning

• managing time and priorities - setting time lines, coordinating tasks for self and with others• being resourceful• taking initiative and making decisions• adapting resource allocations to cope with contingencies• establishing clear project goals and deliverables• allocating people and other resources to tasks• planning the use of resources, including time management• participating in continuous improvement and planning processes• developing a vision and a proactive plan to accompany it

• predicting - weighing up risk, evaluating alternatives and applying evaluation criteria• collecting, analysing and organising information• understanding basic business systems and their relationships

Self-management that contributes to employee satisfaction and growth

• having a personal vision and goals• evaluating and monitoring own performance• having knowledge and confidence in own ideas and visions• articulating own ideas and visions• taking responsibility

Learning that contributes to ongoing improvement and expansion in employee and company operations and outcomes

• managing own learning• contributing to the learning community at the workplace• using a range of mediums to learn - mentoring, peer support and networking, IT and courses• applying learning to technical issues (e.g. learning about products) and people issues (e.g. interpersonal and cultural aspects of work)




• having enthusiasm for ongoing learning• being willing to learn in any setting - on and off the job• being open to new ideas and techniques• being prepared to invest time and effort in learning new skills• acknowledging the need to learn in order to accommodate change

Technology that contributes to the effective carrying out of tasks

• having a range of basic IT skills• applying IT as a management tool• using IT to organise data• being willing to learn new IT skills• having the OHS knowledge to apply technology• having the appropriate physical capacity

Employability Skills SummaryAn Employability Skills Summary exists for each qualification. Summaries provide a lens through which to view Employability Skills at the qualification level and capture the key aspects or facets of the Employability Skills that are important to the job roles covered by the qualification. Summaries are designed to assist trainers and assessors to identify and include important industry application of Employability Skills in learning and assessment strategies.The following is important information for trainers and assessors about Employability Skills Summaries.• Employability Skills Summaries provide examples of how each skill is applicable to the job roles covered by the qualification.• Employability Skills Summaries contain general information about industry context which is further explained as measurable outcomes of performance in the units of competency in each qualification.• The detail in each Employability Skills Summary will vary depending on the range of job roles covered by the qualification in question.• Employability Skills Summaries are not exhaustive lists of qualification requirements or checklists of performance (which are separate assessment tools that should be designed by trainers and assessors after analysis at the unit level).• Employability Skills Summaries contain information that may also assist in building learners' understanding of industry and workplace expectations.

Whole of Industry Qualification Information

Qualification RequirementsAn RTO will award an AQF qualification when the required number of units of competency, as determined by the packaging rules for the specific qualification, have been attained. If a learner does not complete all of the competencies required for a qualification, they will receive a Statement of Attainment for the unit or units of competency completed.Units of competency within each qualification have been categorised as either core or elective. The core units are essential to the qualification. Candidates must also choose the specified number of elective units required for each qualification.




Qualification code and titleNumber of core units required

Number of elective units required

Total number of units required

SFL20110 Certificate II in Floristry (Assistant) 8 4 12

SFL30110 Certificate III in Floristry 16 5 21

SFL40110 Certificate IV in Floristry 5 10 15

SFL50110 Diploma of Floristry Design 6 6 12

Floristry Qualification PathwaysThe following summary chart provides examples of common qualification pathways within the industry, but it is recognised that typical career paths are not always linear. The floristry qualifications are flexible to meet a range of job outcomes and to support a wide range of career paths. They allow for various entry options, including direct entry at all qualification levels, and enable significant credit transfer between qualifications.





Code Title







Assessment GuidelinesIntroductionThese Assessment Guidelines provide the endorsed framework for assessment of units of competency in this Training Package. They are designed to ensure that assessment is consistent with the Australian Quality Training Framework (AQTF) Essential Standards for Initial and Continuing Registration. Assessments against the units of competency in this Training Package must be carried out in accordance with these Assessment Guidelines.Assessment System OverviewThis section provides an overview of the requirements for assessment when using this Training Package, including a summary of the AQTF requirements; licensing/registration requirements; and assessment pathways.Quality assessment underpins the credibility of the vocational education and training sector. The Assessment Guidelines of a Training Package are an important tool in supporting quality assessment.Assessment within the National Skills Framework is the process of collecting evidence and making judgements about whether competency has been achieved to confirm whether an individual can perform to the standards expected in the workplace, as expressed in the relevant endorsed unit of competency.Assessment must be carried out in accordance with the:• benchmarks for assessment• specific industry requirements• principles of assessment• rules of evidence• assessment requirements set out in the AQTFBenchmarks for AssessmentThe endorsed units of competency in this Training Package are the benchmarks for assessment. As such, they provide the basis for nationally recognised Australian Qualifications Framework (AQF) qualifications and Statements of Attainment issued by Registered Training Organisations (RTOs).Principles of AssessmentAll assessments carried out by RTOs are required to demonstrate compliance with the principles of assessment:

validityreliability flexibilityfairness sufficiency

These principles must be addressed in the:design, establishment and management of the assessment system for this TrainingPackage development of assessment tools, and the conduct of assessment.

ValidityAssessment is valid when the process is sound and assesses what it claims to assess. Validity requires that:

(a) assessment against the units of competency must cover the broad range of skills and knowledge that




are essential to competent performance

(b) assessment of knowledge and skills must be integrated with their practical application

(c) judgement of competence must be based on sufficient evidence (that is, evidence gathered on a number of occasions and in a range of contexts using different assessmentmethods). The specific evidence requirements of each unit of competency provide advice on sufficiency

ReliabilityReliability refers to the degree to which evidence presented for assessment is consistently interpreted and results in consistent assessment outcomes. Reliability requires the assessor to have the required competencies in assessment and relevant vocational competencies (or to assess in conjunction with someone who has the vocational competencies). It can only be achieved when assessors share a common interpretation of the assessment requirements of the unit(s) being assessed.FlexibilityTo be flexible, assessment should reflect the candidate"s needs; provide for recognition of competencies no matter how, where or when they have been acquired; draw on a range of methods appropriate to the context, competency and the candidate; and support continuous competency development.FairnessFairness in assessment requires consideration of the individual candidate"s needs and characteristics, and any reasonable adjustments that need to be applied to take account of them. It requires clear communication between the assessor and the candidate to ensure that the candidate is fully informed about, understands and is able to participate in, the assessment process, and agrees that the process is appropriate. It also includes an opportunity for the person being assessed to challenge the result of the assessment and to be reassessed if necessary.SufficiencySufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The specific evidence requirements of each unit of competency provide advice on sufficiency. Sufficiency is also one of the rules of evidence.Rules of EvidenceThe rules of evidence guide the collection of evidence that address the principles of validity and reliability, guiding the collection of evidence to ensure that it is valid, sufficient, current and authentic.Valid




Valid evidence must relate directly to the requirements of the unit of competency. In ensuring evidence is valid, assessors must ensure that the evidence collected supports demonstration of the outcomes and performance requirements of the unit of competency together with the knowledge and skills necessary for competent performance. Valid evidence must encapsulate the breadth and depth of the unit of competency, which will necessitate using a number of different assessment methods.

Sufficient

Sufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The specific evidence requirements of each unit of competency provide advice on sufficiency.

Current

In assessment, currency relates to the age of the evidence presented by a candidate to demonstrate that they are still competent. Competency requires demonstration of current performance, so the evidence collected must be from either the present or the very recent past.

Authentic

To accept evidence as authentic, an assessor must be assured that the evidence presented for assessment is the candidate"s own work.

Assessment Requirements of the Australian Quality Training Framework

Assessment leading to nationally recognised AQF qualifications and Statements of Attainment in the vocational education and training sector must meet the requirements of the AQTF as expressed in the AQTF 2010 Essential Standards for Registration.

The AQTF 2010 Essential Standards for Initial and Continuing Registration can be downloaded from <

The following points summarise the assessment requirements.

Registration of Training Organisations

Assessment must be conducted by, or on behalf of, an RTO formally registered by a State or Territory Registering Body in accordance with the AQTF The RTO must have the specific units of competency and/or AQF qualifications on its scope of registration.

Quality Training and Assessment

Each RTO must provide quality training and assessment across all its operations. See theAQTF 2010 Essential Standards for Initial and Continuing Registration, Standard 1.




Assessor Competency Requirements

Each person involved in training, assessment or client service must be competent for the functions they perform. AQTF 2010 Essential Standards for Initial and Continuing Registration, Standard 1 for assessor (and trainer) competency requirements. See also the AQTF 2010 Users" Guide to the Essential Standards for Registration Appendix 2.

Assessment Requirements

The RTOs assessments, including RPL, must meet the requirements of the relevant endorsed Training Package. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.Assessment StrategiesEach RTO must have strategies for training and assessment that meet the requirements of the relevant Training Package or accredited course and are developed in consultation with industry stakeholders. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.National RecognitionEach RTO must recognise the AQF qualifications and Statements of Attainment issued by any other RTO. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.Access and Equity and Client OutcomesEach RTO must adhere to the principles of access and equity and maximise outcomes for its clients. See the AQTF 2010 Essential Standards for Initial and Continuing Registration.Monitoring AssessmentsTraining and/or assessment provided on behalf of the RTO must be monitored to ensure that it is in accordance with all aspects of the AQTF 2010 Essential Standards for Initial and Continuing Registration.Recording Assessment OutcomesEach RTO must manage records to ensure their accuracy and integrity. See the AQTF 2010Essential Standards for Initial and Continuing Registration.Issuing AQF Qualifications and Statements of AttainmentEach RTO must issue AQF qualifications and Statements of Attainment that meet the requirements of the current AQF Implementation Handbook and the endorsed Training Packages within the scope of its registration. An AQF qualification is issued once the full requirements for a qualification, as specified in the nationally endorsed Training Package are met. A Statement of Attainment is issued when an individual has completed one or more units of competency from nationally recognised qualification(s)/courses(s). See the AQTF and the edition of the AQF Implementation Handbook-available on the AQF Council website < www.aqf.edu.au>.This section provides information on licensing/registration requirements for this Training Package, with the following important disclaimer.The developers of this Training Package, and DEEWR, consider that no licensing or registration requirements apply to RTOs, assessors or candidates with respect to this Training Package. Contact the relevant State or Territory Department(s) to check if there are any licensing or registration requirements with which you must comply. For further information on this topic contact Service Skills Australia at www.serviceskills.com.au




Requirements for Assessors

This section identifies the mandatory competencies for assessors, and clarifies how others may contribute to the assessment process where one person alone does not hold all the required competencies. Assessor CompetenciesThe AQTF specifies mandatory competency requirements for assessors. For information, Standard 1, Element 1.4 from the AQTF 2007 Essential Standards for Registration follows:

"1.4 Training and assessment is delivered by trainers and assessors who:

a) have the necessary training and assessment competencies as determined by the National Quality Council or its successors, and

b) have the relevant vocational competencies at least to the level being delivered or assessed, and

c) can demonstrate current industry skills directly relevant to the training/assessment being undertaken, andd) continue to develop their VET knowledge and skills as well as their industry currency and trainer/assessor competence. "

Information - (as found in Standard 1, Element 1.4 from the AQTF 2007 Essential Conditions and Standards for Initial Registration ( for RTOs that are new to the training industry ) is as follows:

"1.4 Training and assessment is delivered by trainers and assessors who:

a) have the necessary training and assessment competencies as determined by the National Quality Council or its successors, and


c) can demonstrate current industry skills directly relevant to the training/assessment being undertaken, andd) continue to develop their VET knowledge and skills as well as their industry currency and trainer/assessor competence. "

Floristry industry requirements for AQTF compliance – vocational competence of assessorsIn addition to the assessor competencies described in the above paragraph, floristry industry assessors, or at least one person in the assessment team, must satisfy the following floristry industry vocational competency requirements for AQTF compliance.

Have relevant industry experience in the field in which they are assessing, and must have experience in workplace application of the specific units of competency they are assessing.




Relevant industry-based supervisory and or management experience and a qualification in the field would be of benefit.

Have comprehensive current knowledge of the industry including knowledge of current industry practices and the job role against which performance is being assessed. This current knowledge may be developed and demonstrated through:

participation in relevant industry professional development activities conduct of relevant industry projects and research activities recent and relevant work experience in a commercial environment involvement in professional industry networks and memberships participation in assessment and or training activities conducted in the workplace.

Currency of vocational competence is crucial to the success of assessment outcomes for the floristry industry. It ensures that those involved in assessment processes have current industry knowledge, expertise in current operational practice and knowledge of what workplace equipment is currently used so that assessments reflect up to date workplace practice.

Alternative ways of meeting the requirement to use qualified assessors

OPTIONS Assessors, technical experts and workplace supervisors(includes mandated requirements and recommended attributes)

Single assessorAn individual assessor conducts the assessment

An assessor is required to:

hold formal recognition of competence as per the Standard 1, Element 1.4 from the AQTF

have relevant industry experience in the field in which they are assessing have experience in workplace application of the specific units of

competency they are assessing and, where possible, hold formal recognition

have comprehensive current knowledge of the industry, current industry practices and the job role against which performance is being assessed.

Partnership arrangementAn assessor works with a technical expert to conduct the assessment

An assessor is required to:


communicate and liaise with the technical expert throughout the assessment process.

A technical expert shall be a person who has who has the relevant vocational competencies and is required to:



have comprehensive current knowledge of the industry, current industry practices and the job role against which performance is being assessed.

communicate and liaise with the assessor throughout the assessment




process.

Assessment team/panelA team working together to conduct the assessment

Members of an assessment team or panel that combines expertise in assessment and vocational competence, work together to collect evidence and make judgements about competency. The members of the team must collectively meet the following requirements:




have comprehensive current knowledge of the industry, current industry practices and the job role against which performance is being assessed

communicate and liaise with all members of the assessment team throughout the assessment process.

Requirements for Candidates

Summary of assessment requirements

Context of and specific resources for assessment

Industry places premium value on graduates who are ready to work in their businesses because they have been exposed to industry environments using workplace equipment and documents currently used within industry.The floristry industry has determined specific assessment environments and the mandatory equipment, resources, workplace documentation (e.g. product information) and customer traffic required for these environments. These are prescribed in the ‘Context of and specific resources’ section in each unit of competency. While assessment of the units of competency in SFL10 Floristry Training Package can be undertaken in a simulated workplace environment, the industry strongly recommends that assessment is conducted in the workplace, wherever possible.In all cases, competency must be demonstrated in the prescribed assessment environment, using the mandatory equipment, resources and workplace documentation specified in each unit of competency.

Simulated assessment environments and activities

Industry highly values graduates who are ready to work in their businesses because they have been exposed to industry conditions.The floristry industry places a premium on knowledge and skills that can be demonstrated on-the-job in the workplace. The industry strongly encourages practical assessment of skills and knowledge in the workplace and encourages on-the-job assessment, mentoring and coaching. However, assessment in the workplace is not always possible. There may also be the case where assessment can be conducted in the




workplace environment but not on-the-job (as part of the normal operation of the business) for example where a simulated activity is undertaken such as constructing a range of floral products that are not currently on order.Wherever a simulated assessment is conducted, it is vital that the assessment environment is as industry realistic as possible. It is essential that assessment is conducted using suitable resources and equipment and under industry-relevant conditions as close to a real work situation as possible. This involves:

appropriate environments as prescribed in the ‘Context of and specific resources for assessment’ section within each unit of competency

adequate numbers of up-to-date equipment and technology that is currently used within industry and would be generally available in a modern floristry business

appropriate workplace documents that are currently used in industry and would generally be available in a modern floristry business. This might include policies, procedures, product manuals and job specifications

a diverse, comprehensive and commercially realistic product range of flowers, plant materials, cleaning agents, preservatives, conditioning agents, construction, ancillary and presentation items

sufficient customer traffic that accurately reflects the complexity of the role and allows candidates to deal with multiple floristry sales, service, operational, design or construction tasks simultaneously

working with multiple and varied team members, supervisors, managers and customers, including difficult ones

speed, timing and productivity for tasks typical of a commercial operation

dealing with multiple and varied problems and prioritising competing tasks in given timeframes

interruptions to work typical of the workplace integration of multiple competencies which a candidate would

naturally complete simultaneously as part of their job function.

Integrated (holistic) assessment

Within each qualification there are units of competency that are interrelated and which a candidate would naturally complete simultaneously as part of their job function.Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended. This integrated approach to assessment brings together a number of units of competency that reflect actual workplace practices, and the assessor should design integrated assessment activities to collect evidence for a number of units together. All units, in the ‘Methods of Assessment’ section, recommend a




range of related units that can be grouped together for integrated assessment. However, any units that relate to a job function can be combined into an integrated assessment. It is important that the assessor clearly identifies units of competency that can be combined to ensure an efficient and effective assessment process. Units of competency can be grouped in a number of combinations, and how this is achieved will depend on the candidate’s job function.In addition, elements, performance criteria and employability skills should be drawn together in an integrated manner and appropriate assessment methodologies chosen. As a general principle the floristry industry supports the integration of units of competency for both delivery and assessment as this reflects real work practices. It is important that this integration of units is based on and supports the needs of individual businesses and job functions, not necessarily on the preferences of RTOs.

Prerequisite requirements at unit of competency level

A unit of competency describes an individual skill – but rarely do people perform one skill at a time. Rather, many skills are combined on a day-to-day basis in the workplace as part of work processes. This does not mean that each skill described by a unit of competency is a prerequisite to another. They are conjunctive skills and this should be taken into account when sequencing training and assessment. Holistic assessment of conjunctive skills is recommended in the ‘Methods of Assessment’ statements within each evidence guide. A prerequisite requirement, at unit of competency level, means that it is necessary to develop a primary skill and the required knowledge before progressing to another. Prerequisites have been kept to a minimum in this Training Package because:

the floristry industry does not wish to create unnecessary barriers to the sequencing of training and assessment

there are only a few floristry skills that must be achieved before higher order skills can be developed

Individual prerequisite requirements, where they apply, are specified within the unit of competency and a summary of all prerequisite requirements is included in the preliminary information section of this Training Package. The existence of a prerequisite does not necessarily mean that training or assessment has to be fully completed before starting on the secondary unit. An integrated approach can be helpful both when using formative assessment strategies and to the sequencing of training and assessment. However, to satisfy formal requirements the prerequisite unit must be signed off prior to the secondary unit. Please note that no pre-requisites exist within the SFL10 Floristry Training Package.

Evidence required for demonstration of

For valid and reliable assessment, evidence should be gathered through a range of methods, on multiple occasions and over a period




consistent performance

of time. It should also cover a diversity of products and circumstances to indicate consistent performance and ability to respond to different situations and product requirements. This is particularly relevant when using direct observation as a method. Workplace managers, supervisors, mentors or coaches can work in partnership with an off-site assessor to ensure that evidence of consistent demonstration of competency is collected.

Involvement of the candidate

The individual being assessed needs to be part of the planning, conduct and review of the assessment process and needs to be aware that the collection of evidence is ongoing.

Assessment methods All units identify assessment methods appropriate to the individual unit of competency. This may include observation of workplace tasks, written or oral questioning to assess knowledge, review of completed workplace documents, projects and role-plays.

Assessing Employability Skills

Employability Skills are integral to effective performance in the workplace. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts.Employability Skills embedded in each unit should be assessed holistically with other relevant skills and knowledge that make up the unit. They should be assessed in the context of the particular skill set or qualification and in the context of the job role.

Application of floristry terminology in the range statements

The Australian floristry industry applies differing terminology to products and techniques according to the European, North American or other regional derivation and local adaptations of terms. Very often there is no generic terminology that can be applied within the unit, in particular the range statement. Assessors should choose and use appropriate local terminology.

PathwaysThe competencies in this Training Package may be attained in a number of ways including through:• formal or informal education and training• experiences in the workplace• general life experience, and/or• any combination of the above.




Assessment under this Training Package leading to an AQF qualification or Statement of Attainment may follow a learning and assessment pathway, an assessment-only or recognition pathway, or a combination of the two as illustrated in the following diagram.

Each of these assessment pathways leads to full recognition of competencies held - the critical issue is that the candidate is competent, not how the competency was acquired.Assessment, by any pathway, must comply with the assessment requirements set out in the Assessment Guidelines of the Training Package, and the AQTF, 2 where relevant, the Australian Qualifications Framework.Learning and Assessment PathwaysUsually, learning and assessment are integrated, with assessment evidence being collected and feedback provided to the candidate at anytime throughout the learning and assessment process.Learning and assessment pathways may include structured programs in a variety of contexts using a range of strategies to meet different learner needs. Structured learning and assessment programs could be: group-based, work-based, project-based, self-paced, action learning-based; conducted by distance or e-learning; and/or involve practice and experience in the workplace.Learning and assessment pathways to suit Australian Apprenticeships have a mix of formal structured training and structured workplace experience with formative assessment activities through which candidates can acquire and demonstrate skills and knowledge from the relevant units of competency.Credit PathwaysCredit is the value assigned for the recognition of equivalence in content between different types of learning and/or qualifications which reduces the volume of learning required to achieve a qualification.Credit arrangements must be offered by all RTOs that offer Training Package qualifications. Each RTO must have a systematic institutional approach with clear, accessible and transparent policies and procedures.Competencies already held by individuals can be formally assessed against the units of competency in this Training Package, and should be recognised regardless of how, when or where they were acquired, provided that the learning is relevant to the unit of competency outcomes.Recognition of Prior Learning




Recognition of Prior Learning (RPL) is an assessment process which determines the credit outcomes of an individual application for credit.The availability of Recognition of Prior Learning (RPL) provides all potential learners with access to credit opportunities.The recognition of prior learning pathway is appropriate for candidates who have previously attained skills and knowledge and who, when enrolling in qualifications, seek to shorten the duration of their training and either continue or commence working. This may include the following groups of people:existing workers; individuals with overseas qualifications; recent migrants with established work histories; people returning to the workplace; and people with disabilities or injuries requiring a change in career.As with all assessment, RPL assessment should be undertaken by academic or teaching staff with expertise in the subject, content of skills area, as well as knowledge of and expertise in RPL assessment policies and procedures.Assessment methods used for RPL should provide a range of ways for individuals to demonstrate that they have met the required outcomes and can be granted credit. These might include:questioning (oral or written) consideration of a portfolio and review of contents consideration of third party reports and/or other documentation such as documentation such as articles, reports, project material, papers, testimonials or other products prepared by the RPL applicant that relate to the learning outcomes of the relevant qualification component mapping of learning outcomes from prior formal or non-formal learning to the relevant qualification components observation of performance, and participation in structured assessment activities the individual would normally be required to undertake if they were enrolled in the qualification component/s.In a Recognition of Prior Learning (RPL) pathway, the candidate provides current, quality evidence of their competency against the relevant unit of competency. This process may be directed by the candidate and verified by the assessor. Where the outcomes of this process indicate that the candidate is competent, structured training is not required. The RPL requirements of the AQTF must be met.As with all assessment, the assessor must be confident that the evidence indicates that the candidate is currently competent against the endorsed unit of competency. This evidence may take a variety of forms and might include certification, references from past employers, testimonials from clients, work samples and/or observation of the candidate. The onus is on candidates to provide sufficient evidence to satisfy assessors that they currently hold the relevant competencies. In judging evidence, the assessor must ensure that the evidence of prior learning is:• authentic (the candidate"s own work);• valid (directly related to the current version of the relevant endorsed unit of competency);• reliable (shows that the candidate consistently meets the endorsed unit of competency);• current (reflects the candidate"s current capacity to perform the aspect of the work covered by the endorsed unit of competency); and• sufficient (covers the full range of elements in the relevant unit of competency and addresses the four dimensions of competency, namely task skills, task management skills, contingency management skills, and job/role environment skills).Credit TransferCredit transfer is a process which provides learners with agreed and consistent credit outcomes based on equivalences in content between matched qualifications.




This process involves education institutions:• mapping, comparing and evaluating the extent to which the defined learning outcomes andassessment requirements of the individual components of one qualification are equivalent to the learning outcomes and assessment requirements of the individual components of another qualification• making an educational judgment of the credit outcomes to be assigned between the matched components of the two qualifications• setting out the agreed credit outcomes in a documented arrangement or agreement, and • publicising the arrangement/agreement and credit available.Combination of PathwaysCredit may be awarded on the basis of a combination of credit transfer plus an individual RPL assessment for additional learning. Once credit has been awarded on the basis of RPL, subsequent credit transfer based on these learning outcomes should not include revisiting the RPL assessment but should be based on credit transfer or articulation or other arrangements between providers.Where candidates for assessment have gained competencies through work and life experience and gaps in their competence are identified, or where they require training in new areas, a combination of pathways may be appropriate.In such situations, the candidate may undertake an initial assessment to determine their current competency. Once current competency is identified, a structured learning and assessment program ensures that the candidate acquires the required additional competencies identified as gaps.Assessor RequirementsThis section identifies the specific requirements on the vocational competence andexperience for assessors, to ensure that they meet the needs of industry and their obligations under AQTF, and clarifies how others may contribute to the assessment process where one person alone does not hold all the required competencies.Assessor CompetenciesThe AQTF specifies mandatory competency requirements for assessors. For information, Element 1.4 from the AQTF 2007 Essential Standards for Registration follows:

1.4 Training and assessment is delivered by trainers and assessors who:

a) have the necessary training and assessment competencies as determined by theNational Quality Council or its successors, and


c) can demonstrate current industry skills directly relevant to the training/assessment being undertaken, and

d) continue developing their Vocational Education and Training (VET) knowledge and skills as well as their industry currency and trainer/assessor competence.

* See AQTF 2010 Users" Guide to the Essential Standards for RegistrationAppendix 2

Designing Assessment Tools




This section provides an overview on the use and development of assessment tools.Use of Assessment ToolsAssessment tools provide a means of collecting the evidence that assessors use in making judgments about whether candidates have achieved competency.There is no set format or process for the design, production or development of assessment tools. Assessors may use prepared assessment tools, such as those specifically developed to support this Training Package, or they may develop their own.Using Prepared Assessment ToolsIf using prepared assessment tools, assessors should ensure these relate to the current version of the relevant unit of competency. The current unit of competency can be checked on the National Register < www.ntis.gov.au>.Developing Assessment ToolsWhen developing assessment tools, assessors must ensure that they:• are benchmarked against the relevant unit or units of competency• are reviewed as part of the continuous improvement of assessment strategies as required under Standard 1 of the AQTF 2007 • meet the assessment requirements expressed in Standard 1 of the AQTF 2010Essential Standards for Initial and Continuing Registration.A key reference for assessors developing assessment tools is TAE10 Training and EducationTraining Package.Language, Literacy and NumeracyThe design of assessment tools must reflect the language, literacy and numeracy competencies required for the performance of a task in the workplace and not exceed these expectations.Conducting AssessmentThis section details the mandatory assessment requirements and provides information on equity in assessment including reasonable adjustment.Mandatory Assessment RequirementsAssessments must meet the criteria set out in the 2010 Essential Standards for Initial and Continuing Registration. For information, the mandatory assessment requirements from Standard 1 from the AQTF 2010 Essential Standards for Initial and Continuing Registration are as follows:

1.5 Assessment, including Recognition of Prior Learning:

a) meets the requirements of the relevant Training Package or accredited course,

b) is conducted in accordance with the principles of assessment and the rules of evidence, and

c) meets workplace and, where relevant, regulatory requirements.

d) is systematically validated.

Assessment of Employability SkillsEmployability Skills are integral to workplace competency. As such they must be considered in Employability Skills are embedded and explicit within each unit of competency, and an Employability Skills Summary is available for each qualification. Training providers must use Employability Skills information in order to design valid and reliable training and assessment strategies. This analysis could include:




• reviewing units of competency to locate relevant Employability Skills and determine how they are applied within the unit• analysing the Employability Skills Summary for the qualification in which the unit or units are packaged to help clarify relevant industry and workplace contexts and theapplication of Employability Skills at that qualification outcome• designing training and assessment to address Employability Skills requirements.The National Quality Council has endorsed a model for assessing and reporting Employability Skills, which contains further suggestions about good practice strategies in teaching, assessing, learning and reporting Employability Skills. The model is available from < http://www.training.com.au/>.The endorsed approach includes learners downloading qualification specific Employability Skills Summaries for Training Package qualifications from an online repository at < http://employabilityskills.training.com.au>For more information on Employability Skills in Service Industry Skills Council Training Packages go to the Service Industry Skills Council website at http://www.serviceskills.com.au.Employability Skills are reported on each qualification using the following statement on the qualification testamur: "A summary of the Employability Skills developed through this qualification can be downloaded from http://employabilityskills.training.com.au "Access and EquityAn individual"s access to the assessment process should not be adversely affected bythe design, customisation, delivery and assessment of vocational education and training programs in an integrated and holistic way, as represented diagrammatically below.




Employability Skills are embedded and explicit within each unit of competency, and an Employability Skills Summary is available for each qualification. Training providers must use Employability Skills information in order to design valid and reliable training and assessment strategies. This analysis could include:• reviewing units of competency to locate relevant Employability Skills and determine how they are applied within the unit• analysing the Employability Skills Summary for the qualification in which the unit or units are packaged to help clarify relevant industry and workplace contexts and theapplication of Employability Skills at that qualification outcome• designing training and assessment to address Employability Skills requirements.The National Quality Council has endorsed a model for assessing and reporting Employability Skills, which contains further suggestions about good practice strategies in teaching, assessing, learning and reporting Employability Skills. The model is available from < http://www.training.com.au/>.The endorsed approach includes learners downloading qualification specific Employability Skills Summaries for Training Package qualifications from an online repository at < http://employabilityskills.training.com.au>For more information on Employability Skills in Service Industry Skills Council Training Packages go to the Service Industry Skills Council website at http://www.serviceskills.com.au.Employability Skills are reported on each qualification using the following statement on the qualification testamur: "A summary of the Employability Skills developed through this qualification can be downloaded from http://employabilityskills.training.com.au "Access and EquityAn individual"s access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in this Training Package: training and assessment must be bias-free.Under the rules for their development, Training Packages must reflect and cater for the increasing diversity of Australia"s VET clients and Australia"s current and future workforce. The flexibilities offered by Training Packages should enhance opportunities and potential outcomes for all people so that we can all benefit from a wider national skills base and a shared contribution to Australia"s economic development and social and cultural life.Reasonable adjustmentsIt is important that education providers take meaningful, transparent and reasonable steps to consult, consider and implement reasonable adjustments for students with disability.Under the Disability Standards for Education 2005, education providers must make reasonable adjustments for people with disability to the maximum extent that those adjustments do not cause that provider unjustifiable hardship. While "reasonable adjustment" and "unjustifiable hardship" are different concepts and involve different considerations, they both seek to strike a balance between the interests of education providers and the interests of students with and without disability.An adjustment is any measure or action that a student requires because of their disability, and which has the effect of assisting the student to access and participate in education andtraining on the same basis as students without a disability. An adjustment is reasonable if it achieves this purpose while taking into account factors such as the nature of the student"s disability, the views of the student, the potential effect of the adjustment on the student and others who might be affected, and the costs and benefits of making the adjustment.




An education provider is also entitled to maintain the academic integrity of a course or program and to consider the requirements or components that are inherent or essential to its nature when assessing whether an adjustment is reasonable. There may be more than one adjustment that is reasonable in a given set of circumstances; education providers are required to make adjustments that are reasonable and that do not cause them unjustifiable hardship.The Training Package Guidelines provides more information on reasonable adjustment, including examples of adjustments. Go to http://www.deewr.gov.au/tpdh/Pages/home.aspx.Further Sources of InformationThe section provides a listing of useful contacts and resources to assist assessors in planning, designing, conducting and reviewing of assessments against this Training Package.ContactsTechnical and Vocational Education and Training (TVET) Australia LimitedLevel 21, 390 St Kilda Road, Melbourne VIC 3150PO Box 12211, A"Beckett Street Post OfficeMelbourne Victoria 8006Ph: +61 3 9832 8100Fax: +61 3 9832 8198Email: [email protected]: www.tvetaustralia.com.auFor information on the TAE10 Training and Education Training Package contact: Innovation & Business Skills AustraliaTelephone: (03) 9815 7000Facsimile: (03) 9815 7001Email: [email protected]: www.ibsa.org.auGeneral ResourcesAQF Implementation Handbook, Fourth Edition 2007. Australian Qualifications FrameworkAdvisory Board, 2002 < www.aqf.edu.au>Australian Quality Training Framework (AQTF) and AQTF 2010 Users" Guide to the Essential Standards for Registration http://www.training.com.au/pages/menuitem5cbe14d51b49dd34b225261017a62dbc.aspxFor general information and resources go to http://www.training.com.au/The National Register is an electronic database providing comprehensive information aboutRTOs, Training Packages and accredited courses - < www.ntis.gov.au>The Training Package Development Handbook site provides National Quality Council policy for the development of Training Packages. The site also provides guidance material for the application of that policy, and other useful information and links. http://www.deewr.gov.au/Skills/Overview/Policy/TPDH/Pages/main.aspxAssessment ResourcesRegistered training organisations (RTOs) are at the forefront of vocational education and training (VET) in Australia. They translate the needs of industry into relevant, quality, client-focussed training and assessment.RTOs should strive for innovation in VET teaching and learning practices and develop highly flexible approaches to assessment which take cognisance of specific needs of learners, in order to improve delivery and outcomes of training.Resources can be purchased or accessed from: TVET Australia provides an integrated service to enable users of the national training




system to identify and acquire training materials, identify copyright requirements and enter licenses for use of that material consistent with the scope and direction of the NQC. http://www.productservices.tvetaustralia.com.au/

Each of these assessment pathways leads to full recognition of competencies held - the critical issue is that the candidate is competent, not how the competency was acquired.

Assessment, by any pathway, must comply with the assessment requirements set out in the Assessment Guidelines of the Training Package, and the AQTF, 2 where relevant, the Australian Qualifications Framework.

Learning and Assessment Pathways

Usually, learning and assessment are integrated, with assessment evidence being collected and feedback provided to the candidate at anytime throughout the learning and assessment process.

Competency StandardsWhat is competency?

The broad concept of industry competency concerns the ability to perform particular tasks and duties to the standard of performance expected in the workplace. Competency requires the application of specified skills, knowledge and attitudes relevant to effective participation in an industry, industry sector or enterprise.

Competency covers all aspects of workplace performance and involves performing individual tasks; managing a range of different tasks; responding to contingencies or breakdowns; and, dealing with the responsibilities of the workplace, including working with others. Workplace competency requires the ability to apply relevant skills, knowledge and attitudes consistently over time and in the required workplace situations and environments. In line with this concept of competency Training Packages focus on what is expected of a competent individual in the workplace as an outcome of learning, rather than focussing on the learning process itself.

Competency standards in Training Packages are determined by industry to meet identified industry skill needs. Competency standards are made up of a number of units of competency each of which describes a key function or role in a particular job function or occupation. Each unit of competency within a Training Package is linked to one or more AQF qualifications.

Contextualisation of Units of Competency by RTOs

Registered Training Organisation (RTOs) may contextualise units of competency to reflect local outcomes required. Contextualisation could involve additions or amendments to the unit of competency to suit particular delivery methods, learner profiles, specific enterprise equipment requirements, or to otherwise meet local needs. However, the integrity of the overall intended outcome of the unit of competency must be maintained.




Any contextualisation of units of competency in this endorsed Training Package must be within the bounds of the following advice. In contextualising units of competency, RTOs:

• must not remove or add to the number and content of elements and performance criteria• may add specific industry terminology to performance criteria where this does not distort or narrow the competency outcomes• may make amendments and additions to the range statement as long as such changes do not diminish the breadth of application of the competency and reduce its portability, and/or• may add detail to the evidence guide in areas such as the critical aspects of evidence or resources and infrastructure required where these expand the breadth of the competency but do not limit its use.

Components of Units of Competency

The components of units of competency are summarised below, in the order in which they appear in each unit of competency.

Unit Title

The unit title is a succinct statement of the outcome of the unit of competency. Each unit of competency title is unique, both within and across Training Packages.

Unit Descriptor

The unit descriptor broadly communicates the content of the unit of competency and the skill area it addresses. Where units of competency have been contextualised from units of competency from other endorsed Training Packages, summary information is provided. There may also be a brief second paragraph that describes its relationship with other units of competency, and any licensing requirements.

Employability Skills statement

A standard Employability Skills statement appears in each unit of competency. This statement directs trainers and assessors to consider the information contained in the Employability Skills Summary in which the unit of competency is packaged.

Prerequisite Units (optional)

If there are any units of competency that must be completed before the unit, these will be listed.

Application of the Unit

This sub-section fleshes out the unit of competency's scope, purpose and operation in different contexts, for example, by showing how it applies in the workplace.

Competency Field (Optional)




The competency field either reflects the way the units of competency are categorised in the Training Package or denotes the industry sector, specialisation or function. It is an optional component of the unit of competency.

Sector (optional)

The industry sector is a further categorisation of the competency field and identifies the next classification, for example an elective or supervision field.

Elements of Competency

The elements of competency are the basic building blocks of the unit of competency. They describe in terms of outcomes the significant functions and tasks that make up the competency.

Performance Criteria

The performance criteria specify the required performance in relevant tasks, roles, skills and in the applied knowledge that enables competent performance. They are usually written in passive voice. Critical terms or phrases may be written in bold italics and then defined in range statement, in the order of their appearance in the performance criteria.

Required Skills and Knowledge

The essential skills and knowledge are either identified separately or combined. Knowledge identifies what a person needs to know to perform the work in an informed and effective manner. Skills describe the application of knowledge to situations where understanding is converted into a workplace outcome.

Range Statement

The range statement provides a context for the unit of competency, describing 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. As applicable, the meanings of key terms used in the performance criteria will also be explained in the range statement.

Evidence Guide

The evidence guide is critical in assessment as it provides information to the Registered Training Organisation (RTO) and assessor about how the described competency may be demonstrated. The evidence guide does this by providing a range of evidence for the assessor to make determinations, and by providing the assessment context. The evidence guide describes:

• conditions under which competency must be assessed including variables such as the assessment environment or necessary equipment• relationships with the assessment of any other units of competency




• suitable methodologies for conducting assessment including the potential for workplace simulation• resource implications, for example access to particular equipment, infrastructure or situations• how consistency in performance can be assessed over time, various contexts and with a range of evidence, and expectations at the AQF qualification level involved

Employability Skills in units of competency

The detail and application of Employability Skills facets will vary according to the job-role requirements of each industry. In developing Training Packages, industry stakeholders are consulted to identify appropriate facets of Employability Skills which are incorporated into the relevant units of competency and qualifications.

Employability Skills are not a discrete requirement contained in units of competency (as was the case with Key Competencies). Employability Skills are specifically expressed in the context of the work outcomes described in units of competency and will appear in elements, performance criteria, range statements and evidence guides. As a result, users of Training Packages are required to review the entire unit of competency in order to accurately determine Employability Skills requirements.

How Employability Skills relate to the Key Competencies

The eight nationally agreed Employability Skills now replace the seven Key Competencies in Training Packages. Trainers and assessors who have used Training Packages prior to the introduction of Employability Skills may find the following comparison useful.

Employability Skills Mayer Key Competencies

Communication Communicating ideas and information

Teamwork Working with others and in teams

Problem solving Solving problemsUsing mathematical ideas and techniques

Initiative and enterprise

Planning and organising Collecting, analysing and organising informationPlanning and organising activities

Self-management

Learning

Technology Using technology

When analysing the above table it is important to consider the relationship and natural overlap of Employability Skills. For example, using technology may involve communication skills and combine the understanding of mathematical concepts.

Explicitly embedding Employability Skills in units of competency




This Training Package seeks to ensure that industry-endorsed Employability Skills are explicitly embedded in units of competency. The application of each skill and the level of detail included in each part of the unit will vary according to industry requirements and the nature of the unit of competency.

Employability Skills must be both explicit and embedded within units of competency. This means that Employability Skills will be:

• embedded in units of competency as part of the other performance requirements that make up the competency as a whole• explicitly described within units of competency to enable Training Packages users to identify accurately the performance requirements of each unit with regards to Employability Skills.

This Training Package also seeks to ensure that Employability Skills are well-defined and written into units of competency so that they are apparent, clear and can be delivered and assessed as an essential component of unit work outcomes.

The following table contains examples of embedded Employability Skills for each component of a unit of competency. Please note that in the examples below the bracketed skills are provided only for clarification and will not be present in units of competency within this Training Package.

Example Employability Skills unit

Unit component Example of embedded Employability Skill

Unit Title

Unit Descriptor

Element

Performance Criteria

Range Statement


Evidence Guide

Appendices

Appendices

Appendices








Modification HistoryNot applicable.

DescriptionThis qualification reflects the role of individuals who possess a defined and limited range of basic floristry technical skills. They are involved in mainly routine and repetitive tasks using limited practical skills and basic floristry operational knowledge. They work under direct supervision. This qualification is suitable for an Australian Apprenticeship pathway.

Pathways InformationNot applicable.

Licensing/Regulatory InformationNot applicable.

Entry RequirementsEntry requirementsThere are no entry requirements to this qualification. Application Individuals with this qualification are able to work in many floristry industry sectors and enterprise types. The structure of this qualification recognises the diversity of business models that characterise the floristry industry. The types of enterprise to which this qualification may apply include retail floristry shops, studios and floristry businesses who sell via the internet or phone. Work would be undertaken in any type of environment where flower and plant materials are stored and cared for and where floristry products are assembled and either sold direct to customers or sold via the floristry distribution network.This qualification is flexible and can meet a broad range of business needs. For example, small business retail florists would require multi-skilled employees who can be involved in the display and sale of floristry products, whereas online businesses would employ those who perform a defined range of preparation and assembly tasks.

Operators with this qualification would assemble a range of fundamental floristry products to pre-determined designs and job specifications.

Possible job titles include:

SFL20110 Certificate II in Floristry (Assistant) Date this document was generated: 18 September 2012



retail shop assistant florist studio assistant production line assistant.

Employability Skills SummaryEMPLOYABILITY SKILLS QUALIFICATION SUMMARY

SFL20110 Certificate II in Floristry (Assistant)The following table contains a summary of the employability skills required by the floristry industry for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.

Employability Skill Industry/enterprise requirements for this qualification include:

Communication Communicating with colleagues, supervisors and product suppliers to ensure customers' social and cultural requirements are met; providing clear, accurate verbal or written information to suppliers to ensure a positive experience with the floristry business; completing clear records of floristry stock related issues; interpreting verbal and written information on floristry designs and job specifications to ensure production requirements are met; and seeking direction when required.

Teamwork Taking guidance and instructions from others and understanding own team role in servicing the needs of the floristry customer; supporting other team members to prepare, care for and assemble floristry products to achieve quality service delivery by the floristry business; seeking the assistance of other team members to service the diverse needs of floristry customers; showing social and cultural sensitivity to team members.

Problem-solving Avoiding production deadline problems by planning own day-to-day operational activities; identifying design or job specification problems and requesting assistance from supervisors to solve issues; using predetermined policies and procedures to guide solutions to operational problems associated with storing, caring for and producing floristry products; identifying, reporting on and safely disposing of spoilt flower and plant materials to minimise negative environmental impacts.

Initiative and enterprise Identifying and interpreting relevant information on new floristry suppliers and sharing this information with supervisors; identifying and discussing better ways to organise operational activities associated with the storage, care and production of floristry products; acting independently to identify and dispose of spoilt floristry stock to ensure quality of the end product.




EMPLOYABILITY SKILLS QUALIFICATION SUMMARY

Planning and organising Obtaining and reviewing floristry design and job specifications to plan the assembly of floristry products to achieve production deadlines; choosing and preparing correct environmental conditions for storage or display of flowers, plant materials and other perishable goods; using predetermined procedures to plan and efficiently organise day to day operational activities; planning the use of water and energy resources to minimise negative environmental impacts during preparation and maintenance activities.

Self-management Complying with the legal requirements that apply to own role in servicing the floristry customer; taking responsibility for own job role in floristry sales and operational activities, and knowing when to refer difficulties to supervisors; organising and prioritising day to day activities with guidance from supervisors so that floristry stock is stored, cared for and prepared in a logical sequence and timely manner.

Learning Knowing the structure of and sources of new information on the floristry industry to enable the sourcing of ongoing learning opportunities; being open to opportunities for learning that are presented; seeking and sharing information with colleagues on new flowers and plant materials, floristry products, new services and suppliers.

Technology Understanding the operating capability of, selecting and using computer systems and software that assist in stock control activities; correctly selecting and safely using tools and equipment to care for, store and assemble floristry products.

Packaging RulesPackaging RulesQualification rules

To achieve the SFL20110 Certificate II in Floristry (Assistant), 12 units must be completed:

8 core units 4 elective units:

a minimum of 2 units must be selected from the elective units listed below the remaining units may be selected from this or another endorsed Training

Package or accredited course; these must be units which are first packaged at AQF




level 1, 2 or 3.

In all cases, selection of electives must be guided by the job outcome sought, local industry requirements and the characteristics of this qualification (as per the AQF descriptors).Core units






SIRXCOM001A Communicate in the workplace

SIRXIND001A Work effectively in a retail environment

SIRXOHS001A Apply safe working practices

Elective units

Business Services


Client and Customer Service

SIRXCCS001A Apply point-of-sale handling procedures

Computer Operations and ICT Management


First Aid

HLTFA301B Apply first aid



Food Safety





Horticulture

RTF2008A Maintain indoor plants

RTF2024A Tend nursery plants

Risk Management and Security

SIRXRSK001A Minimise theft

Sales and Operations

SIRXSLS001A Sell products and services

Sustainability







DescriptionThis qualification reflects the role of individuals who possess a range of well-developed floristry design, construction and sales skills. They are skilled operators who apply a broad range of floristry technical competencies using discretion and judgement and have a sound theoretical knowledge of floristry design elements and principles and construction techniques. They may provide technical advice and support to team members. This qualification is suitable for an Australian Apprenticeship pathway.



Entry RequirementsEntry requirementsThere are no entry requirements to this qualification. Application Individuals with this qualification are able to work in many floristry industry sectors and enterprise types. The structure of this qualification recognises the diversity of business models that characterise the floristry industry. The types of enterprise to which this qualification may apply include retail floristry shops, studios and businesses who sell via the internet or phone.

Work would be undertaken in any type of environment where flower and plant materials are stored and cared for and where floristry products are designed, constructed and either sold direct to customers or via the floristry distribution network. This could include on-site assembly work at special occasions.Florists with this qualification would design, construct and sell a diverse range of floristry products.Possible job titles include:

SFL30110 Certificate III in Floristry Date this document was generated: 18 September 2012



florist in any environment including a retail shop florist, studio florist or in-house florist.


SFL30110 Certificate III in Floristry The following table contains a summary of the employability skills required by the floristry industry for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.


Communication Communicating with colleagues, customers and product suppliers to plan customers' floristry designs; determining and interpreting customers' social and cultural preferences to sell proactively and persuasively to maximise profitability; empathising and negotiating acceptable solutions to customer problems and complaints; preparing clear records of floristry designs and job specifications for use during the construction phase; communicating production requirements to other staff; providing clear, accurate verbal and written information to customers and suppliers to ensure a positive experience with the floristry business.

Problem-solving Anticipating problems that may arise with customers' floral design requests; mitigating problems by planning and testing designs that adhere to customer requests and minimise negative environmental impacts; resolving problems through adapting designs and negotiating changes with customer; identifying and resolving production problems, taking responsibility for or requesting assistance from team members and suppliers in solving construction issues.

Initiative and enterprise Showing the independence, initiative and creativity required to design and construct floristry products; adapting to emerging design and construction problems by initiating and implementing creative and immediate responses to ensure customer and production requirements are met; identifying and discussing a range of floristry product and service concepts to improve profitability and product and service options for the floristry business.

Teamwork Working as a team member to deliver the quality service goals of the floristry business; taking responsibility for own work in designing and constructing floristry products; working collaboratively as a team member by providing feedback and assistance to other florists to resolve design and construction problems; providing guidance and instruction to assistant or trainee





florists; showing social and cultural sensitivity to team members.

Planning and organising Collecting, analysing and organising customer and product information to quote on, sell and design profitable floristry products; determining deadlines for the quotation, design and production of floristry products and organising own daily work activities to achieve these; designing floristry products and producing full job specifications to ensure the planned design is realised; planning the construction of floristry products to achieve production deadlines.

Self-management Complying with the legal requirements that apply to own role in servicing the floristry customer; taking responsibility for own job role in floristry sales, design and construction activities; prioritising day to day activities so that quotes, designs and floristry products are constructed in a logical sequence and timely manner; evaluating own floristry designs and constructed products; actively seeking feedback on work from colleagues, customers and managers.

Learning Knowing the structure of networks within, and sources of new information on, the floristry industry to enable sourcing of ongoing learning opportunities; knowing own knowledge and design and construction skill strengths and weaknesses, and taking responsibility for own professional development; proactively seeking and sharing information with colleagues on new flowers and plant materials, floristry products, new services and suppliers.

Technology Understanding the operating capability of and selecting and using computer systems and software that assist in quoting, selling and designing floristry products; correctly selecting, safely using and maintaining tools and equipment to construct floristry products; seeking alternative technology to meet special construction needs.

Packaging RulesPackaging RulesQualification rulesTo achieve the SFL30110 Certificate III in Floristry, 21 units must be completed:

16 core units 5 electives:

a minimum of 3 elective units must be selected from the elective units listed below




the remaining units may be selected from this or another endorsed Training Package or accredited course.

In all cases, selection of electives must be guided by the job outcome sought, local industry requirements and the characteristics of this qualification (as per the AQF descriptors).

Core units

















Elective units

Assessment and Training


Client and Customer Service





Elective units



Design



E-Business



Finances


SIRXFIN001A Balance point-of-sale terminal

First Aid




Food Safety


Horticulture




Information Technology


Merchandising

SIRXMER005A Create a display




Elective units

Purchasing


Quality and Innovation




Sustainability


Visual Arts

CUVCRS03B Produce computer aided drawings

Work in Industry







DescriptionThis qualification reflects the role of individuals who possess a broad range of highly developed floristry design, construction and sales skills. They have a substantial depth of theoretical knowledge of floristry design elements and principles and construction techniques. They also have supervisory responsibilities within a small floristry business and have the competencies to plan, carry out and evaluate the work of team members.

The qualification is suitable for an Australian apprenticeship pathway.ApplicationIndividuals with this qualification are able to work in many floristry industry sectors and enterprise types. The structure of this qualification recognises the diversity of business models that characterise the floristry industry. The types of enterprise to which this qualification may apply include retail floristry shops, studios and businesses who sell via the internet or phone.

Work would be undertaken in any type of environment where flower and plant materials are stored and cared for, and where floristry products are designed, constructed and either sold direct to customers or via the floristry distribution network. This could include on-site assembly and supervisory work at special occasions or events.

Senior florists with this qualification would operate autonomously, be multi-skilled and would design, construct and sell a diverse range of floristry products while taking a lead role in coordinating the day-to-day operational and business activities of the organisation.


senior florist senior florist and retail shop manager senior florist and studio manager florist and owner operator of a small retail floristry business



SFL40110 Certificate IV in Floristry Date this document was generated: 18 September 2012



Entry RequirementsEntry RequirementsThis qualification is designed for senior florists with substantial experience that have been recognised as competent through a recognised training program or recognition process against the following units of competency:


















SFL40110 Certificate IV in FloristryThe following table contains a summary of the employability skills required by the floristry industry for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.






Communication Negotiating and liaising with team member florists, supervisors, other managers and product suppliers to operate a profitable floristry business; providing briefings and communicating operational requirements to staff members; completing detailed reports on stock related issues; determining and interpreting customers' social and cultural preferences to sell proactively and persuasively to maximise profitability; empathising and negotiating acceptable solutions to customer problems and complaints.

Problem-solving Anticipating business management, staffing, stock control and floristry production problems; mitigating problems by developing detailed operational plans which nominate risk management strategies and minimal impact practices; responding effectively to a wide range of operational issues requiring immediate resolution; collaborating with staff to develop practical solutions; monitoring and evaluating the effectiveness of solutions.

Initiative and enterprise Using initiative and creativity to design and construct complex and innovative floristry products which minimise negative environmental impacts; adapting to emerging design and construction problems by initiating and implementing creative and immediate responses; encouraging team members to produce innovative and profitable designs.

Teamwork Motivating and leading diverse creative and technical team members; planning work operations to take account of team member strengths in the sale, design and construction of floristry products; mentoring and supporting team members to deliver the quality service goals of the floristry business; taking responsibility for own work and the work of others to achieve deadlines for quoting on, designing and constructing floristry products; coordinating work teams for the production of a range of floristry products designed for special occasions; showing social and cultural sensitivity to team members.

Planning and organising Planning and organising correct stock and staffing levels to meet current consumer needs and to meet general production requirements and those for special occasions; developing detailed production plans and job specifications for the realisation of complex floristry products; organising own daily work activities and those of others to achieve deadlines for the quotation, design, production and display of floristry products.

Self-management Taking full responsibility for own job role in floristry business and





operational management activities; prioritising own day to day activities so that the floristry business operates efficiently and profitably; actively evaluating own business management performance, seeking and acting on guidance.

Learning Proactively maintaining and updating knowledge of floristry industry product trends and business practices; actively seeking floristry industry and business professional development opportunities and taking responsibility for participating; accepting opportunities to learn new trends in design, production and distribution of floristry products; supporting team members to learn.

Technology Identifying the need for updated technologies which support quoting, selling, designing and constructing floristry products; assessing, selecting and implementing new technologies; sourcing technology to meet special construction and display needs; providing skill development to use new technologies, safely using and maintaining computer systems and software that assist in sales, quotations and business management activities.

Packaging RulesPackaging RulesQualification rulesTo achieve the SFL40110 Certificate IV in Floristry, 15 units must be completed:

5 core units 10 elective units:

a minimum of 7 elective units must be selected from the elective units listed below the remaining units may be selected from this or another endorsed Training Package or

accredited course, these must be units which are first packaged at AQF level 3,4 or 5..

In all cases selection of electives must be guided by the job outcome sought, local industry requirements and the characteristics of this qualification (as per the AQF descriptors).

Core units








Core units

SIRXOHS003A Provide a safe working environment

Elective units


TAEASS401A Plan assessment activities and processes

TAEASS402A Assess competence





E-Business







Finance


Human Resources



Management

SIRXMGT001A Coordinate work teams




Core units



Marketing and Public Relations

SIRXMPR001A Profile a retail market

Occupational Health and Safety

SIRXOHS002A Maintain store safety

Quality






Small Business







BSBSMB407A Manage a small team

Sustainability






Core units

Visual Arts



CUVVSP12B Produce digital images






DescriptionThis qualification reflects the role of individuals who possess a specialist range of highly developed floristry design, construction and sales skills. They are highly skilled operators who apply a range of specialised technical, creative, conceptual and team leadership competencies to plan, carry out, evaluate and take accountability for personal outputs and, usually, those of a team. They possess a substantial depth of theoretical knowledge of floristry design elements and principles and construction techniques.The qualification is not suitable for an Australian apprenticeship pathway.Application Individuals with this qualification are able to work in many floristry industry sectors and enterprise types. The designer may even be an individual freelance contractor. The structure of this qualification recognises the diversity of business models that characterise the floristry industry. The types of enterprise to which this qualification may apply include retail floristry shops, studios and businesses who sell via the internet or phone.

Work would be undertaken in any type of environment where flower and plant materials are stored and cared for and where floristry products are designed, constructed and either sold direct to customers or via the floristry distribution network. This would include on-site team co-ordination and assembly work at events.

Florists with this qualification would be senior designers in the floristry industry with considerable experience across product categories and who operate autonomously. This florist specialise by fully and formally producing designs for diverse and complex, small to large or themed products. They also have a role in the overall and long-term operation of the floristry business by having a strategic design and product planning focus as part of their job role. These senior designers can also take a lead role in coordinating the day-to-day operational activities of the floristry business and may be involved in business planning activities for the organisation.


SFL50110 Diploma of Floristry Design Date this document was generated: 18 September 2012



specialist designer freelance design florist senior studio design florist senior floral designer floral stylist



Entry RequirementsEntry requirementsThis qualification is for senior florists with substantial experience that have been recognised as competent through a recognised training program or recognition process against the following units of competency:




SIRXINV002A SIRXOHS003A

Maintain and order stock Provide a safe working environment


SFL50110 Diploma of Floristry Design The following table contains a summary of the employability skills required by the floristry industry for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options.






Communication Negotiating and liaising with colleagues, customers and product suppliers to develop floristry designs; collaborating with others to maximise contribution of ideas to designs; analysing customers' social and cultural preferences to sell proactively and persuasively to maximise profitability; empathising and negotiating acceptable solutions to customer design issues; writing detailed production plans and job specifications for the realisation of innovative floristry products; providing briefings on production requirements to staff.

Problem-solving Anticipating problems that may arise with customers' floral design requests; mitigating problems by planning and experimenting with designs that adhere to customer requests and minimise negative environmental impacts; resolving problems by adapting designs and negotiating changes with customers; mitigating production and display problems by developing detailed production plans which nominate risk management strategies and minimal impact practices; identifying production problems and taking full responsibility for solving construction and display issues; directing staff until issue is resolved.

Initiative and enterprise Researching current and emerging floristry industry design and marketplace trends to inform design practices; encouraging team members to be innovative; introducing a range of floristry product and service concepts to improve existing options for the floristry business and to maximise profitability; using initiative and creativity to design and construct complex and innovative floristry products which minimise negative environmental impacts; adapting to emerging design and construction problems by initiating and implementing creative and immediate responses.

Teamwork Mentoring and supporting team members to deliver the quality service goals of the floristry business; encouraging team members to produce innovative and profitable designs; taking responsibility for own work and the work of others in designing and constructing floristry products; providing feedback and instructions to other florists to resolve design and construction problems; managing work teams for events; showing social and cultural sensitivity to team members.

Planning and organising Strategically focusing on the operation of the floristry business by planning product development; planning and organising appropriate and profitable distribution methods for the floristry business; planning and organising correct stock and staffing levels to meet





current consumer needs and to meet production requirements of events; developing detailed production plans and job specifications for the realisation of innovative floristry products; organising own daily work activities and those of others to achieve deadlines for the quotation, design, production and display of floristry products.

Self-management Taking full responsibility for own job role in floristry sales, design and construction activities; prioritising day to day activities so that quotes, designs and floristry products are completed in a logical sequence and timely manner; evaluating own floristry designs; actively reviewing own performance, seeking and acting on guidance.

Learning Proactively maintaining and updating knowledge of floristry industry trends and practices; actively seeking floristry industry professional development opportunities and taking responsibility for participating; supporting team members to learn.

Technology Identifying the need for updated technologies which support quoting on, selling, designing and constructing floristry products; assessing, selecting and implementing new technologies; sourcing technology to meet special construction and display needs; providing skill development to use new technologies, safely using and maintaining computer systems and software and equipment that assist in sales, design and construction activities.

Packaging RulesQualification rulesTo achieve the SFL50110 Diploma of Floristry Design, 12 units must be completed:

6 core units 6 electives:

a minimum of 4 units must be selected from the elective units listed below the remaining units may be selected from the elective units listed below or from

any other endorsed Training Package or accredited course, these must be units which are first packaged at AQF level 4 or above.

In all cases selection of electives must be guided by the job outcome sought, local industry requirements and the characteristics of this qualification (as per the AQF descriptors).

Core units





Core units

BSBDES602A Research global design trends





Elective units




TAEASS403B Participate in assessment validation


Communications

SITXCOM005A Make presentations



Creativity


Design




E-Business




Elective units






Horticulture


RTF4001A Design plant displays

Management




Marketing and Public Relations


Occupational Health and Safety


Quality




Small Business








Elective units

BSBSM B406A Manage small business finances

Sustainability



Visual Arts










Unit DescriptorUnit descriptor This unit describes the performance outcomes, skills and

knowledge required to assemble a range of fundamental floristry products to a pre-determined design. It requires the ability to access and interpret job specifications, prepare for the assembly, select the correct components and assemble and present a range of fundamental floral arrangements. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the UnitApplication of the unit This unit describes a fundamental construction function

for the floristry industry and applies to the full range of industry sectors and environments. The floristry business could be a retail, studio or online business.The product could be custom-made in response to a customer brief or a display or stock item made for general sale. The assembly of fundamental floristry products to pre-determined job specifications is usually undertaken by operational florists who work under close supervision and with guidance from others. They would be required to apply little discretion and judgement because they assemble floristry products using predefined instructions and procedures. The work of these trainee or junior florists would normally be checked by more experienced and senior florists.


Date this document was generated: 18 September 2012



Pre-RequisitesPrerequisite units Nil

Employability Skills InformationEmployability skills This unit contains Employability Skills.

Elements and Performance Criteria Pre-ContentElements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance CriteriaELEMENT PERFORMANCE CRITERIA

1. Access and confirm the job specifications.

1.1.Access job specifications and discuss and confirm the assembly requirements with relevant personnel to meet all product requirements including cost requirements and production deadlines.

1.2.Read, view or discuss the job specifications to allow for correct selection of all components.

2. Select flower and plant materials and ancillary items.

2.1.Select flower and plant materials according to the job specifications and itemised job costing and sort in preparation for construction.

2.2.Select ancillary and presentation items according to the job specifications and itemised job costing.

2.3.Identify any potential problems and communicate to relevant personnel for a solution.

3. Prepare to assemble 3.1.Clean the product preparation area to avoid spoilage




ELEMENT PERFORMANCE CRITERIA

the floristry product. of flower and plant materials during preparation and assembly.

3.2.Check that flower and plant materials have been correctly prepared and conditioned.

3.3.Recognise and report on any unsuitable materials and rectify according to the level of individual responsibility.

3.4.Identify and select equipment and other construction components to be used for the assembly.

3.5.Use energy, water and other resources efficiently during the preparation and subsequent assembly process to reduce negative environmental impacts.

4. Assemble hand tied flower and plant materials.

4.1.Select appropriate hand tied floristry techniques according to the job specifications.

4.2.Produce fundamental hand tied floristry products considering and applying the elements and principles of design.

4.3.Secure the floral arrangement according to the job specifications.

5. Assemble wired flower and plant materials.

5.1.Select appropriate wired floristry techniques according to the job specifications.

5.2.Produce fundamental wired floristry products considering and applying the elements and principles of design.

6. Assemble flower and plant materials in a base medium.

6.1.Identify suitable support methods and materials according to the job specifications.

6.2.Select appropriate base medium construction techniques according to the job specifications.

6.3.Produce fundamental floristry products with a base medium considering and applying the elements and principles of design.

6.4.Select, fix and form the appropriate base medium.

7. Present and check the floristry product.

7.1.Review finished floristry product, have relevant personnel check as required and make any necessary alterations before wrapping and packing.

7.2.Attach and secure ancillary and presentation items to the floral product.

7.3.Select wrapping and packaging materials and complete all required wrapping and any packaging according to the job specifications, adjusting, as required, to enhance the presentation.

7.4.Safely dispose of all waste, especially hazardous substances, to minimise negative environmental





impacts7.5.Review the entire presentation of the finished

floristry product and have relevant personnel check, as required, before displaying, despatching or providing to the customer.

Required Skills and KnowledgeREQUIRED SKILLS AND KNOWLEDGE

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

Required skills

correct use of personal protective equipment safe and correct use of tools, such as knives and pruners recognition of spoilt flower and unsuitable plant materials safe handling techniques for toxic flower and plant materials and those treated with

toxic substances such as fungicides and pesticides correct handling techniques for a variety of flower, plant and presentation materials

and ancillary items commonly used when assembling fundamental floristry products to avoid spoilage of floristry stock

communication skills to hold discussions with relevant personnel on job specifications and to verbally report any problems that arise during the assembly

literacy skills to read and comprehend simple job specifications for the assembly of fundamental floristry products, to read use-by dates, stock labels, and to read and interpret organisational procedures

numeracy skills to count components and items to be assembled.

Required knowledge




REQUIRED SKILLS AND KNOWLEDGE

the fundamental characteristicsof the elements and principles of design, their primary interrelationships and use in various fundamental floristry products in order to respond to the job specifications and to discuss and make any necessary changes

The elements of design include: texture form colour space line

The principles of design include: harmony rhythm balance dominance scale proportion contrast

the general features and use of floral assembly techniques for fundamental floristry products including: bunching hand tying using a base medium fine and heavy gauge wiring for fundamental products wrapping and using ribbons and ties packaging and protecting flower and plant materials constructing presentation boxes e.g. glamour boxes, cylinders.

the general features, use and visual recognition of a variety of flower and plant materials in order to correctly select stock when assembling fundamental floristry products

the general features and use of a variety of ancillary floristry products, presentation materials and wrapping techniques which enhance the presentation of fundamental floristry products

the essential features of and safe practices for using common hazardous substances used by the floristry industry and in particular substances used by the organisation e.g. cleaning agents

the environmental impacts of preparing and assembling fundamental floristry products and minimal impact practices to reduce these especially those that relate to resource, water and energy use and to the use of floristry raw materials

correct and environmentally sound disposal methods for all types of waste - in





particular for hazardous substances, spoiled and diseased flower and plant materials and those that have a propensity to propagate weeds.

Evidence GuideEVIDENCE GUIDE

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

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

Evidence of the following is essential:

ability to safely use floristry equipment and hazardous substances

ability to correctly confirm the job specifications and to visually recognise and select the correct flower and plant materials

knowledge of the fundamental characteristics of the elements and principles of design, their primary interrelationships and their use in various fundamental floristry products

ability to identify and communicate problems associated with the assembly of floristry products

ability to construct multiple and diverse fundamental floristry products. To ensure consistency of performance and ability to use different techniques, this must occur over a period of time and must include the key floristry products outlined in the range statement using the nominated hand tied, base medium construction and fine and heavy gauge wiring techniques

completion of assembly activities within commercial time constraints and deadlines determined by the customer or the organisation.


Assessment must ensure:

access to comprehensive and sufficient job specifications for a diverse range of fundamental




EVIDENCE GUIDE

floristry products to allow the candidate to discuss interpret, and assemble a range of floristry products

the assembly of floristry products within a floristry preparation and product construction environment

a diverse, comprehensive and commercial range of equipment used during the construction of floristry products e.g. knives, scissors, secateurs, staple guns

a diverse, comprehensive and commercial product range of flowers, plant materials, cleaning agents, preservatives, conditioning agents, construction, ancillary, presentation and wrapping items that can be used during the assembly process.

Method of assessment A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct observation of the candidate preparing for and assembling a range of floristry products

project activities to assemble floristry products for a local community organisation or a small scale event delivered by the Registered Training Organisation

evaluation of a range of floristry products assembled by the candidate

exercises to assess the ability to identify and communicate different problems that arise during the assembly phase

exercises to allow the candidate to correctly identify a diverse range of flower and plant materials through visual recognition

written and oral questioning or interview to test knowledge of such things as the elements and principles of design and minimal impact practices

review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate.

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

SFLSOP202A Recognise flower and plants materials SFLSOP204A Prepare and care for floristry stock SIRXOHS001A Apply safe working practices.




Range StatementRANGE STATEMENT

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Job specifications may include: customer brief and how it has been met location where floristry product will be used or

displayed purpose of the floristry product (e.g. for a

special occasion) photographs of the final design photographs of various stages of construction sketches general overview of how to construct complete instructions for construction

including techniques to be used itemised lists of all components and suppliers notes on seasonal availability of flower and

plant materials itemised maximum cost of all components relative costs of alternate components itemised list of individual products to be

produced as part of a suite and numbers required

size of each item to be constructed estimated timeframe for the construction of all

components.

Relevant personnel may include: supervisor manager floral designer studio designer a more experienced florist owner-operator of a small floristry business production manager.

All components may include: flowers and plant materials construction materials ancillary items and merchandise presentation materials.




RANGE STATEMENT

Flower and plant materials must include:

flowers including: fresh (common, exotic and Australian

wildflowers) dry and preserved artificial

plant materials including: fresh (common, exotic and Australian

foliage) dry and preserved artificial.

Itemised job costing may include: itemised lists of all components and associated individual costs of supply and sale

itemised maximum numbers of flowers and other items to be used in the construction of the floristry product

details of the composite product or products to be produced with cost of supply and sale.

Ancillary items may include: chocolates, fruit, nuts, alcohol hampers gift items of any type novelties such as balloons and toys flower preservatives and conditioning agents.

Presentation items may include: wrapping gift cards and message items corporate advertising of the business corporate materials provided by the customer.

Problems may include: lack of experience with flowers and plant materials

lack of experience with the variety and size of the various products e.g. those for a special occasion

constraints of a short production and delivery deadline

non-availability of the flower and plant materials

non-availability of ancillary, presentation and wrapping items

spoilt flower and plant materials short life cycle and problems with maintaining

quality during storage, production and display by the organisation or the customer




RANGE STATEMENT

working with a design that does not work in the assembly phase

constraints of OHS requirements negative environmental impacts of materials

chosen inability to meet the customer preference or

brief.

Spoilage of flower and plant materials may relate to:

cross contamination of diseased or pest affected flowers and plant materials with healthy plants

incorrect application of humidity and temperature controls

incorrect exposure to environmental heating or air conditioning

incorrect application of conditioning or preservative agents or contamination with cleaning agents

incorrect storage causing crushing or wilting incorrect handling and storage of fruit and

vegetables.

Prepared and conditioned flower and plant materials may have been subject to:

trimming of foliage trimming of stems trimming away buds provision of nutrients use of preservative solutions use of conditioning solutions scalding cooling bathing chemical spraying for pests and diseases use of cleaning agents dusting or wiping.

Unsuitable materials may include: diseased or pest affected flowers and plant materials

damaged or crushed flowers and plant materials

wilted flowers and plant materials flowers and plant materials with expired or

near to expired use by dates that will not survive the display period.

Equipment and other cutting tools including:




RANGE STATEMENT

construction components may include:

knives scissors rose de-thorner secateurs

containers to mix cleaning and conditioning agents

baskets decorative pots buckets or decorative pails containers (bowls, vases) staple gun and staples glue gun and glue binding tape heavy to fine gauge wire base medium.

Hand tied floristry techniques must include:

bunching spiral stem straight stem.

Fundamental hand tied floristry products must include:

bunch (spiralled and straight stemmed) posy (spiralled and straight stemmed) bouquet (spiralled and straight stemmed) single flower presentation boxed presentation.

Elements of design must include: texture form colour space line.

Principles of design must include: harmony rhythm balance dominance scale proportion contrast.

Wired floristry techniques must include:

support wiring for flower and plant materials with a stem

wiring for flower and plant materials without a stem




RANGE STATEMENT

stitching pinning pierce and twist fork or hook cross wiring peg wiring.

Fundamental wired floristry products must include:

button hole corsage.

Base medium construction techniques must include:

cutting and shaping base media securing.

Fundamental floristry products with a base medium must include:

posy bowl posy box simple symmetrical line arrangement (upright).

Base medium may include: floral foam (for fresh flowers and plant materials)

floral foam (for artificial flowers and plant materials)

wreath frame (floral foam).

Wrapping and packaging materials may include:

boxes cylinders polypropylene paper cellophane bows ribbons raffia.

Unit Sector(s)Unit sector Floristry

Competency fieldCompetency field Floristry Design and Construction




Co-requisite unitsCo-requisite units







knowledge required to design a range of key and frequently sold floristry products. It requires the ability to determine the product function and style, generate, trial and assess ideas for the design of the product; and determine and document the final design of the floristry product so that job specifications can be followed during construction.

This unit is the first of three hierarchical floristry design units which cover differing levels of design skill for florists producing different products. The following units cover higher order design skills for more complex and innovative floristry products:

SFLDEC407A Design complex floristry products SFLDEC510A Design and produce innovative floristry

products

The related function of working within a brief and liaising with customers and clients to meet their requirements and special requests is covered in:

BSBDES402A Interpret and respond to a design brief.

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

Application of the UnitApplication of the competency

This unit describes a primary design function for a diverse range of key floristry products and applies to the full range of industry sectors and environments. The floristry business could be a retail, studio or online floristry business.




The product could be custom-made in response to a customer brief or a display or stock item made for general sale. It could be an individual floristry product or part of a range of products for a special occasion.

This unit applies to florists who operate with some level of autonomy or under limited supervision and guidance from others. It is undertaken by a diverse range of people such as retail and studio florists or designers employed by online floristry businesses and owner-operators of small floristry businesses.










1. Determine the product style and construction components.

1.1.Generate some initial design ideas for the style of the product giving consideration to its function and the brief and budget to be followed.

1.2.Consider and apply the elements and principles of design when generating initial and ongoing design ideas for a range of key and frequently sold floristry products until the final product plans are achieved.

1.3.Itemise all proposed components of the product to be constructed.

1.4.Identify potential problems for constructing the product and discuss and resolve any issues with relevant personnel.

2. Assess ideas for the production of floristry products.

2.1.Develop a range of creative ideas for the construction of the floristry product.

2.2.Consider the merits of all ideas and discuss with relevant personnel so that new ideas can be considered.

2.3.Consider the implications of the design ideas on technical feasibility, cost, style and function of the floristry product.

2.4.Consider new ideas and make changes to the floral design.

2.5.Create notes or sketches of all design ideas to meet construction requirements.

3. Trial the floristry product.

3.1.Trial the use of different flower and plant materials considering and applying the elements of design.

3.2.Trial different styles considering and applying the principles of design.

3.3.Trial different construction materials, techniques and ancillary items considering and applying the elements and principles of design.

3.4.Trial varied wrapping and presentation materials to enhance the floristry product considering and applying the elements and principles of design.

3.5.Consider negative environmental impacts of all materials and techniques used and minimal impact practices to reduce these.

3.6.Keep accurate records of all designs produced during the trial process.

4. Evaluate and record the floral design.

4.1.Review the design options to ensure the product to be constructed is consistent with the creative and costing requirements.

4.2.Review the design options to ensure the product will





incorporate all component elements required.4.3.Consider the different approaches used and select

the best product style and technique for construction.4.4.Develop a job specification for use during the

construction phase.4.5.Evaluate own performance in designing the floristry

product and note areas for future self-improvement.



Required skills

drawing skills to sketch or digitally represent floral designs that will clearly represent and communicate the concept to others

evaluation skills to consider the merits of all input from self, colleagues and any customer briefs or specifications

creative thinking skills to develop ideas and explore a range of floral designs self-management, time management, planning and organisational skills to complete

the design of the floristry product within deadlines problem solving skills to identify any issues associated with initial and ongoing

design ideas and to adapt the style and components of the product accordingly communication skills including active listening and open and closed questioning to

discuss the design with customers and others involved in the business and the design process

literacy skills to read and comprehend the content of sometimes unfamiliar and detailed product information documents, including in-house and supplier product sheets or manuals

writing skills to produce detailed records of all designs and to record detailed job specifications to be followed during the construction phase

numeracy skills to interpret budgetary constraints and any quotations provided to the customer and to calculate the time required to construct the floristry product.

Required knowledge





the key features of current and emerging trends for floral designs and their use in various floristry products

the key characteristics of the elements and principles of design, their key interrelationships and effects on the style and function of various key and frequently sold floristry products



the essential features and use of a wide variety of design guidelines or forms and categories including decorative, vegetative, formal-linear, radial and parallel and their effects on the style and function of various key and frequently sold floristry products

the key characteristics of the colour wheel to explore the use of colour and determine colour combinations

the complementary nature of various varieties of flowers including the integration of Australian wildflowers and foliage with commonly used varieties and exotics

the essential features and use of a wide variety of floral construction techniques for hand tied, wired products and those using a base medium

the essential features and use of a wide variety of flower and plant materials in order to select appropriate materials for the design of floristry products

the essential features and use of a wide variety of ancillary floristry products, presentation materials and wrapping techniques which enhance the design of the floristry products

any requirements to comply with the current style or themed floristry product base for the business, industry sector or special occasion

any special requirements applicable to a venue where the floristry product will be used or displayed e.g. spatial

a range of formats forand inclusions ofjob specifications produced for use during the construction phase

the primary componentsof copyright and intellectual property laws that relate to the





design of floristry products. This would include the business' rights over original designs and its responsibility to comply with laws that protect copyrighted products

the environmental impacts of constructing and maintaining floristry products and minimal impact practices to reduce these, especially those that relate to resource, water and energy use and to the use of floristry raw materials.






knowledge of copyright and intellectual property legislation relevant to floristry designs

knowledge of the elements and principles of design, and their interrelationships and their effects on the style and function of floristry products, and the ability to continuously evaluate and modify the floral design in line with these elements and principles

ability to identify and resolve, throughout the design phase, problems that may impact on the style, function and construction of the floristry product

ability to design multiple and diverse key and frequently sold floristry productswhich must include the key floristry products outlined in the range statement. To ensure consistency of performance and ability to respond to different requirements, this must occur over a period of time and cover the design of products of varying sizes and complexities using diverse construction techniques

project or work activities conducted over a sufficient period so that the design can evolve through trial and evaluation - however, this must be achieved within commercial time constraints and deadlines determined by the customer or the organisation.



access to comprehensive and sufficient information




EVIDENCE GUIDE

about a floristry business, project and or special occasion to allow the candidate to design products that sit within the parameters of the business, project and or special occasion

access to a fully equipped office environment using appropriate computers, software and information programs and publications to facilitate the processes involved in developing and documenting floristry designs

the design of floristry products within a floristry design, preparation and product construction environment

access to a diverse, comprehensive and commercial product range of flowers, plant materials, cleaning agents, preservatives, conditioning agents and construction, ancillary and presentation items that can be used during the design process

use of current materials and technology required to sketch or photograph designs.


direct observation of the candidate trialling and discovering design ideas

project activities to develop and assess initial and final designs for floristry products in conjunction with an industry operator

project activities to develop and assess initial and final designs for floristry products for a local community organisation or a small scale event delivered by the training college

review of a comprehensive portfolio prepared by the candidate that documents the entire design process inclusive of notes on original and evolving ideas, evaluation of the ideas to meet the product requirements, amendments made throughout the design process, a suite of sketches that represent initial and evolving ideas and job specifications prepared for the construction phase.

written and oral questioning or interview to test knowledge of such things as copyright issues and the elements and principles of design.

review of portfolios of evidence and third-party workplace reports of on-the-job performance by the




EVIDENCE GUIDE

candidate.


BSBDES301A Explore the use of colour BSBDES402A Interpret and respond to a design brief CUVCOR07B Use drawing techniques to represent

the object or idea SFLDEC304A Construct hand tied floristry products SFLDEC305A Construct wired floristry products SFLDEC36A Construct floristry products with a base

medium SFLSOP201A Source information on floristry

products and services SFLSOP308A Prepare quotations for floristry

products.








RANGE STATEMENT

All proposed components may include:

flowers and plant materials ancillary items construction materials hired items time and labour costs presentation materials.

The range of key and frequently sold floristry products to be designed must include:

key hand tied floristry products: bunch (spiralled and straight stemmed) posy (spiralled and straight stemmed) bouquet (spiralled and straight stemmed) single flower presentation boxed presentation funeral sheaf presentation sheaf linear bouquet (formal-linear and specific

line e.g. vertical) formal posy structured posy grouped posy.

key wired floristry products: button hole corsage formal and informal posy formal and informal trail simple, formal and informal shower shoulder spray wrist spray handbag spray circlet simple head piece cake decoration wired funeral shape wreath.

key floristry products using a base medium: posy bowl posy box simple symmetrical line arrangement

(upright)




RANGE STATEMENT

vertical parallel arrangement table arrangement casket decoration wreath (floral foam and other base) open spray arrangement asymmetrical arrangement formal linear arrangement floral foam bouquet holder.

There is a broad range of key floristry product subject to design and this may include:

display or stock items made for general sale products within a pre-determined business

product range floristry products regularly provided for

corporate client displays in, for example, hotels, government buildings, hospitals, galleries, corporate offices, churches.

floral arrangements for special occasions: small scale events e.g. banquets and awards

that do not require complex products weddings parties e.g. birthdays and engagements celebrations e.g. Christmas and St

Valentine's Day religious celebrations e.g. communions, bar

mitzvahs funerals.

key products using hand tied floristry techniques

key products using wired floristry techniques key products using base medium construction

techniques.



inability to source or roster staff to meet production requirements


expense of transporting floral displays and products to the display location




RANGE STATEMENT

restrictions of various venue operators such as churches, cemeteries and crematoria

price fluctuations for raw materials and ancillary items

expense of locating and transporting any special raw materials

fluctuations in exchange rates expense of all components of the product and

inability to meet a production budget seasonal non-availability of the flower and

plant materials non-availability of ancillary, presentation and

wrapping items constraints of the location where floristry

product will be used or displayed short life cycle and problems with maintaining


product, tax and levy costs not clearly defined by the supplier

conditions not clearly defined by the supplier that relate to provision of raw materials, deposit, payment and cancellation terms and conditions

nondelivery of the product from unknown supplier

constraints of OHS requirements breaching laws by reproducing copyrighted

products failure to protect the business's original designs negative environmental impacts of materials


brief.

Relevant personnel may include: supervisor manager floral designer studio designer a more experienced florist owner-operator of a small floristry business.

Trial of styles, flower and plant, construction and presentation

creating a physical model, sample or prototype testing the design with colleagues through




RANGE STATEMENT

materials may involve: visual and descriptive representation testing the design against different display

scenarios presenting the design to the customer through

visual and descriptive representation and challenging the design against the customer brief.

Flower and Plant materials must include:


wildflowers) dry and preserved artificial.




Presentation materials may include:

wrapping gift cards and message items corporate advertising of the business corporate materials provided by the customer.

Records may include: sketches photographs itemised lists of all components and suppliers construction notes notes on seasonal availability of flower and

plant materials relative costs of alternate components.

Creative and costing requirements may include:

style and theme of products produced by the organisation

theme of any special occasion customer preferences for certain types of

flower and plant materials or colours incorporation of any corporate livery or

branding




RANGE STATEMENT

spatial requirements for the floral display meeting the customer's budget or business

costing limitations.

Component elements may include:

a suite of products for a special occasion a single floral product presentation and ancillary items wrapping materials that enhance the product support materials and methods.

Job specification may include: customer brief and how it has been met location where floristry product will be used or







components.













knowledge required to complete and document regular maintenance activities for tools and equipment used for the preparation, construction and maintenance of floristry products. It requires the ability to maintain the cleanliness of tools and equipment, identify maintenance and repair requirements, complete basic non-specialist repairs and appropriately store all items. Complex repairs of equipment would be referred to specialist service technicians.


Application of the UnitApplication of the unit This unit describes a key workplace skill for those

working in the floristry industry. It underpins effective performance for the design, construction and maintenance of a diverse range of floristry products and applies to the full range of industry sectors and environments. The floristry business could be a retail, studio or online floristry business.

This unit applies to florists who operate with some level of autonomy or under limited supervision from others. It is undertaken by a diverse range of people such as retail and studio florists, florists employed by online floristry businesses floral designers, florists involved in corporate or special events and owner-operators of small floristry businesses.










1. Clean tools and equipment.

1.1.Maintain the cleanliness of tools and equipment used when preparing for, constructing and maintaining floristry products.

1.2.Remove residual flower and plant materials from tools and equipment using appropriate cleaning agents.

1.3.Sterilise or disinfect tools to avoid spoilage of flower and plant materials.

1.4.Use energy, water and other resources efficiently when cleaning, to reduce negative environmental impacts.





2. Identify maintenance requirements for tools and equipment.

2.1.Regularly check cutting tools for bluntness.2.2.Regularly check all electrical equipment for loose

wires.2.3.Recognise and report on any unsafe or faulty

equipment or rectify according the level of individual responsibility.

2.4.Write and attach labels to faulty equipment in accordance with organisational procedures.

2.5.Identify and comprehend scheduled maintenance requirements for tools and equipment.

3. Maintain tools. 3.1.Periodically undertake work to restore equipment to optimum working condition

3.2.Complete minor and non-specialist repairs to tools and equipment in accordance with manufacturer's instructions.

3.3.Regularly check tools and equipment and replace consumable items.

3.4.Use the safety guards on any equipment and wear appropriate personal protective equipment when maintaining tools and equipment.

3.5.Refer complex maintenance activities to technical specialists in consultation with relevant personnel.

3.6.Organise technical specialists to complete scheduled maintenance of tools.

3.7.Complete maintenance documentation according to organisational procedures and provide copies to the relevant personnel

4. Store tools and equipment.

4.1.Choose and prepare correct conditions for the storage of tools and equipment.

4.2.Store in the appropriate location promptly, safely and according to the correct conditions.

4.3.Use safe manual handling techniques when moving and storing tools and equipment to avoid any injury.



Required skills





safe manual handling techniques correct use of personal protective equipment safe handling of tools and equipment cleaning and basic non-specialist maintenance techniques for an extensive range of

floristry tools used for the preparation, construction and maintenance of floristry products

organisational skills to conduct maintenance activities as part of a logical and time-efficient work flow

literacy skills to read and comprehend records of scheduled and completed maintenance, manufacturer's instructions, and organisational procedures

writing skills to complete basic documents such as fault tags and reports, maintenance records and repair and maintenance requests or orders

communication skills to make accurate verbal reports onfaulty tools and equipment and to discuss maintenance requirements and problems.

numeracy skills to calculate the dilution requirements for cleaning products and to identify tension measurements of tools.

Required knowledge

the visual recognition and general maintenance and repair requirements for an extensive range of floristry tools used for the preparation, construction and maintenance of floristry products

applications of different types of cleaning products correct environmental conditions for the storage of various types of tools and

equipment different systems used by the floristry industry and in the organisation in particular

for organising storage of tools and equipment security systems and procedures types of maintenance documentation and scheduling systems that are used by the

floristry industry and the organisation in particular manufacturer's instructions for cleaning and repairing of, and scheduling regular

maintenance for, tools and equipment the essential features of, and safe practices for using and storing, common

hazardous substances used by the floristry industry and in particular substances used by the organisation e.g. cleaning and oiling products

the environmental impacts of cleaning tools and equipment and minimal impact practices to reduce these especially those that relate to resource, water and energy use

correct and environmentally sound disposal methods for all types of waste and in particular for hazardous substances.









ability to safely handle, move and store floristry tools and equipment and hazardous substances

visual recognition and knowledge of the general maintenance requirements for an extensive range of floristry tools and equipment

ability to efficiently and safely maintain and repair multiple and diverse tools and equipment used for the preparation, construction and maintenance of floristry products. To ensure consistency of performance and ability to respond to different requirements, this must occur over a period of time and cover the repair and maintenance of tools and equipment of varying sizes and complexities using diverse repair and maintenance techniques

completion of maintenance and storage activities within commercial time constraints.



the maintenance of floristry tools and equipment within a floristry design, preparation and product construction environment

storage facilities for tools and equipment a diverse, comprehensive and commercial range of

tools and equipment used for the preparation, construction and maintenance of floristry products

access to cleaning and conditioning agents for tools and equipment

access to manufacturer's cleaning, repair and maintenance instructions

access to software programs or manual documentation systems currently used in the floristry industry to assist with the repair and maintenance function

access to maintenance, storage and OHS procedures that relate to the maintenance of tool and equipment.




EVIDENCE GUIDE


direct observation of the candidate repairing and maintaining tools and equipment

evaluation of integrated project or work activities completed by the candidate, including preparing and caring for floristry stock and constructing floristry products

written and oral questioning or interview to test knowledge of the maintenance and storage requirements of various tools and applications of various cleaning products

review of workplace reports and records, prepared by the candidate, related to maintenance activities



SFLDEC304A Construct hand tied floristry products SFLDEC305A Construct wired floristry products SFLDEC306A Construct floristry products with a

base medium SIRXOHS001A Apply safe working practices SIRXRSK001A Minimise theft.



Maintaining the cleanliness of tools may involve:

cleaning, sterilising or disinfecting all construction tools before and after use to avoid cross-contamination of flower and plant




RANGE STATEMENT

materials cleaning and conditioning of all equipment to

avoid corrosion and deterioration.

Tools and equipment may include:

ladders scaffolding cutting tools including:

knives scissors rose de-thorner secateurs saws guillotines wire cutters bus saws tanin saws

hammers pliers power tools twisting and wiring tools staple gun and staples glue gun and glue measuring tapes brushes dyeing facilities spray-guns containers to mix cleaning agents storage containers.


contamination with cleaning agents cross-contamination of diseased or pest

affected flowers and plant materials with healthy plants.

Minor and non-specialist repairs to tools and equipment may include

sharpening of cutting tools adjusting tension removing rust oiling equipment replacing faulty or expended globes, blades,

nozzles.

Relevant personnel may include: other florists supervisor




RANGE STATEMENT

manager floral designer studio designer a more experienced florist owner-operator of a small floristry business production manager.

Maintenance documentation may include:

tags to identify faulty equipment fault reports accident reports maintenance reports cleaning and repair reports repair and maintenance requests or orders maintenance schedules testing and tagging reports.

Conditions for the storage of tools and equipment may include:

clean dry storage areas mid to lower shelves for heavy equipment laying flat stored upright.

The appropriate location for storage of tools and equipment may include:

tool box storage room or shed a secured area work benches shelves tool hooks.













knowledge required to construct a range of hand tied floristry products to a pre-determined design. It requires the ability to access and interpret the job specifications, adapt as required, prepare for the construction, select the correct components and assemble and present a range of floral arrangements.

The florist constructing the product may or may not have designed it or developed the job specifications, but is expected to make adjustments during construction in response to technical restraints or to improve the floristry product.

The following unit covers the primary design skills that relate to this unit:



Application of the UnitApplication of the unit This unit describes a key construction function for a

diverse range of floristry products and applies to the full range of industry sectors and environments. The floristry business could be a retail, studio or online line business.





This unit applies to florists who operate with some level of autonomy or under limited supervision from others. It is undertaken by a diverse range of people such as retail and studio florists, florists employed by online floristry businesses and owner-operators of small floristry businesses.







1. Interpret the design and job

1.1.Access and interpret job specifications and discuss the design and its construction requirements with relevant personnel to meet all product requirements





specifications. including cost requirements and production deadlines.



2.1.Select flower and plant materials according to the job specifications and itemised job costing and sort them in preparation for construction.


2.3.Identify any potential problems in meeting the design requirements and make any required adjustments.

3. Prepare to construct the floristry product.

3.1.Clean the product preparation area to avoid spoilage of flower and plant materials during preparation and construction.



3.4.Identify and select equipment and other construction components to be used during the construction.

3.5.Use energy, water and other resources efficiently during the preparation and subsequent construction process to reduce negative environmental impacts.

4. Construct hand tied floral designs.

4.1.Select appropriate hand tied floristry techniques according to the job specifications.

4.2.Produce key hand tied floristry products considering and applying the elements and principles of design.

4.3.Assess, determine and use the appropriate support methods in keeping with the job specifications.


4.5.Modify the design of the hand tied floristry product according to need during the construction phase considering and applying the elements and principles of design.

5. Present and evaluate the hand tied floristry product.

5.1.Review and assess the finished floristry product for compliance with the job specifications and for its technical and aesthetic quality, making any necessary alterations before wrapping and packing.

5.2.Attach and secure ancillary and presentation items to





the floral product.5.3.Select wrapping and packaging materials and

complete all required wrapping and any packaging according to the job specifications, adjusting, as required, to enhance the presentation.

5.4.Consider and apply the principles and elements of design when wrapping, packing and varying the presentation of the hand tied floristry product, checking against the job specifications.

5.5.Safely dispose of all waste, especially hazardous substances, to minimise negative environmental impacts

5.6.Evaluate the entire presentation of the finished hand tied floristry product before displaying, despatching or providing to the customer.

5.7.Prepare any necessary documentation to justify variations to the original design and to inform future improvements.



Required skills





correct use of personal protective equipment safe and correct use of tools, such as knives and pruners recognition of spoilt and unsuitable flower and plant materials safe handling techniques for toxic flower and plant materials and those treated with

toxic substances such as fungicides and pesticides correct handling techniques for a wide variety of flower, plant and presentation

materials and ancillary items commonly used when constructing hand tied floristry products to avoid spoilage of floristry stock

cleaning techniques for floristry construction areas self-management, time management, planning and organisational skills to complete

the construction of the floristry product within deadlines problem solving skills to identify any issues associated with the job specifications

and to adapt the style and components of the product during the construction phase communication skills to hold discussions with relevant personnel on job

specifications and any problems that arise during the construction phase literacy skills to read and comprehend sometimes unfamiliar and detailed job

specifications for the construction of floristry products, to read use-by dates, stock labels, and to read and interpret organisational procedures

writing skills to make simple reports on such things as problems in meeting job specifications and unsuitable materials

numeracy skills to count items to be constructed and to calculate the components, from the job specifications, that make up each product.

Required knowledge

the key characteristics of the elements and principles of design, their key interrelationships and use in various hand tied floristry products



the essential features and use of a wide variety of design guidelines or forms and





categories used for hand tied floristry products including decorative, vegetative, formal-linear, radial and parallel

the essential features and use of a wide variety of floral construction techniques for hand tied floristry products including: hand tied techniques for formal and informal, structured and unstructured

designs wrapping and using ribbons and ties packaging and protecting flower and plant materials constructing presentation boxes e.g. glamour boxes, cylinders.

the essential features, use and visual recognition of a wide variety of flower and plant materials in order to correctly select stock when constructing floristry products

the complementary nature of flower and plant materials in order to make any necessary changes to the design during the construction phase

the essential features and use of a wide variety of ancillary floristry products, presentation materials and wrapping techniques which enhance the presentation of hand tied floristry products


the environmental impacts of preparing for and constructing hand tied floristry products and minimal impact practices to reduce these especially those that relate to resource, water and energy use and to the use of floristry raw materials

correct and environmentally sound disposal methods for all types of waste and in particular for hazardous substances, spoiled and diseased flower and plant materials and those that have a propensity to propagate weeds.






ability to safely use floristry tools and hazardous substances

ability to correctly interpret the job specifications and to visually recognise and select the correct flower and




EVIDENCE GUIDE

plant materials knowledge of the elements and principles of design,

their interrelationships and their effects on the style and function of floristry products, and the ability to evaluate and modify the floral design throughout the construction phase in line with these elements and principles

ability to identify and resolve, throughout the construction phase, problems that may impact on the style, function and construction of the floristry product

ability to construct multiple and diverse hand tied floristry products which must include the key floristry products outlined in the range statement using the nominated hand tied techniques.To ensure consistency of performance, ability to respond to different requirements and ability to use different techniques,this must occur over a period of time and cover the construction of products of varying sizes and complexities

completion of construction activities within commercial time constraints and deadlines determined by the customer or the organisation.



access to comprehensive and sufficient job specifications for a diverse range of floristry products to allow the candidate to interpret, modify and construct a range of floristry products - noting that the candidate may have also developed the design

the construction of floristry products within a floristry design, preparation and product construction environment

a diverse, comprehensive and commercial range of tools used during the construction of floristry products e.g. knives, scissors, secateurs, staple guns

a diverse, comprehensive and commercial product range of flowers, plant materials, cleaning agents, preservatives, conditioning agents, construction, ancillary, presentation and wrapping items that can be used during the construction process.





EVIDENCE GUIDE

direct observation of the candidate preparing for and constructing a range of floristry products

project activities to construct floristry products for a local community organisation or a small scale event delivered by the training college

evaluation of a range of floristry products constructed by the candidate

review of a comprehensive portfolio prepared by the candidate that documents the entire construction process inclusive of notes on the interpretation of the job specifications, records of any problems encountered, justifications for varying the design and an evaluation of the final constructed product

case studies to assess the ability to react to different problems that arise during the construction phase


written and oral questioning or interview to test knowledge of such things as the elements and principles of design, minimal impact practices and the suitability of different techniques for different styles of product



BSBDES301A Explore the use of colour SFLSOP202A Recognise flower and plant materials SFLDEC303A Maintain floristry tools and

equipment SFLDEC302A Design floristry products.


The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating




RANGE STATEMENT

conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.








components.





wildflowers) dry and preserved




RANGE STATEMENT

artificial. plant materials including:

fresh (common, exotic and Australian foliage)

dry and preserved artificial.













a design that does not work in the construction phase





RANGE STATEMENT


brief.


cross contamination of diseased or pest affected flowers and plant materials with healthy plants





vegetables.






near to expired use-by dates that will not survive the display period.

Equipment and other construction components may include:

cutting tools including: knives scissors rose de-thorner secateurs




RANGE STATEMENT


baskets decorative pots buckets or decorative pails containers (bowls, vases) staple gun and staples glue gun and glue binding tape heavy to fine gauge wire.

Hand tied techniques must include:

bunching spiral stem straight stem finishing and or binding.

Key hand tied floristry products must include:

bunch (spiralled and straight stemmed) posy (spiralled and straight stemmed) bouquet (spiralled and straight stemmed) single flower presentation boxed presentation funeral sheaf presentation sheaf linear bouquet (formal-linear and specific line

e.g. vertical) formal posy structured posy grouped posy.



Wrapping and packaging boxes cylinders




RANGE STATEMENT

materials may include: polypropylene paper cellophane bows ribbons raffia.










knowledge required to construct a range of wired floristry products to a pre-determined design. It requires the ability to access and interpret the job specifications, adapt as required, prepare for the construction, select the correct components and assemble and present a range of floral arrangements.

The florist constructing the product may or may not have designed it, or developed the job specifications, but is expected to make adjustments during construction in response to technical restraints or to improve the floristry product.


























2.1.Select flower and plant materials according to the job specifications and itemised job costing and sort them in preparation for construction.


2.3. Identify any potential problems in meeting the design requirements and make any required adjustments.







4. Construct wired floral designs.

4.1.Select appropriate wired floristry techniques according to the job specifications.

4.2.Produce key wired floristry products considering and applying the elements and principles of design.



4.5.Modify the design of the wired floristry product according to need during the construction phase considering and applying the elements and principles of design.

5. Present and evaluate the wired floristry product.








5.4.Consider and apply the elements and principles of design when wrapping, packing and varying the presentation of the wired floristry product, checking against the job specifications.

5.5.Safely dispose of all waste, especially hazardous substances, to minimise negative environmental impacts.

5.6.Evaluate the entire presentation of the finished wired floristry product before displaying, despatching or providing to the customer.




Required skills





correct use of personal protective equipment safe and correct use of tools, such as knives and pruners recognition of spoilt and unsuitable flower and plant materials safe handling techniques for toxic flower and plant materials and those treated with


materials and ancillary items commonly used when constructing wired floristry products to avoid spoilage of floristry stock







numeracy skills to count items to be constructed and to calculate the components that make up each product from the job specifications.

Required knowledge

the key characteristics of the elements and principles of design, their key interrelationships and use in various wired floristry products








categories used for wired floristry products including decorative, vegetative, formal-linear, radial and parallel

the essential features and use of a wide variety of floral construction techniques for wired floristry products including the use of fine to heavy wiring and base media



the essential features and use of a wide variety of ancillary floristry products, presentation materials and wrapping techniques that enhance the presentation of wired floristry products


the environmental impacts of preparing and assembling wired floristry products and minimal impact practices to reduce these, especially those that relate to resource, water and energy use and to the use of floristry raw materials








ability to correctly interpret the job specifications and to visually recognise and select the correct flower and plant materials

knowledge of the elements and principles of design, their interrelationships and their effects on the style and function of floristry products, and the ability to evaluate and modify the floral design throughout the construction phase in line with these elements and




EVIDENCE GUIDE

principles ability to identify and resolve, throughout the

construction phase, problems that may impact on the style, function and construction of the floristry product

ability to construct multiple and diverse wired floristry products which must include the key floristry products outlined in the range statement using the nominated wiring techniques. To ensure consistency of performance, ability to respond to different requirements and ability to use different techniques,this must occur over a period of time and cover the construction of products of varying sizes and complexities







a diverse, comprehensive and commercial product range of flowers, plant materials, cleaning agents, preservatives, conditioning agents and construction, ancillary, presentation and wrapping items that can be used during the construction process.




evaluation of a range of floristry products constructed




EVIDENCE GUIDE

by the candidate review of a comprehensive portfolio prepared by the

candidate that documents the entire construction process inclusive of notes on the interpretation of the job specifications, records of any problems encountered, justifications for varying the design and an evaluation of the final constructed product






BSBDES301A Explore the use of colour SFLDEC303A Maintain floristry tools and

equipment SFLDEC301A Design floristry products SFLSOP202A Recognise flower and plant materials.







RANGE STATEMENT







components.







foliage) dry and preserved




RANGE STATEMENT

artificial.













working with a design that does not work in the construction phase



brief.


cross-contamination of diseased or pest affected flowers and plant materials with




RANGE STATEMENT

healthy plants incorrect application of humidity and

temperature controls incorrect exposure to environmental heating or

air conditioning incorrect application of conditioning or

preservative agents or contamination with cleaning agents


vegetables.










baskets decorative pots buckets or decorative pails




RANGE STATEMENT

containers (bowls, vases) staple gun and staples glue gun and glue binding tape heavy to fine gauge wire floral foam (for fresh flowers and plant

materials) floral foam (for artificial flowers and plant

materials) frames straw, moss chicken wire polystyrene customised shapes skewers.

Wired floristry techniques must include:

those using fine to heavy gauge wire support wiring for flower and plant materials

with a stem wiring for flower and plant materials without a

stem stitching pinning pierce and twist fork or hook specialised wiring cross wiring peg wiring.

Key wired floristry products must include:

button hole corsage formal and informal posy formal and informal trail simple, formal and informal shower shoulder spray wrist spray handbag spray circlet simple head piece or simple tiara cake decoration wired funeral shape wreath.




RANGE STATEMENT











Co-requisite units







knowledge required to construct a range of floristry products with base medium to a pre-determined design. It requires the ability to access and interpret job specifications, adapt as required, prepare for the construction, select the correct components and assemble and present a range of floral arrangements.

The florist constructing the product may or may not have designed it, or developed the job specifications, but is expected to make adjustments during construction in response to technical restraints or to improve the floristry product.



































4. Construct floral designs using a base medium.

4.1.Select appropriate base medium construction techniques according to the job specifications.

4.2.Produce key floristry products using a base medium considering and applying the elements and principles of design.


4.4.Prepare, cut, shape and or position the base medium to secure the floral arrangement according to the job specifications.

4.5.Modify the design of the base medium product according to need during the construction phase considering and applying the elements and principles of design.

5. Present and evaluate the base medium floristry product.








5.4.Consider and apply the principles and elements of design when wrapping, packing and varying the presentation of the base medium floristry product, checking against the job specifications.


5.6.Evaluate the entire presentation of the finished base medium floristry product before displaying, despatching or providing to the customer.




Required skills





correct use of personal protective equipment safe and correct use of tools such as knives and pruners recognition of spoilt and unsuitable flower and plant materials safe handling techniques for toxic flower and plant materials and those treated with


materials and ancillary items commonly used when constructing floristry products with a base medium to avoid spoilage of floristry stock







numeracy skills to count items to be constructed and to calculate the components, from the job specifications, that make up each product.

Required knowledge

the key characteristics of the elements and principles of design, their interrelationships and use in various floristry products with a base medium








categories used for floristry products with a base medium including decorative, vegetative, formal-linear, radial and parallel

the essential features and use of a wide variety of floral construction techniques used for floristry products with a base medium including: base medium construction techniques wrapping using ribbons and ties packaging and protecting flower and plant materials constructing presentation boxes e.g. glamour boxes, cylinders



the essential features and use of a wide variety of ancillary floristry products, presentation materials and wrapping techniques that enhance the presentation of floristry products with a base medium


the environmental impacts of preparing and assembling floristry products with a base medium and minimal impact practices to reduce these, especially those that relate to resource, water and energy use and to the use of floristry raw materials












EVIDENCE GUIDE

knowledge of the elements and principles of design, their interrelationships and their effects on the style and function of floristry products and the ability to evaluate and modify the floral design throughout the construction phase in line with these elements and principles


ability to construct multiple and diverse floristry products with a base medium which must include the key floristry products outlined in the range statement using the nominated base medium construction techniques. To ensure consistency of performance, ability to respond to different requirements and ability to use different techniques, this must occur over a period of time and cover the construction of products of varying sizes and complexities







a diverse, comprehensive and commercial product range of flowers, plant materials, cleaning agents, preservatives, conditioning agents, construction, ancillary, presentation and wrapping items that can be used during the construction process.

Method of assessment A range of assessment methods should be used to assess




EVIDENCE GUIDE

practical skills and knowledge. The following examples are appropriate for this unit:



evaluation of a range of floristry products constructed by the candidate

review of a comprehensive portfolio prepared by the candidate that documents the entire construction process inclusive of notes on the interpretation of the job specifications, records of any problems encountered, justifications for varying the design and an evaluation of the final constructed product






BSBDES301A Explore the use of colour SFLDEC303A Maintain floristry tools and

equipment SFLDEC302A Design floristry products SFLSOP202A Recognise flower and plant materials.





RANGE STATEMENT









components itemised list of individual products to be



components.





RANGE STATEMENT
















non-availability of ancillary, presentation and




RANGE STATEMENT

wrapping items spoilt flower and plant materials short life cycle and problems with maintaining





brief.


cross-contamination of diseased or pest affected flowers and plant materials with healthy plants





vegetables.








RANGE STATEMENT






baskets decorative pots buckets or decorative pails containers (bowls, vases) staple gun and staples glue gun and glue binding tape heavy to fine gauge wire base medium.

Base medium construction techniques must include:

cutting and shaping base media support wiring for flower and plant materials securing.

Key floristry products using a base medium must include:

posy bowl posy box simple symmetrical line arrangement vertical parallel arrangement table arrangement casket decoration wreath (floral foam and other base) open spray arrangement asymmetrical arrangement formal linear arrangement floral foam bouquet holder.

Base medium must include: floral foam (for fresh flowers and plant materials)

wreath frame (floral foam)

Base medium may also include: floral foam (for artificial flowers and plant materials)

polystyrene




RANGE STATEMENT

chicken wire straw willow vine clay plaster moss.

















knowledge required to formally design a diverse range of small to large scale complex floristry products. It requires the ability to determine the product function and style, generate ideas for the design of the product, experiment with and evaluate a range of design concepts and determine and document the final design of the floristry product so that job specifications can be followed during the construction phase.

This unit is the second of three hierarchical floristry design units which cover differing levels of design skill for florists producing different products. The following units cover primary design skills for key and frequently sold floristry products and the higher order design skills for more complex and innovative floristry products:

SFLDEC302A Design floristry products SFLDEC510A Design and produce innovative floristry

products.




Application of the UnitApplication of the This unit describes a key design function for a diverse

range of floristry products and applies to the full range of




competency industry sectors and environments. The floristry business could be a retail, studio or floristry business that specialises in corporate or special events.

The complex product could be custom-made in response to a customer brief or an original display or stock item made for general sale. It could be a large or small scale floristry product, one of a complex nature, one using complex techniques or part of a range of products for a special and or themed event.

This unit applies to senior floristry industry personnel with considerable experience across product categories. They operate autonomously and have a strategic design focus as part of their job role. This can include senior retail florists, studio florists, floral designers, florists involved in corporate or special events and owner-operators of small floristry businesses. They may even chose to participate in floral competitions to enhance the professional development of their design skills.




Elements and Performance Criteria Pre-ContentElements describe the essential outcomes of a

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold




unit of competency. italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.


1. Determine the product style and construction requirements.

1.1.Generate some initial design ideas for the style of the product giving consideration to its function and the brief and budget to be followed.

1.2.Consider and apply the elements and principles of design when generating initial and ongoing design ideas for a range of complex floristry products until the final product plans are achieved.

1.3.Itemise and analyse all proposed components of the products to be constructed.

1.4.Identify potential problems that could be encountered in constructing the product and analyse and consider solutions.

1.5.Conduct an assessment of self or organisation's capability to construct the proposed product and identify additional resources required.

2. Develop and assess concepts.

2.1.Develop a range of design ideas and provide creative solutions for the construction of the floristry product.

2.2.Assess all ideas and collaborate with relevant people to maximise contribution of ideas to initial concepts.

2.3.Review and assess design ideas for implications on technical feasibility, cost, style and function of the floristry product.

2.4.Research current and emerging technologies, market and design trends in floristry and consider additional concepts and to incorporate into the floral design.

2.5.Create notes, plans or sketches of all concepts, as required.

3. Experiment with concepts.

3.1.Select and experiment with differing flower and plant materials considering and applying the elements of design.

3.2.Test and experiment with different style concepts considering and applying the principles of design.

3.3.Test and experiment with construction materials, techniques and ancillary items considering and





applying the elements and principles of design.3.4.Test and experiment with any presentation

materials required to enhance the floristry product considering and applying the elements and principles of design.

3.5.Consider negative environmental impacts of all materials and techniques used and minimal impact practices to reduce these.

3.6.Keep accurate records of all designs produced during the experimentation process.

4. Evaluate and document the floral design.

4.1.Evaluate the initial and ongoing design concepts to ensure the product to be constructed is consistent with creative and budgetary requirements.

4.2.Evaluate the initial and ongoing design concepts to ensure the product will incorporate all component elements required.

4.3.Consider the different design concepts subjected to experimentation and select the best product style and technique for construction with consideration of technical feasibility.

4.4.Develop a detailed job specification for use during the construction phase to ensure the floristry product is produced as intended.

4.5.Evaluate own performance in the design process and note areas for future self-improvement.



Required skills





drawing skills sufficient to sketch or digitally represent floral designs that will clearly represent and communicate the concept to others

critical thinking skills to facilitate rational and logical analysis of all input from self, colleagues and any customer briefs or specifications

creative thinking skills to develop ideas and explore a range of design concepts self-management, time management, planning and organisational skills to complete

the design of the floristry product within deadlines problem solving skills to identify any issues associated with initial and ongoing

design concepts and to adapt the style and components of the productaccordingly communication skills including active listening and open and closed questioning to

conduct consultation with customers and others involved in the business and the design process

literacy skills to read and comprehend complex documents that relate to floral design trends andsometimes unfamiliar and detailed product information documents, including in-house and supplier product sheets or manuals

writing skills to produce comprehensive records of all design concepts and comprehensive job specifications to be followed during the construction phase

numeracy skills to interpret budgetary constraints, any quotations provided to the customer and to calculate the time required to construct the floristry product.

Required knowledge

the intricacies of current and emerging trends for floral designs and their use in various complex floristry products

the intricate characteristics and interrelationships of the elements and principles of design, and their effects on the style and function of complex floristry products



the intricacies and use of a wide variety of design guidelines or forms and categories including decorative, vegetative, formal-linear, radial and parallel and





their effects on the style and function of various complex floristry products the complexities of the colour wheel to explore the use of colour and determine

colour combinations the complementary nature of various varieties of flowers including the integration

of Australian wildflowers and foliage with commonly used varieties and exotics the intricacies and use of an extensive range of floral construction techniques

(including new and emerging techniques) for complex hand tied, complex wired products (especially those using decorative wiring techniques) and those complex products using a base medium

the intricacies and use of an extensive range of flower and plant materials in order to select appropriate materials for the design of complex floristry products

the intricacies and use of an extensive range of ancillary floristry products, presentation materials and wrapping techniques which enhance the design of complex floristry products

the essential features and use of fabrication and structural support components of complex floristry products

any requirements to comply with the current style or themed floristry product base for the business, industry sector or event

any special requirements applicable to a corporate venue or event site where the floristry product will be used or displayed e.g. spatial

a range of formats for and inclusions of complex job specifications produced for use during the construction phase

the primary components of copyright and intellectual property laws that relate to the design of floristry products. This would include the business' rights over original designs and its responsibility to comply with laws that protect copyrighted products

the environmental impacts of constructing and maintaining floristry products and minimal impact practices to reduce these especially those that relate to resource, water and energy use and to the use of floristry raw materials.




Critical aspects for assessment and evidence required to demonstrate


knowledge of copyright and intellectual property




EVIDENCE GUIDE

competency in this unit legislation relevant to floristry designs knowledge of the elements and principles of design,

their interrelationships and effects on the style and function of floristry products, and the ability to continuously evaluate and modify the complex floral design in line with these elements and principles

ability to identify and resolve, throughout the design phase, problems that may impact on the style, function and construction of the final complex floristry product

ability to design multiple and diverse complex floristry products of small to large scale that must include the complex floristry products outlined in the range statement. To ensure consistency of performance and ability to respond to different requirements, this must occur over a period of time and cover the design of complex floristry products of differing styles which use diverse complex construction techniques

development of complex floristry product designs that meet the requirements of multiple site environments to ensure that skills can be adapted to different display contexts

project or work activities conducted over a sufficient period so that the design can evolve through experimentation and evaluation; however, this must be achieved within commercial time constraints and deadlines determined by the customer or the organisation.



access to comprehensive and sufficient information about a floristry business, project or special or themed event to allow the candidate to fully and formally design complex products that sit within the parameters of the business, project or event

access to a fully equipped office environment using appropriate computers, software and information programs and publications to facilitate the processes involved in developing and documenting complex




EVIDENCE GUIDE

floristry designs the design of complex floristry products within a

floristry design, preparation and product construction environment

a diverse, comprehensive and commercial product range of flowers, plant materials, cleaning agents, preservatives, conditioning agents, construction, ancillary and presentation items that can be used during the design process

use of current materials and technology to sketch or photograph designs.


direct observation of the candidate testing and experimenting with various design concepts

project activities to develop and assess concepts and final designs for complex floristry products in conjunction with an industry operator

project activities to develop and assess concepts and final designs for complex floristry products for a local community organisation or an event delivered by the training college

review of a comprehensive portfolio prepared by the candidate that documents the entire design process inclusive of notes on original concepts, evaluation of the concepts to meet the product requirements, amendments made throughout the process, a suite of sketches that represent initial and evolving concepts and the final comprehensive job specifications prepared for the construction phase

written and oral questioning or interview to test knowledge of such things as copyright issues, the elements and principles of design and any current or emerging trends for the floristry industry.



BSBDES301A Explore the use of colour BSBDES402A Interpret and respond to a design brief




EVIDENCE GUIDE


SFLDEC408A Construct complex floristry products SFLDEC409A Coordinate floristry productsfor a

special occasion SFLSOP308A Prepare quotations for floristry

products.




Principles of design must include:

harmony rhythm balance dominance scale proportion contrast.

The range of complex floristry products to be designed must include:

custom-made floristry products in response to customer briefs

large scale corporate displays including components constructed off-site and assembled or displayed on-site

large, small and themed displays including components constructed off-site and assembled on-site for events.

All proposed components may include:

flowers and plant materials ancillary items




RANGE STATEMENT

construction materials packaging materials hired items fabrication items, structural components and

frameworks including: wires ropes cages fences platforms lighting welded and angled grinded materials.

props off and on-site labour requirements and costs.

A broad range of complex floristry products are subject to design and may include:

complex display or stock items complex window displays large, small or themed corporate displays

including components constructed off-site and assembled on-site for:

exhibition centres ball rooms restaurants and reception centres theatres galleries hotels government buildings hospitals corporate offices marquees gardens cruise boats churches or chapels.

large, small or themed displays including components constructed off-site and assembled on-site for events and special occasions: corporate events balls and banquets themed events industry and other awards presentations




RANGE STATEMENT

theatrical performances trade shows exhibitions floral festivals weddings parties e.g. birthdays and engagements celebrations e.g. Christmas and St


mitzvahs funerals.

floral displays produced to competition criteria floristry arrangements of a highly creative

nature and of advanced design products of any size for any purpose using:

complex hand tied floristry techniques complex wired floristry techniques,

especially decorative wiring techniques complex base medium construction

techniques new and emerging techniques.


lack of experience with the variety and size of the various products e.g. those for an event

inability to source or roster staff to meet production requirements


expense of transporting floral displays and products to the display location

price fluctuations for raw materials and ancillary items

expense of locating and transporting any special raw materials

fluctuations in exchange rates expense of all components of the product and


plant materials non-availability of ancillary, presentation and




RANGE STATEMENT

wrapping items non-availability of fabrication and support

materials for large displays short life cycle and problems with maintaining


product, tax and levy costs not clearly defined by the supplier

conditions not clearly defined by the supplier that relate to provision of raw materials, deposit, payment and cancellation terms and conditions

non-delivery of the product from unknown supplier

constraints of OHS requirements constraints of ensuring copyright of products is

not breached failure to protect the business' original designs inability to meet the customer preference or

brief. constraints of any site where the floristry

product will be displayed including: type (internal or external) dimensions of display area dimensions of delivery access and storage

areas venue access times and impacts on

assembling the floristry products to meet deadlines


size and availability of on-site assembly storage and maintenance areas

conflicting activities in on-site assembly, storage and display areas.

structural constraints of the location where floristry product will be used or displayed including: pipes and drainage earthwork brickwork

stone masonry.




RANGE STATEMENT

Technologies, market and design trends may involve:

emerging floristry construction techniques use of texting (SMS) use of the Internet use of digital photography and scanners use of design and accounting software use of electronic technology to track orders,

delivery and relay services use of GPS systems for delivery of products emerging customer preferences changing customer demographics seasonal or in-fashion colours the influence of clothing fashion, fabric and

colour trends the influence of architecture, interior design

and trends in interior decoration the influence of themed events the influence of new hybrid flowers and plant

materials emerging technologies that impact on

production.






Testing and experiment with styles, flower and plant, construction and presentation materials and ancillary items may involve:

creating a physical model, sample or prototype testing the design with colleagues through

visual and descriptive representation testing the design against different display

scenarios presenting the design to the customer through

visual and descriptive representation and challenging the design against the customer brief.

Ancillary items may include: chocolates, fruit, nuts, alcohol hampers




RANGE STATEMENT

gift items of any type novelties such as balloons and toys flower preservatives and conditioning agents.

Presentation materials may include:

wrapping gift cards and message items corporate advertising of the business corporate materials provided by the customer.

Records may include: sketches photographs itemised lists of all components and suppliers construction notes and instructions notes on seasonal availability of flower and

plant materials relative costs of all components.

Creative and budgetary requirements may include:

style and theme of products produced by the organisation

theme of any event or special occasion customer preferences for certain types of

flower and plant materials or colours incorporation of any corporate livery or

branding spatial requirements for the floral display meeting the customer's budget pricing the product for sale within the

organisation for business profitability meeting the budget for an event.

Component elements may include:

a suite of themed products a suite of products for an event or special

occasion a single floral product presentation and ancillary items wrapping materials that enhance the product support materials and methods.

Detailed job specification may include:

customer brief and how it has been met location where floristry product will be used or

displayed purpose of the floristry product (e.g. for an

event) photographs of the final design photographs of various stages of construction




RANGE STATEMENT

sketches general overview of how to construct complete instructions for construction

including techniques to be used packaging and transportation requirements itemised lists of all components and suppliers notes on seasonal availability of flower and



size of each item to be constructed fabrication and structural support requirements

for large displays estimated timeframe for the construction of all

components.










knowledge required to construct a range of small to large scale complex floristry products to a pre-determined design. It requires the ability to access and interpret job specifications, adapt as required, prepare for the construction, select the correct components and assemble and present a range of complex floristry products.

The florist constructing the product may or may not have designed it, and may or may not have developed the job specifications, but is expected to make adjustments during construction in response to technical restraints or to improve the floristry product.

The following related unit covers design skills for complex products:




This unit describes a high order construction function for a diverse range of complex floristry products and applies to the full range of industry sectors and environments. The floristry business could be a retail, studio or business that specialises in corporate or special events.

The complex product could be custom-made in response to a customer brief or an original display or stock item made for general sale. It could be a large or small scale floristry product, one of a complex nature, one using




complex techniques or part of a range of products for a special and or themed event.

This unit applies to senior floristry industry personnel with considerable experience across product categories and who operate autonomously. This can include senior retail florists, studio florists, floral designers, florists involved in corporate or special events and owner-operators of small floristry businesses. They may even chose to participate in floral competitions to enhance the professional development of their construction skills.










1. Interpret the design and job specifications.

1.1.Access and interpret job specifications and discuss the design and its construction requirements with relevant personnel to meet all product requirements including cost requirements and production deadlines.


2. Plan the production stages.

2.1.Prepare a production plan for the construction and display of the complex floristry products according to the size and complexity of the final product or display.

2.2.Source and roster staff for the construction of the complex floristry product.

2.3.Source and purchase or hire fabrication and structural support requirements according to the job specifications and itemised job costing.

3. Select flower and plant materials and or ancillary items.


3.2.Select any required ancillary and presentation items according to the job specifications and itemised job costing.





4.3.Recognise and report on any unsuitable materials and rectify.



5. Construct complex floral designs.

5.1.Select appropriate floristry techniques according to the job specifications.

5.2.Coordinate any staff involved in team construction of complex floristry products.





5.3.Produce a range of complex floristry products considering and applying the elements and principles of design.


5.5.Secure all components of the single or suite of complex floristry products or displays according to the job specifications.

5.6.Modify, according to need, the design of the complex products and or displays during the construction phase considering and applying the elements and principles of design.

6. Finalise and evaluate the complex floristry product or display

6.1.Attach and secure any required ancillary and presentation items to the floral product.

6.2.Select wrapping and or packaging materials and complete any required wrapping and any packaging according to the job specifications - adjusting, as required, to enhance or protect the floral product.


6.4.Review and evaluate the complex floristry product and any related displays for compliance with the job specifications and for their technical and aesthetic quality, making any necessary alterations.

6.5.Consider and apply the principles and elements of design when wrapping or altering the complex floristry product and any related displays, checking against the job specifications.




Required skills





correct use of personal protective equipment safe and correct use of tools such as knives and pruners recognition of spoilt and unsuitable flower and plant materials safe handling techniques for toxic flower and plant materials and those treated with


materials and ancillary items commonly used when constructing complex floristry products to avoid spoilage of floristry stock



and to adapt the style and components of the product during the construction phase communication skills to consult with and direct relevant personnel on job

specifications and any problems that arise during the construction phase and to communicate production requirements to a team when supervising team construction

literacy skills to read and comprehend sometimes unfamiliar and complex job specifications for the construction of floristry products, to read use-by dates and stock labels and to read and interpret organisational procedures

writing skills to make reports on matters such as problems in meeting job specifications and unsuitable materials, and to write a detailed production plan.

numeracy skills to count items and calculate complex numbers of various components from the job specifications for the complex product or range of themed products to be constructed.

Required knowledge

the intricate characteristics and interrelationships of the elements and principles of design and their use in various complex floristry products


The principles of design include: harmony rhythm balance dominance scale





proportion contrast

the intricaciesand use of a wide variety of design guidelines or forms and categories for complex floristry products including decorative, vegetative, formal-linear, radial and parallel

the intricaciesand use of an extensive range of floral construction techniques including new and emerging techniques for complex hand tied products, complex wired products (especially those using decorative wiring techniques) and complex products using a base medium

the intricacies, use, and visual recognition of an extensive range of flower and plant materials in order to correctly select stock when constructing floristry products


the intricacies and use of an extensive range of ancillary floristry products, presentation materials and wrapping techniques that enhance the presentation of complex floristry products

the essential features and use of packaging materials and techniques to ensure the safe transportation of complex floristry products

the essential features and use of fabrication and structural support components of complex floristry products

staffing requirements to service the construction of complex floristry products a range of formats for and inclusions of production plans produced prior to

constructing complex floristry products the essential features of and safe practices for using common hazardous substances

used by the floristry industry and in particular substances used by the organisation e.g. cleaning agents

the environmental and site impacts of preparing and constructing complex floristry products and minimal impact practices to reduce these, especially those that relate to resource, water and energy use and to the use of floristry raw materials








EVIDENCE GUIDE





knowledge of the elements and principles of design, their interrelationships and their effects on the style and function of floristry products, and the ability to evaluate and modify the floral design throughout the construction phase in line with these elements and principles


ability to construct multiple and diverse complex floristry products of small to large scale which must include the complex floristry products outlined in the range statement using the nominated techniques.

To ensure consistency of performance, ability to respond to different requirements and ability to use different techniques, this must occur over a period of time and cover the construction of products of varying complexities

construction of complex floristry products that meet the requirements of multiple site environments to ensure that skills can be adapted to different display contexts




access to comprehensive and sufficient job specifications for a diverse range of complex floristry products to allow the candidate to interpret, modify and construct a range of floristry products -noting that the candidate may have also developed the design

the construction of floristry products within a floristry design, preparation and product construction




EVIDENCE GUIDE

environment access to sites or event venues in which the candidate

can assemble products for display a diverse, comprehensive and commercial range of

tools used during the construction of floristry products e.g. knives, scissors, secateurs, staple guns

a diverse, comprehensive and commercial product range of flowers, plant materials, cleaning agents, preservatives, conditioning agents, construction, ancillary, presentation, wrapping and packaging items that can be used during the construction process.



project activities to construct floristry products for a local community organisation or an event delivered by the training college

review of floristry competition judgements evaluation of a range of floristry products constructed

by the candidate review of a comprehensive portfolio prepared by the

candidate that documents the entire construction process inclusive of notes on the interpretation of the job specifications, records of any problems encountered, justifications for varying the design and an evaluation of the final constructed product



written and oral questioning or interview to test knowledge of matters such as the elements and principles of design, minimal impact practices and the suitability of different techniques for different styles of product


Holistic assessment with other units relevant to the




EVIDENCE GUIDE

industry sector, workplace and job role is recommended, for example:

SFLDEC407A Design complex floristry products SFLDEC409A Coordinate floristry products for a

special occasion.




displayed purpose of the floristry product (e.g. for an

event or special occasion) photographs of the final design photographs of various stages of construction sketches general overview of how to construct complete instructions for construction

including techniques to be used packaging and transportation requirements itemised lists of all components and suppliers itemised maximum cost of all components itemised list of individual products to be


size of each item to be constructed fabrication and structural support requirements

for large displays. estimated timeframe for the construction of all

components.

Relevant personnel may include: manager other senior florists




RANGE STATEMENT

floral designer studio designer owner-operator of a small floristry business other florists involved in a large scale

production team production manager.

All components may include: flowers and plant materials construction materials ancillary items and merchandise presentation materials packaging materials for use when transporting

complex floristry products fabrication and structural support

requirements.

Production plan may include: details of a site inspection and consultation with venue operators to establish site assembly and display requirements

off and on-site labour requirements rosters for off and on-site staff members details of components that will be fully or

partially constructed off-site and those that must be assembled on-site at any event location

actual timeframe and deadlines for the construction of all components

on-site construction or assembly plan for event sites.

Construction and display may involve:

partial construction at the floristry business site full construction at the floristry business site display at the floristry business site e.g.

complex window or stock display further assembly, display and or construction

at the display site e.g. an event venue.

Complex floristry products may include:

complex display or stock items complex window displays large, small or themed corporate displays

including components constructed off-site and assembled on-site for: exhibition centres ball rooms restaurants and reception centres




RANGE STATEMENT

theatres galleries hotels government buildings hospitals corporate offices marquees gardens cruise boats churches or chapels.

large, small or themed displays including components constructed off-site and assembled on-site for events: corporate events balls and banquets themed events industry and other awards presentations theatrical performances trade shows exhibitions floral competitions floral festivals weddings parties e.g. birthdays and engagements celebrations e.g. Christmas and St


mitzvahs funerals.

floral displays produced to competition criteria floristry arrangements of a highly creative




techniques new and emerging techniques




RANGE STATEMENT

Fabrication and structural support requirements may include:

structural components and frameworks including: wires ropes cages fences platforms

lighting welded and angled grinded materials props.












lack of experience with the variety and size of




RANGE STATEMENT

the various products e.g. those for an event inability to source or roster staff to meet

production requirements constraints of a short production and delivery

deadline expense of transporting floral displays and

products to the display location non-availability of the flower and plant

materials non-availability of ancillary, presentation and

wrapping items non-availability of fabrication and support

materials for large displays spoilt flower and plant materials short life cycle and problems with maintaining





brief constraints of any site where the floristry






conflicting activities in on-site assembly, storage and display areas.

structural constraints of the location where floristry product will be used or displayed including:




RANGE STATEMENT

pipes and drainage earthwork brickwork stone masonry.


cross-contamination of diseased or pest affected flowers and plant materials with healthy plants





vegetables.



Unsuitable materials may include:

diseased or pest affected flowers and plant materials



near to expired use-by dates that will not survive the display period.


cutting tools including: knives scissors




RANGE STATEMENT

rose de-thorner secateurs


baskets decorative pots buckets or decorative pails containers (bowls, vases) staple gun and staples glue gun and glue binding tape heavy to fine gauge wire floral foam (for fresh flowers and plant

materials) floral foam (for artificial flowers and plant

materials) wreath frame (floral foam) polystyrene chicken wire straw willow vine clay plaster moss fabrication and structural support

requirements.

Floristry techniques must include:

complex and other hand tied floristry techniques

complex, decorative and other wired floristry techniques

complex and other base medium construction techniques

integration of a range of hand tied, wired and base medium construction techniques

new and emerging techniques.

The range of complex floristry products to be produced must include:

custom-made floristry products in response to customer briefs

large scale corporate displays including components constructed off-site and assembled or displayed on-site

large, small and themed displays including




RANGE STATEMENT

components constructed off-site and assembled on-site for events.




boxes cylinders polypropylene paper cellophane bows ribbons raffia protective wrapping and packing materials for

large or multiple displays - fully or partially constructed - for transportation to the display site.













knowledge required to plan the provision of floristry products and services for special occasions. It requires the ability to prepare an overall concept plan, prepare and implement an operational plan to meet requirements and to manage the provision of services at the venue.


Application of the UnitApplication of the unit This unit applies to the coordination of floristry products

for any type of special occasion including weddings, parties, religious celebrations and even funerals. It applies to a range of industry sectors; the floristry business could be a retailer or a studio business.

This unit applies to senior floristry industry personnel with considerable experience across product categories. They operate autonomously and have an operational management focus as part of their job role.

This can include senior retail florists, studio florists and owner-operators of small floristry businesses.










1. Identify scope of the special occasion.

1.1.Discuss and clarify the key design requirements of the special occasion with the client.

1.2.Identify and define key operational requirements for the special occasion including the venue for staging the special occasion.

2. Prepare and present an overall concept plan for the special occasion.

2.1.Incorporate creative elements into the floristry concept and theme.

2.2.Verify the operational practicality of the floristry concept through consultation with relevant personnel.

2.3.Consider negative environmental impacts and minimal impact practices to reduce these.

2.4.Provide accurate and complete information on the range and style of floristry products and obtain approval to proceed with specific designs.





3. Prepare and implement an operational plan for the provision of special occasion products and services.

3.1.Prepare an operational plan for the provision of floristry products and ancillary services, identifying steps, activities and sequence.

3.2.Incorporate appropriate risk management issues into the plan.

3.3.Review, verify and finalise details with the client.3.4.Provide accurate and complete information on

operational plans to all relevant personnel to ensure timely and effective planning and implementation.

3.5.Implement and monitor the operational plan for the special occasion, making adjustments as required.

4. Co-ordinate the floral staging of the special occasion.

4.1.Coordinate delivery or transport arrangements.4.2.Monitor loading and unloading of all floristry

products.4.3.Coordinate the construction and installation of all

floristry products according to job specifications and operational plan.

4.4.Discuss the installation and placement of products with client and venue staff members and make adjustments as required.

4.5.Monitor the maintenance of all floristry products to ensure optimum appearance and minimal environmental impacts throughout the life of the special occasion.

5. Dismantle floral products.

5.1.Coordinate transport arrangements.5.2.Coordinate the removal and disposal of floristry

products and ensure minimal environmental impacts. 5.3.Obtain feedback after the occasion to evaluate client

satisfaction.



Required skills





creative thinking skills to develop ideas and explore a range of possible product concepts

planning and organisational skills to develop cohesive operational plans and procedures for coordinating floristry product provision for special occasions

communication skills including active listening and open and closed questioning to consult and liaise on floristry requirements with customers and other stakeholders

literacy skills to interpret unfamiliar and detailed venue information and to evaluate any written feedback

writing skills to develop complex operational plans numeracy skills to interpret budgetary constraints, and to calculate the size and

number of floristry products and components required for special occasions.

Required knowledge

formats and features of different types of special occasions the roles and responsibilities of different family members, officials and venue

personnel for an extensive range of special occasions floristry product options and styles for different types of special occasions,

different types of customers and varying numbers of floral displays the intricate characteristics and interrelationships of the elements and principles of

design, and their use in various floral products and displays for special occasions and venues



operational constraints for floral styling within different styles of venue or site such as on-site construction, maintenance and disposal of floristry products

operational constraints for the display of floristry products in different climatic conditions

space and equipment requirements for different styles and varying numbers of floristry products





staffing requirements to service particular types of special occasions a range of formats for and inclusions of operational plans produced to design and

stage the floral components of special occasions a range of formats for and inclusions of running sheets for the staging of special

occasions risk management issues to be considered for the floral design and staging of special

occasions the environmental impacts of constructing and maintaining floral displays at

venues and minimal impact practices to reduce these especially those that relate to resource, water and energy use and to the use of floristry raw materials







ability to plan floral styling that reflects customer requirements and operational practicality

knowledge of the elements and principles of design, their interrelationships and application to various floristry options to be considered for different special occasion styles and venues

knowledge of issues and challenges associated with the coordination of special occasions

ability to style multipleand diverse floristry products for special occasions in response to different customer briefs.To ensure consistency of performance and ability to respond to differentrequirements,this must occur over a period of time and cover the provision floristry products of differing complexities e.g. large, themed occasions.

development of floristry styling designs that meet the requirements of multiple venue environments to ensure that skills can be adapted to different display




EVIDENCE GUIDE

contexts project or work activities conducted over a sufficient

period so that the special occasion requirements can be planned;however, this must be achieved within commercial time constraints and deadlines determined by the customer or the organisation.

presence of commercial time pressures related to the on-site management of a special occasion.



access to comprehensive and sufficient information about special occasions to allow the candidate to fully develop overall design concepts and operational plans to meet the special occasion requirements

access toa fully equipped office environment using appropriate computers, software and information programs and publications to facilitate the processes involved in developing and documentingdesign concepts and operational plans

access to special occasions and venues on which the candidate can work

interaction with others to reflect the communication aspects of the unit

access to and interaction with venue coordinators to reflect the on-site management aspects of the unit.


direct observation of the candidate completing tasks during set-up, operation and break-down of the special occasion

evaluation of the floral styling on-site at the venue where floral styling is managed by the candidate

review of operational plans prepared by the candidate for the special occasion

case studies to assess ability to develop styling concepts and plans for different types of special occasion

evaluation of reports prepared by the candidate detailing the planning processes undertaken for special occasions and highlighting particular challenges and issues

written and oral questioning or interview to test




EVIDENCE GUIDE

knowledge of matters such as formats and features of different types of special occasions, floristry product options and styles for different types of special occasions, varying operational constraints, risk management issues and minimal impact practices



BSBDES402A Interpret and respond to a design brief CUVCOR08A Produce drawings to represent and

communicate the concept SFLDEC408A Construct complex floristry products SFLSOP308A Prepare quotations for floristry

products.



Key design requirements may include

type of special occasion theme or style of the occasion style and colour of attire to be worn by official

party role of various guests and family members customer preferences cultural protocols customer budget variety, size and number of the various

floristry products to be produced.

Key operational requirements may include:

date and time duration




RANGE STATEMENT

location of venue and transportation requirements

nature and parameters of the special occasion venue: type (internal or external) dimensions of various display areas dimensions of delivery access and storage

areas access to installation and maintenance

facilities consideration of negative environmental

impacts and minimal impact practices for the venue

off and on-site staff requirements liaison with others involved in delivering the

special occasion.

Special occasion may include: themed special occasions large or small special occasions including:

weddings parties e.g. birthdays and engagements religious celebrations e.g. communions, bar

mitzvahs funerals.

Creative elements may include: innovative presentation of floristry products floristry products with interesting links to other

special occasion aspects unusual combinations of floristry components theme of any special occasion customer preferences for certain types of

flower and plant materials or colours spatial requirements for the floral displays

including: size, floor space shape contours views and orientation natural features of outside the venue

innovative options to address particular operational limitations.

Relevant personnel may include: manager




RANGE STATEMENT

other senior florists floral designer studio designer owner-operator of a small floristry business other florists involved in the team venue staff and management suppliers and contractors caterers security contractors funeral directors and operators of cemeteries

ad crematoria religious officials and celebrants facilitators entertainers.

Operational plan may include details of:

costing of all floristry products to be provided purchasing of floral and ancillary components construction timelines and staffing

requirements logistics and transport details on-site management and maintenance size and availability of on-site assembly

storage and maintenance areas conflicting activities in on-site assembly,

storage and presentation areas on-site staffing and roles and responsibilities on-site resources, e.g. venue, commodities,

equipment, machinery, vehicles and staff minimal impact practices for the construction,

maintenance and disposal of floral displays security arrangements storage of floral components or displays,

maintenance materials and equipment risk management issues.

Ancillary services may relate to: providing ancillary items and merchandise including: chocolates, fruit, nuts, alcohol hampers gift items of any type novelties such as balloons and toys flower preservatives and conditioning

agents




RANGE STATEMENT

providing presentation materials including: gift cards and message items corporate advertising of the business materials provided by the customer

on-site installation and disposal of floral displays

on-site maintenance of all floral displays throughout the life of the special occasion.

Risk management issues may relate to:

a requirement for public liability or other types of insurance coverage

product price fluctuations fluctuations in exchange rates product, tax and levy costs not clearly defined

by the supplier product provision, deposit, payment and

cancellation terms and conditions not clearly defined by the supplier

seasonal non-availability of the product potential non-delivery of the product from

unknown supplier potential non-payment by customers of

deposits, ongoing payments or cancellation fees

short life cycle and problems with maintaining quality during storage, production and display at the venue

lack of experience with flowers and plant materials


conflicting activities in on-site assembly, storage and presentation areas

venue access and impacts on assembling the floristry products to meet deadlines

impacts of bad weather conditions on delivery of the special occasion.

Delivery or transport arrangements may involve:

vehicles operated by the business hire vehicles contracted transport or removalist companies.













knowledge required to creatively design and produce a diverse range of small to large-scale innovative floristry products.

It requires the ability to identify opportunities to develop innovative products, generate innovative design concepts and to experiment with, evaluate, select and document the final design of the floristry product in detailed job specifications. It also requires the ability to construct innovative products, supervise any production team members involved and to continually re-evaluate and refine existing design and construction skills through the development of highly creative and innovative products.

This unit is the third of three hierarchical floristry design units which cover differing levels of design skill for florists producing different products. The following units cover primary design skills for key and frequently sold floristry products, and higher order design skills for more complex floristry products:

SFLDEC302A Design floristry products SFLDEC407A Design complex floristry products








This unit describes a highly creative and innovative design function for a diverse range of floristry products and applies to the full range of industry sectors and environments. The floristry business could be a retail, studio or floristry business that specialises in corporate or special events.

The innovative product could be custom-made in response to a customer brief or an original display or stock item made for general sale. It could be a large or small-scale floristry product, one of a complex nature, one using complex techniques, part of a range of products for a special or themed event, or one produced for an exhibition.

This unit applies to senior designers in the floristry industry with considerable experience across product categories. They operate autonomously and have a strategic design focus as part of their job role. This can include specialist designers, freelance design florists, senior studio design florists, senior floral designers and floral stylists.










1. Explore opportunities to develop innovative products.

1.1.Explore any brief, need or opportunity for innovation and investigate and clarify the context for the innovative floristry product.

1.2.Identify the function of and intended audience for the floristry product and generate ideas for innovative and creative solutions to meet the brief, need or opportunity.

1.3.Challenge the brief or style ideas of clients and customers by suggesting innovative designs outside the scope of their own creativity.

1.4.Challenge own past design practice and personal style, and identify opportunities to diversify through the design and production of innovative products.

1.5.Challenge assumptions about product range and develop entrepreneurial attitudes towards innovative products.

2. Develop a range of creative design concepts.

2.1.Use creative thinking techniques to generate a range of different, innovative and creative approaches and concepts.

2.2.Consider and apply the elements and principles of design when generating initial and ongoing design ideas until the final product plans are achieved.

2.3.Encourage and assess the contribution of creative and innovative ideas by colleagues and customers.

2.4.Review and assess different approaches and concepts for technical feasibility, innovation, creativity and acceptability to client or audience.

2.5.Identify potential problems and check the concepts against constraints to determine feasibility.

2.6.Select concepts or approaches that achieve the required outcome in an innovative and feasible way and keep records of initial design concepts.





3. Refine and resolve the innovative design through experimentation.

3.1.Test and experiment with differing flower and plant materials, different styles, construction materials and techniques considering and applying the elements and principles of design.

3.2.Expand creative and innovative product opportunities through exploration of opportunities beyond the obvious.

3.3.Critically analyse all tested concepts for technical feasibility, innovation, creativity and acceptability to client or audience and select the best design for construction.

3.4.Develop a detailed job specification for use during the construction phase to ensure the floristry product is produced as intended.

4. Construct innovative floral designs.

4.1.Access and interpret job specifications, select and organise production resources to achieve production of the floristry product according to time, budgetary and technical requirements.

4.2.Coordinate and supervise relevant personnel involved in the production process to ensure that quality standards are met for the innovative product.

4.3.Ensure that the product preparation area is clean and that flower and plant materials have been correctly prepared and conditioned.

4.4.Select appropriate floristry construction techniques to produce innovative floristry products considering and applying the elements and principles of design.

4.5.Assess, determine and use the appropriate support methods and secure all components of the floristry products according to the job specifications.

4.6.Monitor self or team construction to ensure the integrity of the design is maintained; challenge, interrogate own design work and modify as required.

4.7.Use energy, water and other resources efficiently during the preparation and construction process to reduce negative environmental impacts.

5. Refine design and construction skills through innovation.

5.1.Evaluate, on a continuing basis, innovative products developed and own role in the design and construction process.

5.2.Re-evaluate and refine approaches to work by continually researching current and emerging design trends, new technology, tools, equipment and techniques that will allow for the development of new and innovative products.

5.3.Build upon existing design and construction skills





and experience across product categories through the development of highly creative and innovative products.

5.4.Use practice, discussion and ongoing evaluation to continuously improve skills



Required skills

drawing skills sufficient to sketch or digitally represent floral designs that will clearly represent and communicate the concept to others

critical thinking skills to facilitate rational and logical analysis of all input from self, colleagues and any customer briefs or specifications

creative thinking skills to develop ideas and explore a range of design concepts self-management, time management, planning and organisational skills to complete

the design and realisation of the floristry product within deadlines problem solving skills to identify any issues associated with initial and ongoing

design concepts and to adapt the style and components of the product accordingly communication skills including active listening and open and closed questioning to

conduct consultation with customers and others involved in the business and the design and realisation process

literacy skills to read and comprehend complex documents that relate to floral design trends and sometimes unfamiliar and detailed product information documents, including in-house and supplier product sheets or manuals

writing skills to produce comprehensive records of all design concepts and comprehensive job specifications to be followed during the construction phase

numeracy skills to interpret budgetary constraints, any quotations provided to the customer and to calculate the time required to construct the floristry product.

Required knowledge





the intricacies of current and emerging trends and technologies for floral designs and their use in various innovative floristry products

the intricate characteristics and interrelationships of the elements and principles of design, and their effects on the style and function of innovative floristry products



the intricacies and use of a wide variety of design guidelines or forms and categories including decorative, vegetative, formal-linear, radial and parallel and their effects on the style and function of various innovative floristry products

the complexities of the colour wheel to explore the use of colour and determine colour combinations

the complementary nature of various varieties of flowers including the integration of Australian wildflowers and foliage with commonly used varieties and exotics

the intricacies and use of an extensive range of floral construction techniques (including new and emerging techniques) for complex hand tied, complex wired products (especially those using decorative wiring techniques) and those complex products using a base medium

the intricacies and use of an extensive range of flower and plant materials in order to select appropriate materials for the design of innovative floristry products

the essential features and use of fabrication and structural support components of innovative floristry products

any special requirements applicable to a corporate venue or event site where the floristry product may be used or displayed e.g. spatial

a range of formats for and inclusions of detailed job specifications produced for use during the construction phase

the primary components of copyright and intellectual property laws that relate to the design of floristry products. This would include the business's rights over original designs and its responsibility to comply with laws that protect copyrighted products





the environmental impacts of constructing and maintaining floristry products and minimal impact practices to reduce these, especially those that relate to resource, water and energy use and to the use of floristry raw materials.






knowledge of copyright and intellectual property legislation relevant to floristry designs

knowledge of the elements and principles of design, and their interrelationships and their effects on the style and function of floristry products, and the ability to continuously evaluate and modify the innovative floral design in line with these elements and principles

ability to identify and resolve, throughout the design phase, problems that may impact on the style, function and construction of the final floristry product

ability to design and construct multiple and diverse innovative floristry products which must include those products outlined in the range statement. To ensure consistency of performance, ability to respond to different requirements and ability to use different techniques, this must occur over a period of time and cover the construction of products of small to large scale using the complex construction techniques nominated in the range statement

development of innovative floristry product designs that meet the requirements of multiple site environments to ensure that skills can be adapted to different display contexts




EVIDENCE GUIDE

project or work activities conducted over a sufficient period so that the design can evolve through experimentation and evaluation; however, this must be achieved within commercial time constraints and deadlines determined by the customer or the organisation.



access to comprehensive and sufficient information about a floristry business, project or special or themed event to allow the candidate to fully and formally design innovative products that sit within the parameters of the business, project or event

access to a fully equipped office environment using appropriate computers, software and information programs and publications to facilitate the processes involved in developing and documenting innovative floristry designs

the design and construction of floristry products within a floristry design, preparation and product construction environment

access to sites or event venues in which the candidate can assemble products for display

a diverse, comprehensive and commercial product range of flowers, plant materials, cleaning agents, preservatives, conditioning agents, construction, ancillary and presentation items that can be used during the design and construction process

use of current materials and technology to sketch or photograph designs.


direct observation of the candidate testing and experimenting with various design concepts

project activities to develop and assess concepts and final designs for innovative floristry products in conjunction with an industry operator

project activities to develop and assess concepts and final designs for innovative floristry products for a local community organisation or an event delivered by the training college

review of a comprehensive portfolio prepared by the candidate that documents the entire design process




EVIDENCE GUIDE

inclusive of notes on original concepts, evaluation of the concepts to meet the product requirements, amendments made throughout the process, a suite of sketches that represent initial and evolving concepts and the final comprehensive job specifications prepared for the construction phase

written and oral questioning or interview to test knowledge of such things as copyright issues, the elements and principles design and any current or emerging trends for the floristry industry




BSBDES602A Research global design trends BSBDES701A Research and apply design theory CUVCOR09B Select and apply drawing techniques

and media to represent and communicate the concept CUVCRS11B Select and prepare work for

exhibitions SFLDEC511A Style and manage an event SITXCOM005A Make presentations.



Innovative floristry products must include:

complex and creative display or stock items innovative window displays large, small or themed corporate displays large, small or themed displays for special




RANGE STATEMENT

events including components constructed off-site and assembled on-site

floral displays produced to exhibition criteria floristry arrangements of a highly creative




techniques unusal combinations of multiple types of

floristry construction techniques new and emerging techniques innovative combinations of flower and

plant materials innovative combinations of construction

materials.

Audience for the floristry product may include:

business to business customer e.g. retailer to an event co-ordinator

e-business clients or customers studio clients or customers new clients or customers regular clients or customers retail clients or customers corporate clients exhibition organisers secondary customers such as those guests who

attend special occasions and events and visitors to floristry exhibitions and festivals.

Entrepreneurial attitudes may include:

ability to act on intuition and assumptions ability to think laterally and independently ability to work within ambiguity and

uncertainty confidence in self and vision curiosity desire to take risks flexibility interest in pursuing new ideas.

Creative thinking techniques may brainstorming:




RANGE STATEMENT

include: bulletin board buzz session computer-aided sequencing stop and go

Edward de Bono's six thinking hats ego alter or heroes graphic organisers:

concept fans visual maps webbing

lateral thinking games making associations mind mapping morphological analysis sub-culture surfing trigger words use of metaphors and analogies vision circles word salads visualisation.



Problems may include: lack of experience with construction materials and techniques

lack of experience with flowers and plant materials

lack of experience with the variety and size of the various products e.g. those for an event

constraints of a short production and delivery




RANGE STATEMENT

deadline expense of all components of the product and


plant materials non-availability of construction materials non-availability of fabrication and support

materials for large displays constraints of OHS requirements inability to meet the customer preference or

brief constraints of any site where the floristry






conflicting activities in on-site assembly storage and display areas.

structural constraints of the location where floristry product will be used or displayed including: pipes and drainage earthwork brickwork stone masonry.

Records of initial design concepts may include:

sketches photographs itemised lists of all components and suppliers construction notes and instructions notes on seasonal availability of flower and

plant materials estimated cost of components.

Testing and experimenting with creating a physical model, sample or prototype




RANGE STATEMENT

styles, flower, plant and construction materials may involve:

testing the design with colleagues through visual and descriptive representation

testing the design against different display scenarios

testing the design against best practice examples of similar products

presenting the design to the customer through visual and descriptive representation and challenging the design against the customer brief.






Exploration of opportunities beyond the obvious may involve:

challenging assumptions and preconceptions considering radical change to the way things

are done investigating the use of new construction

materials combining unrelated materials considering radical designs for traditionally

formal special occasions or events challenging the architectural style of the

display venue, rather than working in sympathy with it.

Detailed job specification may include:

customer brief and how it has been met location where floristry product will be used or


special occasion, event or exhibition) photographs of the final design photographs of various stages of construction sketches general overview of how to construct complete instructions for construction




RANGE STATEMENT



produced as part of a suite, and numbers required


components.

Production resources may include:

flowers and plant materials construction materials packaging materials hired items fabrication items, structural components and

frameworks including: wires ropes cages fences platforms lighting welded and angled grinded materials.

props off and on-site labour requirements.

Relevant personnel may include: manager other senior florists floral designer studio designer owner-operator of a small floristry business other florists involved in a production team production manager.

Floristry construction techniques must include:

complex and other hand tied floristry techniques

complex, decorative and other wired floristry techniques

complex and other base medium construction techniques




RANGE STATEMENT

integration of a range of hand tied, wired and base medium construction techniques

new and emerging techniques.










knowledge required to plan the provision of floristry products and services for events. It requires the ability to develop an overall floral concept, to develop an operational plan to meet requirements and manage on-site provision of services.


Application of the UnitApplication of the unit This unit applies to floristry styling (and not other styling

requirements) for any type of event. The event may be any type including large events, themed events, corporate functions, awards events, balls and banquets. It applies to a range of industry sectors and environments. The floristry business could be a retailer, a studio or a floristry business that specialises in corporate or special events.

This unit applies to senior floristry industry personnel with considerable experience across product categories. They operate autonomously and have a strategic design and operational management focus as part of their job role.

This can include senior retail florists, studio florists, floral designers, florists involved in corporate or special events and owner-operators of small floristry businesses.










1. Identify overall event objectives and scope.

1.1.Clarify and agree on key objectives of the event in consultation with stakeholders.

1.2.Analyse broad factors influencing floristry design and consult with stakeholders to determine overall approach.

2. Prepare the floristry concept for an event.

2.1.Contribute ideas to the event concept, theme and format.

2.2.Identify and define key floristry styling requirements in consultation with stakeholders to reflect event or function objectives and meet customer needs.





2.3.Incorporate creative elements into the floristry concept and theme.

2.4.Consider negative environmental impacts and minimal impact practices to reduce these.

2.5.Provide accurate and complete information on the floral styling concept and obtain approval to proceed with designs.

2.6.Verify the operational practicality of the floristry concept, theme and format through consultation and analysis.

3. Prepare and implement an operational plan for the floral styling of an event or function.

3.1.Prepare an operational plan for the provision of floristry products and ancillary services, identifying steps, activities and sequence.

3.2.Incorporate appropriate risk management issues into the plan.

3.3.Review, verify and finalise details with the client.3.4.Provide accurate and complete information on

operational plans to all relevant stakeholders to ensure timely and effective planning and implementation.

3.5.Obtain approval from relevant stakeholders prior to implementation.

3.6.Implement and monitor the floral styling plan for staging of the event, making adjustments as required.

4. Co-ordinate the floral staging of the event.

4.1.Coordinate delivery or transport arrangements.4.2.Monitor loading and unloading of all floristry

products.4.3.Coordinate the construction and installation of all

floristry products according to the floral styling plan.4.4.Negotiate and amend the installation and placement,

as required.4.5.Monitor the maintenance of all floristry products to

ensure optimum appearance and minimal environmental impacts throughout the life of the event.

5. Dismantle floral styling.

5.1.Coordinate transport arrangements.5.2.Coordinate the removal and disposal of floristry

products and ensure minimal environmental impacts.5.3.Obtain feedback after the event and review plans to

evaluate client satisfaction and degree to which it met objectives and client requirements.






Required skills

critical thinking skills to analyse event concepts and develop, evaluate and select floral styling options

creative thinking skills to develop ideas and explore a range of possible styling concepts

planning and organisational skills to develop cohesive operational plans and procedures for event styling

communication skills including active listening and open and closed questioning to consult and liaise on floristry requirements with customers and other stakeholders

literacy skills to interpret unfamiliar and complex event information and to evaluate any written feedback

writing skills to develop detailed floral styling specifications and complex operational plans

numeracy skills to interpret budgetary constraints, and to calculate the size and number of floristry products and components required for events.

Required knowledge





formats and features of different types of events, including the interrelationship between floral styling and other event aspects

the roles and responsibilities of different event personnel floristry product options and styles for different types of events, different types of

customers and varying numbers of floral displays the intricate characteristics and interrelationshipsof the elements and principles of

design, and their use in various large, complex or themed floral products and displays for events and event venues



operational constraints for floral styling within different styles of venue or site such as on-site construction, maintenance and disposal of floristry products

operational constraints for the display of floristry products in different climatic conditions

space and equipment requirements for different styles and varying numbers of floristry products

staffing requirements to service particular types of events a range of formats for and inclusions of operational plans produced to style and

stage the floral components of events a range of formats for and inclusions of running sheets for the staging of events risk management issues to be considered for the floral styling and staging of events the environmental impacts of constructing and maintaining floral displays at event

sites and minimal impact practices to reduce these especially those that relate to resource, water and energy use, and to the use of floristry raw materials










ability to plan floral styling that reflects event objectives, customer requirements and operational practicality

knowledge of the elements and principles of design, their interrelationships and use in various floristry options to be considered for different event styles and sites

knowledge of issues and challenges associated with event styling

ability to style multipleand diverse events in response to different customer briefs. To ensure consistency of performance and ability to respond to differentrequirements,this must occur over a period of time and cover the provision floristry products of differing complexities e.g. large, themed events.

development of floristry styling designs that meet the requirements of multiple site environments to ensure that skills can be adapted to different display contexts

project or work activities conducted over a sufficient period so that the event requirements can be planned; however, this must be achieved within commercial time constraints and deadlines determined by the customer or the organisation

presence of commercial time pressures related to the on-site management of an event.



access to comprehensive and sufficient information about the events to allow the candidate to fully develop styling concepts and operational plans to meet the event requirements

access toa fully equipped office environment using appropriate computers, software and information programs and publications to facilitate the processes involved in developing and documenting styling concepts and operational plans.




EVIDENCE GUIDE

access to events and event venues on which the candidate can work

interaction with others to reflect the communication aspects of the unit

access to and interaction with event and venue coordinators to reflect the on-site management aspects of the unit.


direct observation of the candidate completing tasks during set-up, operation and break-down of the events

evaluation of the floral styling on-site at the events where floral styling is managed by the candidate

review of operational plans prepared by the candidate for the styling of the events

case studies to assess ability to develop styling concepts and plans for different types of events

evaluation of reports prepared by the candidate detailing the planning processes undertaken for the events and highlighting particular challenges and issues

written and oral questioning or interview to test knowledge of such things as formats and features of different types of events, floristry product options and styles for different types of events, varying operational constraints, risk management issues and minimal impact practices



BSBDES402A Interpret and respond to a design brief CUVCOR09B Select and apply drawing techniques

and media to represent and communicate the concept SFLDEC510A Design and produce innovative

floristry products SFLSOP308A Prepare quotations for floristry

products.






Event may include: corporate events balls and banquets themed events industry and other awards presentations theatrical performances trade shows exhibitions floral competitions floral festivals.

Stakeholders may include: event customers suppliers and contractors local community venue staff and management funeral directors and operators of cemeteries

ad crematoria security contractors caterers organising committees colleagues facilitators entertainers.

Broad factors influencing floristry design may include:

event purpose concept, style and theme date and time duration nature of venue or site numbers of floral components or displays audience or market profile equipment availability overall budget estimate.




RANGE STATEMENT

Key floristry styling requirements may include:

theme or style of event customer preferences sympathy with and integration of corporate

livery or branding expense of locating and transporting any

special components location of event and transportation

requirements parameters of any site where the product will

be displayed including: type (internal or external) dimensions of display area dimensions of delivery access and storage

areas access to installation and maintenance

facilities consideration of negative environmental

impacts and minimal impact practices for the event and particular site

structural constraints of any site where the product will be displayed including: pipes and drainage earthwork brickwork stone masonry

variety and size of the various products to be produced

off and on-site staff requirements liaison with others involved in the event.

Creative elements may include: innovative presentation of floristry products floristry products with interesting links to

other event aspects unusual combinations of floristry components theme of any event customer preferences for certain types of

flower and plant materials or colours incorporation of any corporate livery and or

branding spatial requirements for the floral display

including: size, floor space




RANGE STATEMENT

shape contours views and orientation natural features of outside event venues.

innovative options to address particular operational limitations.

Operational plan may include details of:

costing of all floristry products to be provided purchasing of floral and ancillary components construction timelines and staffing

requirements logistics and transport details on-site management and maintenance size and availability of on-site assembly

storage and maintenance areas conflicting activities in on-site assembly,

storage and presentation areas on-site staffing and roles and responsibilities on-site resources, e.g. venue, commodities,

equipment, machinery, vehicles and staff minimal impact practices for the construction,

maintenance and disposal of floral displays security arrangements storage of floral components or displays,

maintenance materials and equipment.

Ancillary services may relate to: providing ancillary items and merchandise including: chocolates, fruit, nuts, alcohol hampers gift items of any type novelties such as balloons and toys flower preservatives and conditioning

agents providing presentation materials including:

gift cards and message items corporate advertising of the business corporate materials provided by the

customer. on-site installation and disposal of floral

display on-site maintenance of all floral displays

throughout the life of the event.




RANGE STATEMENT

Risk management issues may relate to:

a requirement for public liability or other types of insurance coverage

product price fluctuations fluctuations in exchange rates product, tax and levy costs not clearly defined

by the supplier product provision, deposit, payment and

cancellation terms and conditions not clearly defined by the supplier

seasonal non-availability of the product potential non-delivery of the product from

unknown supplier potential non-payment by customers of

deposits, ongoing payments or cancellation fees

short life cycle and problems with maintaining quality during storage, production and display at the event

lack of experience with flowers and plant materials.


conflicting activities in on-site assembly, storage and presentation areas

venue access and impacts on assembling the floristry products to meet deadlines

impacts of adverse weather conditions on event staging.

Delivery or transport arrangements may involve:

vehicles operated by the business hire vehicles contracted transport companies or removalists.

Staging of the event may take place at:

exhibition centres ball rooms restaurants and reception centres theatres galleries hotels government buildings hospitals corporate offices marquees gardens




RANGE STATEMENT

cruise boats.


Competency fieldCompetency field Floristry design and construction








knowledge required to source and apply fundamental details about the floristry industry and the various products it sells. It requires the ability to identify appropriate information sources and to research, develop and maintain a product knowledge base.

The related function of researching and interpreting specific details about flower and plant materials is covered in:

SFLSOP202A Recognise flower and plant materials.


Application of the UnitApplication of the unit This unit describes a key workplace skill for all people

working in the floristry industry. They require a broad knowledge of the industry and essential product knowledge that supports many sales and operational work activities. It applies to the full range of industry sectors and environments; the floristry business could be a retail, studio or online business.

All personnel at all levels would apply this skill and it applies to a diverse range of people such as retail floristry personnel, telephone sales agents, e-business sales personnel, studio florists, floral designers, florists involved in corporate or special events and owner-operators of small floristry businesses.










1. Identify and access information about the floristry industry.

1.1.Identify the sales or operational need for industry and product information and clarify with the help of relevant personnel.

1.2.Identify sources of information to obtain information on the floristry industry.

1.3.Access information about the industry from sources and select according to the identified need.

2. Source and comprehend information on floristry products.

2.1.Use a range of methods to obtain information on products and services frequently sold by the floristry industry including those for events and special occasions and ancillary merchandise.





2.2.Read and interpret specific product information to further develop product knowledge.

2.3.Comprehend the features of the particular floristry product range of the business and apply this in day to day activities.

2.4.Obtain information on suppliers of floristry materials and apply this in day to day activities.

2.5.Record and store information for future use according to the organisation's systems.

3. Update personal and organisational knowledge of floristry products.

3.1.Obtain information to continuously update knowledge of floristry products and services.

3.2.Seek feedback from colleagues and customers on experience with floristry products.

3.3.Share updated information with colleagues according to the organisation's procedures.



Required skills

research skills to identify, interpret and sort relevant information communication skills including active listening and questioning to obtain

information and to provide a verbal summary of information literacy skills to read and comprehend the content of sometimes unfamiliar and

detailed product information documents, including in-house and supplier product sheets or manuals

writing skills to summarise and record information in basic documents such as information sheets, portfolios and files.

Required knowledge





sources of general information on the floristry industry sources of product information including industry, supplier and grower sources key characteristics of the floristry industry, including structure andbusiness

interrelationships the existence and operational function of relay services, in particular those that

apply to the business the existence and main operational functions of industry and grower associations,

supply and distribution organisations especially those with which the business has a relationship

the key characteristics of major categories of floristry products sold by the industry the key features of products sold by the floristry industry including ancillary

products and special occasion and event products and, in particular, the products and services sold by the organisation

the existence and basic aspects of state and territory laws and actions that must be adhered to by floristry businesses, in particular laws that cover: environmental protection (this would include requirements that must be met by

floristry businesses when sourcing and selling protected flowers) consumer protection (this would include refund requirements that must be met

by floristry businesses, terms and conditions of quotations and cancellation fees)

responsible service of alcohol food safety.

different formats for recording product information.






ability to obtain current, relevant and accurate information on the floristry industry and products sold by accessing a range of information sources and using different research methods

ability to relay knowledge of current information sources




EVIDENCE GUIDE

ability to describe the key features of the floristry industry and products sold

ability to regularly source and use information on a variety offloristry products.To ensure consistency of performanceand ability to respond to different requirements, this should occur over a period of time and the information should be tailored to meet different sales and operational needs

completion of research activities within commercial time constraints and within any operational deadlines.



access to information equipment such as computers, communication technology, printers, information programs and publications currently used in the floristry industry to source and store floristry related information

access to sources of product information such as reference books, sales brochures, product and service manuals, supplier information kits, electronic information sources, the Internet and information databases.


evaluation of information sourcing activities that are integrated with other activities such as organising a relay sale or delivery, selling, assembling or constructing floristry products

projects, case studies or work activities to assess ability to obtain current, accurate and relevant information for particular operational purposes

evaluation of documented sources of information and portfolios of product information prepared by the candidate to meet differing operational needs

written and oral questioning or interview to test knowledge of the sources of information and the various key features of the floristry industry and its products






EVIDENCE GUIDE


BSBPUR301B Purchase goods and services SFLDEC201A Assemble floristry products SFLDEC302A Design floristry products SFLSOP307A Sell floristry products SFLSOP308A Prepare quotations for floristry

products SIRXINV002A Maintain and order stock SIRXSLS001A Sell products and services.



Sales or operational need may involve:

providing product information and advice to the customer

selling floristry products organising a relay sale or delivery designing suitable floristry products assembling or constructing floristry products purchasing or receiving and storing floristry

stock preparing quotations.

Relevant personnel may include: colleagues supervisors managers floral designers studio designers more experienced florists owner-operators of a small floristry business production managers.

Sources of information on the the Internet or intranet




RANGE STATEMENT

floristry industry may include: major suppliers to the floristry industry major relay organisations or distributors state and federal government authorities e.g.

the Australian Quarantine Information Service (AQIS) and state or territory national parks and wildlife services

media reference books libraries industry associations grower associations unions industry journals or trade magazines personal observation and experience colleagues, supervisors and managers industry contacts, mentors and advisors professional development activities including:

product launches promotional seminars trade shows workshops conferences demonstrations.

Information about the industry may include:

different floristry sectors or business types within the industry and their interrelationships

major industry, union and grower associations and their role

major relay or distribution organisations and their role

different industries to which the floristry industry supplies products or has a relationship with including: tourism and hospitality events entertainment retail wholesale horticulture fashion

the relationship that the particular floristry




RANGE STATEMENT

business has with others current and emerging industry technologies current issues of concern to the floristry

industry including: proposed or changing legislation that may

affect the floristry business negative environmental impacts of

producing floristry products especially those that relate to resource, water and energy use

emerging markets effects of economic situations on consumer

spending.

Range of methods to obtain information may involve:

informal discussions with colleagues formal study and research accessing and reading promotional information,

including product brochures and updates talking to trade and general media attending professional development activities

including: product launches promotional seminars trade shows workshops conferences demonstrations

direct contact with other organisations, including suppliers, industry associations, grower associations and distribution chains

attending floral festivals and competitions accessing the Internet and intranet personal on-site observation or exploration of

parks, gardens, state forests and national parks organising information from own memory and

experiences watching television, videos and films listening to radio reading newspapers, books and other

references.

There is a broad range of products and services frequently





RANGE STATEMENT

sold by the floristry industry including:



foliage) dry and preserved artificial potted plants fruit and vegetables.

horticulture products display or stock items cash and carry arrangements custom-made products services such as:

design consultancy event styling relay organisation transportation and delivery labour for management of on-site events or

special occasions on-site installation and disposal of floral

displays on-site maintenance of all floral displays

throughout the life of an event or special occasion

large, small or themed corporate displays including components constructed off-site and assembled on-site for: exhibition centres ball rooms restaurants and reception centres theatres galleries hotels government buildings hospitals corporate offices marquees




RANGE STATEMENT

gardens cruise boats churches or chapels.

Events and special occasions may include:

corporate events balls and banquets themed events industry and other awards presentations theatrical performances trade shows exhibitions floral competitions floral festivals special occasions including:

weddings parties e.g. birthdays and engagements religious celebrations e.g. communions, bar

mitzvahs funerals.

Ancillary merchandise may include:

chocolates, fruit, nuts, alcohol hampers gift items of any type novelties such as balloons and toys flower preservatives and conditioning agents presentation materials including:

wrapping gift cards and message items.

Specific product information may be found in:

product labels brochures e-brochures organisation-designed information systems, e.g.

inventory control database, product and service manuals, price lists

supplier price lists sales kits supplier information kits advertising flyers manufacturer specifications.

Features of the particular floristry product range may include:

supply cost usual mark-up




RANGE STATEMENT

sale cost cost of any specials products subject to promotions suppliers seasonal availability complementary products and services appropriateness for special occasions or events appropriateness of different products to meet

different customer needs.

Suppliers of floristry materials may include:

flower and plant materials growers and wholesalers no matter where located: locally regionally intra state interstate overseas

wholesale suppliers of: presentation materials wrapping and packaging materials foodstuffs and alcohol novelties and toys horticultural items.

Storage of information may include:

card reference systems files and notes on particular floristry products files and notes on suppliers of various floristry

products computerised database of information personal product preference manual.


Competency fieldCompetency field Floristry Sales and Operations











knowledge required to research and interpret specific details about flower and plant materials used when designing, constructing and caring for an extensive range of floristry products. It requires the ability to identify appropriate information sources and to research, develop and maintain a product knowledge base and visually recognise an extensive range of flowers and plant materials.


Application of the UnitApplication of the unit This unit describes a key workplace skill for those

working in the floristry industry. It underpins effective performance for the design, construction and maintenance of a diverse range of floristry products and applies to the full range of industry sectors and environments. The floristry business could be a retail, studio or online floristry business.

All personnel at all levels would apply this skill and it applies to a diverse range of people such as retail and studio florists, florists employed by online floristry businesses, floral designers, florists involved in corporate or special events and owner-operators of small floristry businesses.

The breadth of knowledge required and its application will vary according to the expectations of the individual floristry business. Because of these differing expectations, it is critical that assessors contextualise the assessment to




meet the requirements of the specific industry sector, local industry operations and the particular needs of the job role.







1. Identify and access information about flower and plant materials.

1.1.Identify sources of product information according to the organisation's policy and commercial agreements.

1.2.Determine the particular sales or operational need for information.

1.3.Access product information from general sources





and those that provide specific product information and select according to the identified need.

2. Research and interpret information on flower and plant materials.

2.1.Use formal and informal research to access information on the features of flower and plant materials.

2.2.Interpret the technical characteristics of flower and plant materials and apply this in day to day activities.

2.3.Identify and interpret key information on seasonal availability of floristry materials.

2.4.Document and store information for future use according to the organisation's systems.

3. Recognise and name flowers and plant materials.

3.1.Interpret information on flowers and plant materials, and visually recognise and use their common and botanical names in day to day activities.

3.2.Seek the advice of relevant personnel, when necessary, to accurately recognise and name flowers and plant materials.

4. Update personal and organisational knowledge of flower and plant materials.

4.1.Use formal and informal research to continuously update knowledge of flower and plant materials.

4.2.Seek feedback from colleagues and customers on experience with flower and plant materials.

4.3.Share updated information with colleagues according to the organisation's procedures.



Required skills





research skills to identify, interpret and sort relevant information communication skills including active listening and questioning to obtain

information and to provide a verbal summary of information literacy skills to read and comprehend the content of sometimes unfamiliar and

detailed product information documents, including in-house and supplier product sheets or manuals

writing skills to summarise and record information in basic documents such as information sheets, portfolios and files.

visual recognition and naming of an extensive range of flower and plant materials

Required knowledge

sources of information on flowers and plant materials different formats for recording information on flowers and plant materials industry terminology and common abbreviations that relate to flower and plant

materials the breadth of knowledge required (i.e. the numberand types of flowers) will vary

according to the expectations of the individual floristry business and its location and product base. The florist must have a breadth of knowledge that meets the requirements of the industry sector, specific workplace and specific location of the business. The industry, in general, would expect assessment to include an extensive range of fresh, dry and preserved flower and plant materials including the common, exotic and Australian wildflower varieties.

for each flower or plant material, whether local or imported, the depth of knowledge must cover the specific features, technical characteristics and key information on seasonal availability.

Features:

common and botanical nomenclature country of origin appearance and colour of bloom, foliage, stem and bud characteristics of the perfume toxicity and allergy characteristics common pests and diseases, their affectsand treatments post harvest vase life or lifespan

Technical characteristics:

suitability of use in different styles of products suitability of use for different floristry techniques suitability for different special occasions or events suitability to meet cultural or religious protocols and preferences impacts of fumigation on lifespan handling requirements to avoid spoilage





storage requirements conditioning requirements preparation requirements maturation requirements maintenance requirements (post-harvest).

Key information on seasonal availability: different seasons for flower and plant materials including:

Australian wildflowers and foliage varieties grown in Australia varieties grown overseas commonly used varieties exotics.

availability to the floristry business varieties out of season in the local region, state or territory or Australia which

can be sourced elsewhere, for example interstate or overseas.






ability to research current, relevant and accurate information on flower and plant materials using different information sources and media

knowledge of current information sources knowledgeof the specific features and technical

characteristics of flower and plant materials and key information on seasonal availability nominated in the Range Statement.

ability to visually recognise and name an extensive range of flower and plant materials.

ability to regularly source information on an extensive range of flower and plant materials. This should occur over a period of time and the




EVIDENCE GUIDE

information should be tailored to meet different care, design or construction requirements to ensure consistency of performanceand ability to respond to different requirements

completion of research activities within commercial time constraints and within any operational deadlines.



access to information equipment such as computers, communication technology, printers, information programs and publications currently used in the floristry industry to source and store floristry related information

access to sources of product information such as reference books, sales brochures, product and service manuals, supplier information kits, electronic information sources and information databases

a diverse, comprehensive and commercial product range of flowers and plant materials so that live visual recognition can take place.


evaluation of activities that involve live recognition of flowers and plant materials

evaluation of research activities that are integrated with other activities such as caring for floristry stock, designing or constructing floristry products

projects, case studies or work activities to assess ability to obtain current, accurate and relevant information for particular operational purposes

evaluation of documented research activities and information portfolios prepared by the candidate to meet differing operational needs

written and oral questioning or interview to test knowledge of the sources of information and the various features and technical characteristics of flower and plant materials






EVIDENCE GUIDE


SFLDEC302A Design floristry products SFLDEC304A Construct hand tied floristry products SFLDEC305A Construct wired floristry products SFLDEC306A Construct floristry products with a

base medium SFLSOP203A Receive and store floristry stock SFLSOP204A Prepare and care for floristry stock.



Sources of product information may include:

supplier or grower of the product product library the Internet or intranet organisation-designed information systems,

e.g. inventory control database, product manuals, price lists

state and federal government authorities e.g. Australian Quarantine Inspection Services (AQIS) and various state national parks and wildlife services

media reference books libraries industry associations grower associations industry journals or trade magazines personal observation and experience colleagues, supervisors and managers industry contacts, mentors and advisors professional development activities including:




RANGE STATEMENT

product launches promotional seminars trade shows workshops conferences demonstrations.

Particular sales or operational need may involve:

providing specific product information and advice to the customer

selling floristry products organising a relay sale or delivery designing suitable floristry products assembling or constructing floristry products purchasing or receiving and storing floristry

stock preparing quotations preparing, monitoring and maintaining the

quality of flower and plant materials.

Specific product information may be found in:

product labels brochures e-brochures organisation-designed information systems,

e.g. inventory control database, product and service manuals, price lists

supplier price lists sales kits supplier information kits advertising flyers manufacturer specifications.

Formal and informal research may include:

informal discussions with colleagues formal study accessing and reading promotional

information, including product brochures and updates

liaising with trade and general media attending professional development activities

including: product launches promotional seminars trade shows workshops




RANGE STATEMENT

conferences demonstrations

direct contact with other organisations, including suppliers, industry associations, grower associations and distribution chains

attending floral festivals and competitions accessing the Internet and intranet personal on-site observation or exploration of

parks, gardens, state forests and national park organising information from own memory and

experiences watching television, videos and films listening to radio reading newspapers, books and other

references.

Features of flower and plant materials obtained through research must include:

common and botanical nomenclature country of origin appearance and colour of bloom, foliage, stem

and bud characteristics of the perfume toxicity and allergy characteristics common pests and diseases, their affects and

treatments post harvest vase life or lifespan.

Technical characteristics must include:

suitability of use in different styles of products suitability of use for different floristry

techniques suitability for different special occasions or

events suitability to meet cultural or religious

protocols and preferences impacts of fumigation on lifespan handling requirements to avoid spoilage storage requirements conditioning requirements preparation requirements maturation requirements maintenance requirements (post-harvest).



wildflowers)




RANGE STATEMENT

dry and preserved. plant materials including:

fresh (common, exotic and Australian foliage)

dry and preserved potted plants.

Key information on seasonal availability must include:

different seasons for flower and plant materials including: Australian wildflowers and foliage varieties grown in Australia varieties grown overseas commonly used varieties exotics.

availability to the floristry business varieties out of season in the local region, state

or territory or Australia which can be sourced elsewhere, for example interstate or overseas

Storage of information may include:

card reference systems files and notes on particular flowers and plant

materials files and notes on particular customer groups

and preferred flowers and plant materials files and notes on suppliers of various flowers

and plant materials computerised database of information personal product preference manual portfolio of products personally produced.

Relevant personnel may include: colleagues supervisors managers floral designers studio designers more experienced florists owner-operators of a small floristry business production managers.













knowledge required to receive and store all types of floristry stock including flower and plant materials and both perishable and non-perishable ancillary merchandise. It requires the ability to maintain the cleanliness of all stock handling and storage areas, check and take delivery of floristry stock and to appropriately store and rotate all items.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. However, some floristry businesses supply foodstuffs, the handling and storage of which is regulated. Where this is the case, it is appropriate to select the hygiene and food safety units of competency as electives and assess them in combination with this unit.

Application of the UnitApplication of the unit This unit describes a fundamental operational function for

the floristry industry and applies to the full range of industry sectors and environments. The floristry business could be a retail, studio or online business.

Stock control systems might be manual; however, stock control is increasingly computerised. This unit covers any type of stock.

The receipt and storage of stock, including maintaining clean premises to avoid stock spoilage, is usually undertaken by frontline operational personnel who work under close supervision and with guidance from others. They apply little discretion and judgement as they follow predefined organisational procedures, reporting any stock-




related discrepancies to a higher level staff member for action. However, in a small floristry business experienced florists and owner-operators also undertake this function.







1. Maintain cleanliness of stock handling and storage areas.

1.1.Clean and maintain all stock handling and storage areas to avoid spoilage of flower and plant materials.

1.2.Use energy, water and other resources efficiently when cleaning to reduce negative environmental





impacts.

2. Take delivery of floristry stock.

2.1.Check incoming floristry stock against orders and delivery documentation according to the organisation's procedures.

2.2.Identify, record and report on variations according to the organisation's procedures.

2.3.Record any special details for incoming stock.2.4.Handle and unpack flower and plant materials

correctly to avoid personal health issues and spoilage of materials.

2.5.Inspect items for pests and diseases, damage, quality, use-by dates, breakages or discrepancies and apply selection criteria and record findings according to the organisation's procedures.

3. Store and document floristry stock.

3.1.Choose and prepare correct environmental conditions for the storage of flower and plant materials and other perishable merchandise.

3.2.Store stock in the appropriate location promptly, safely and according to the correct environmental conditions.

3.3.Use safe manual handling techniques when moving and storing stock to avoid any injury.

3.4.Date code all floristry stock to maximise use of all stock.

3.5.Keep accurate updated records of all stock levels according to the organisation's procedures and using appropriate technology.

4. Maintain, rotate and dispose of stock.

4.1.Regularly check and adjust the environmental conditions of all storage areas and equipment to ensure flower and plant materials and ancillary merchandise are maintained in optimum quality.

4.2.Rotate stored flower and plant materials for maximum use according to vase life, expiration dates and the organisation's procedures.

4.3.Safely dispose of all excess or spoilt stock and waste, especially hazardous substances, to minimise negative environmental impacts.

4.4.Use stock control systems correctly and according to the organisation's speed and accuracy requirements.






Required skills

safe manual handling techniques correct use of personal protective equipment recognition of spoilt flowers and plant materials cleaning techniques for floristry stock handling and storage areas safe handling techniques for toxic flower and plant materials and those treated with

toxic substances such as fungicides and pesticides correct handling techniques for a wide variety of flower and plant materials to

avoid spoilage of floristry stock organisational skills to conduct stock activities as a logical and time-efficient work

flow literacy skills to check incoming stock against basic order and delivery

documentation, to read and comprehend use-by dates, stock labelsand organisational procedures

writing skills to record basic details of incoming stock, to use the basic features of computerised stock control systems or to complete basic manual documents to record stock-related issues including stock discrepancies

communication skills to make accurate verbal reports on stock discrepancies including the reporting of pests and diseases that could threaten other stock

numeracy skills to count incoming, stored and rotated stock items, to check supplier's costs, to calculate numerical discrepancies and to calculate the dilution requirements for cleaning products.

Required knowledge





health issues related to the handling of toxic plants and those treated with toxic substances

the general characteristics of common flower and plant pests and diseases, recognition of the symptoms and segregation and disposal methods

the organisation's criteria for selection of quality stock the visual recognition and general care requirements of a wide variety of flower

and plant materials in order to identify incoming stock and to store stock in the appropriate location

correct environmental conditions, including temperature, light and humidity controls, for the storage of a wide variety of flower and plant materials and any perishable foodstuffs and alcohol commonly used by the floristry industry and the organisation in particular

applications of different types of cleaning products principles of stock control for perishable products, including:

rotation and replenishment product life cycle and maximising the use of all stock checking for slow moving items

types of stock control documentation and systems that are used by the floristry industry and the organisation in particular

stock security systems and procedures the existence and basic aspects of state and territory environmental protection laws.

This would include the requirements for growers and harvesters to provide licence details to the floristry business and for that business to record it.

the essential features of and safe practices for using and storing common hazardous substances used by the floristry industry and in particular substances used by the organisation e.g. cleaning, conditioning, pest and disease control products and preservatives

the environmental impacts of cleaning storage areas and minimal impact practices to reduce these especially those that relate to resource, water and energy use







EVIDENCE GUIDE




ability to safely handle, move and store floristry stock and hazardous substances

visual recognition and knowledge of the general storage requirements of a wide variety of flower and plant materials

ability to efficiently and safely receive, store and rotate multiple and diverse flower and plant materials, display items and ancillary merchandise.To ensure consistency of performance and ability to respond to different requirements, this must occur over a period of time and cover the handling and storage of perishable and non-perishable floristry stock.

completion of stock receipt and storage activities within commercial time constraints.



receipt, storage and rotation of stock items within a floristry stock control and floristry product storage environment

a diverse, comprehensive and commercial range of equipment used for the receipt and storage of floristry stock e.g. knives, scissors, secateurs, containers and storage facilities with correct temperature and humidity conditions

access to software programs or manual documentation systems currently used in the floristry industry to assist the stock control function

a diverse, comprehensive and commercially realistic product range of flowers, plant materials, cleaning agents, preservatives, conditioning agents, construction, ancillary and presentation items that are received and stored

access to cleaning product instructions access to stock control procedures and OHS

procedures that relate to the receipt, movement and storage of floristry stock.





EVIDENCE GUIDE

direct observation of the candidate receiving, storing and rotating floristry stock

project or work activities that allow for the receipt and storage of floristry stock for an event or special occasion so that a whole life cycle is covered

written and oral questioning or interview to test knowledge of the storage requirements of various flower and plant materials, pests and disease symptoms, and applications of various cleaning products

review of workplace reports and records related to stock control prepared by the candidate




SFLSOP202A Recognise flower and plant materials SFLSOP205ADisplay and merchandise floristry

products SIRRFSA001AApply retail food safety practices SIRXOHS001A Apply safe working practice SIRXRSK001A Minimise theft.



Stock handling and storage areas may include:

dock preparation tables and work benches fixed or moveable shelves refrigerators




RANGE STATEMENT

cool rooms food and liquor shelves, cabinets and

refrigerators administration or office area areas where stock is displayed including:

floor space windows front of shop and other outdoor spaces display fixtures, cabinets bins, baskets and non permanent fixtures.


contamination with cleaning agents cross contamination of diseased or pest

affected flowers and plant materials with healthy plants



incorrect handling and storage causing crushing or wilting

incorrect handling and storage of fruit and vegetables

discoloured or damaged buds, blooms or foliage

damaged stems stock that is beyond its expiry date.



wildflowers) dry and preserved artificial


foliage) dry and preserved artificial potted plants.

Floristry stock may include: flower and plant materials ancillary items and merchandise including:

chocolates, fruit, nuts, alcohol




RANGE STATEMENT

hampers gift items of any type novelties such as balloons and toys horticulture lines

presentation materials including: gift cards corporate advertising of the business corporate materials provided by the

customer cleaning agents flower and plant material preservatives and

conditioning agents wrapping and packing materials including:

boxes cylinders polypropylene paper cellophane bows ribbons raffia

construction items including: baskets decorative pots buckets or decorative pails containers (bowls, vases) staple gun and staples glue and glue gun binding tape heavy to fine gauge wire

new cutting tools including: knives scissors rose de-thorner secateurs saws guillotines wire cutters.




RANGE STATEMENT

Special details for incoming stock may involve:

grower or harvest licence number for suppliers licensed under state or territory environmental protection laws

special orders for customers special orders of stock for use in special

occasion or event construction.

Pests and diseases may include: aphids mites leaf-miners loopers mealy bugs light brown apple moth larvae rust white rust botrytis powdery mildew nutrient deficiencies in the growing stage malformations.

Selection criteria may include: vivid colours firm leaves tight and firm buds firm and clear petals stage of maturity absence of pests, disease and damage.

Environmental conditions must involve:

storing flowers and plant materials: in cool rooms in refrigerators at room temperature

correct application of humidity and temperature controls

protecting flower and plant materials from exposure to: heating or air conditioning accidental damage through pedestrian

traffic winds and drafts environmental heat and light.

Other perishable merchandise may include:

chocolates fruit vegetables




RANGE STATEMENT

nuts alcohol cheese.

The appropriate location for storage of stock may involve:

storage of gift items in cabinets or shelves storage of garden items and tools in racks or

shelves placement of flowers and plants in containers,

bins, baskets, buckets or decorative pails and non permanent fixtures.

storage of flowers and any perishable food or liquor in cool rooms or refrigerators

placement of flowers away from heat sources or air conditioning.

placement of plants closer to windows.

Stock control systems may be: manual computerised.










knowledge required to prepare, monitor and maintain the quality of flower and plant materials. It covers the maintenance of floral displays and stock items made for general sale and both perishable and non-perishable ancillary merchandise. It requires the ability to maintain the cleanliness of all preparation and display areas.



the floristry industry and applies to the full range of industry sectors and environments. The floristry business could be a retail, studio or online business.

The preparation, monitoring and maintenance of stock, including maintaining clean premises to avoid stock spoilage, is usually undertaken by frontline operational personnel who work under close supervision and with guidance from others. However, in a small floristry business experienced florists and owner-operators also undertake this function.










1. Maintain cleanliness of preparation and display areas.

1.1.Clean and maintain all areas used for the preparation of flower and plant materials to avoid spoilage.

1.2.Clean and maintain any containers and display areas to avoid spoilage of floristry stock including flower and plant materials and ancillary merchandise.

2. Prepare and condition flower and plant materials

2.1.Handle flower and plant materials correctly to avoid personal health issues and spoilage of materials.

2.2.Select and apply appropriate preparation and conditioning techniques according to product





requirements.2.3.Prepare and use conditioning products according to

product instructions and ensure the safe handling of hazardous substances.

2.4.Choose and prepare correct environmental conditions for the storage or display of flowers and plant materials.

3. Monitor and maintain the appearance of flower and plant materials

3.1.Follow monitoring and maintenance procedures to ensure flower, plant materials and floral displays are maintained in optimum condition.

3.2.Maintain food and water supplies according to flower and plant requirements.

3.3.Maintain temperature and humidity requirements according to flower and plant requirements.

3.4.Apply maturation techniques to flowers and plant materials according to planned date of use.

4. Monitor and maintain floral displays and ancillary merchandise.

4.1.Maintain the cleanliness of all display areas.4.2.Rotate displayed flower and plant materials for

maximum use according to vase life, expiration dates and the organisation's procedures.

4.3.Inspect items for pests and diseases and identify other unsuitable or out of date displays and reset, replenish or remove.

4.4.Identify and replace soiled, damaged, illegible or incorrect product labels and price tickets.

4.5.Identify fragile, perishable or expensive stock and manage with extra care to prevent damage or spoilage.

4.6.Regularly check and adjust the environmental conditions of all storage and display areas and equipment to ensure displays and other perishable merchandise are maintained in optimum quality.

4.7.Clean and care for ancillary merchandise, remove and replenish broken, spoilt or out of date perishable items.

4.8.Ensure displays are stored, at end of trading, in the correct environment to maintain optimum quality.

5. Reduce negative environmental impacts.

5.1.Use energy, water and other resources efficiently when cleaning, preparing and maintaining stock to reduce negative environmental impacts.

5.2.Safely dispose of all spoilt stock and waste, especially hazardous substances, to minimise negative environmental impacts.






Required skills

correct use of personal protective equipment cleaning techniques for areas used for the preparation and care of floristry stock recognition of spoilt flowers and plant materials safe handling techniques for toxic flower and plant materials and those treated with

toxic substances such as fungicides and pesticides correct handling techniques for a wide variety of flower and plant materials to

avoid spoilage of floristry stock organisational skills to conduct preparation and maintenance activities as a logical

and time-efficient work flow literacy skills to read and comprehend product instructions, use-by dates, stock

labels and organisational procedures writing skills to produce replacement product labels and price tickets and to make

simple written reports on such things as the presence of pests and diseases, levels of spoilt stock and to complete basic monitoring and maintenance records

communication skills to discuss such things as monitoring and maintenance schedules and to make accurate verbal reports onspoilt stock

numeracy skills to calculate the dilution requirements of cleaning and conditioning products, to calculate water and fertiliser requirements, and to comprehend and adjust correct temperature and humidity meters.

Required knowledge





health issues related to the handling of toxic plants and those treated with toxic substances

the general characteristics and symptoms of common flower and plant pests and diseases and segregation and disposal methods

the visual recognition and general care requirements of a wide variety of flower and plant materials in order to identify stock, to apply the correct preparation and maintenance techniques, and to display and store items in the appropriate location.

correct environmental conditions, including temperature, light and humidity controls, for the display and storage of a wide variety of flower and plant materials and any perishable foodstuffs and alcohol commonly used by the floristry industry and the organisation in particular

correct food and water supply requirements for a wide variety of flower and plant materials and displays commonly used by the floristry industry and the organisation in particular

correct preparation, conditioning and maturation techniques for a wide variety of flower and plant materials commonly used by the floristry industry and the organisation in particular

applications of different types of cleaning and conditioning products the essential features of and safe practices for using common hazardous substances

used by the floristry industry and in particular substances used by the organisation e.g. cleaning, conditioning, pest and disease control products and preservatives

the environmental impacts of cleaning premises, preparing and maintaining floristry stock and minimal impact practices to reduce these especially those that relate to resource, water and energy use







ability to safely handle flowers, plant materials and hazardous substances

visual recognition and knowledge of the general care




EVIDENCE GUIDE

requirements of a wide variety of flowers, plant materials and perishable foodstuffs.

ability to care for multiple and diverse flower and plant materials, display items and ancillary merchandise. To ensure consistency of performance and ability to respond to different requirements, this must occur over a period of time and cover the preparation and maintenance of floristry stock using different preparation, conditioning and maturationtechniques

the maintenance of flower and plant materials over a period covering their storage and display life cycle to ensure the monitoring aspects of this unit are fully covered

completion of preparation and maintenance activities within commercial time constraints.



the preparation and maintenance of stock items within a floristry preparation, maintenance, display and storage environment

a diverse, comprehensive and commercial range of equipment used during the preparation and maintenance of floristry products e.g. knives, scissors, secateurs, containers and storage facilities with correct temperature and humidity conditions

a diverse, comprehensive and commercial product range of flowers and plant materials, floral displays, cleaning agents, preservatives and conditioning agents, that can be used during the preparation and maintenance process

access to cleaning and conditioning product instructions.


direct observation of the candidate preparing and caring for floristry stock

project or work activities that allow for the preparation and care of floristry stock for an event or special occasion so that a whole life cycle is covered

written and oral questioning or interview to test knowledge of the care requirements of various flower and plant materials, pests and disease symptoms and




EVIDENCE GUIDE

applications of various conditioning techniques review of workplace reports and maintenance records

prepared by the candidate review of portfolios of evidence and third-party

workplace reports of on-the-job performance by the candidate.



SFLSOP202A Recognise flower and plant materials SFLSOP203A Receive and store floristry stock SFLSOP205A Display and merchandise floristry

products SIRRFSA001AApply retail food safety practices SIRXOHS001A Apply safe working practices.



Areas used for the preparation of flower and plant materials may include:

tables benches sinks floor space.





foliage)




RANGE STATEMENT

dry and preserved artificial potted plants.


contamination with cleaning agents cross contamination of diseased or pest

affected flowers and plant materials with healthy plants




incorrect handling and display or storage causing crushing or wilting

incorrect handling and display or storage of fruit and vegetables

discoloured or damaged buds, blooms or foliage

damaged stems stock that is beyond its expiry date.

Containers may include: baskets decorative pots buckets or decorative pails bowls vases pots and urns wooden boxes.

Display areas may include: fixed or moveable shelves food and liquor shelves, cabinets and

refrigerators floor space windows front of shop and other outdoor spaces display fixtures, cabinets containers, bins, baskets, buckets or decorative

pails and non permanent fixtures.

Floristry stock must include: flowers and plant materials displays stock item made for general sale




RANGE STATEMENT

ancillary items and merchandise.


chocolates, fruit, nuts, alcohol hampers gift items of any type novelties such as balloons and toys horticulture lines flower preservatives and conditioning agents.

Preparation and conditioning techniques must involve:

providing nutrients using preservative solutions using conditioning solutions scalding cooling bathing flowers spraying for pests and diseases using cleaning agents dusting or wiping removal or trimming foliage or buds trimming or re-cutting stems.

Conditioning products may include:

household bleach citric acid commercial preservative solutions.


storing or maintaining displays, flowers and plant materials: in cool rooms in refrigerators at room temperature




Monitoring and maintenance procedures must include:

visual monitoring environmental monitoring checking expiration dates following manufacturer, supplier or grower




RANGE STATEMENT

instructions watering and replacing preservatives misting flowers replacing or replenishing water checking temperature sensors maintaining correct humidity and temperature

levels maintaining light requirements pruning staking fertilising and or replenishing fertiliser inspection of soil use of ethylene controls stock rotation and re-conditioning removing damaged stock and waste recycling dusting or wiping cleaning.

Food and water supplies may include:

fertiliser fresh water.

Temperature and humidity requirements may involve:

storing or maintaining displays, flowers and plant materials: in cool rooms at the correct temperature in refrigerators at the correct temperature at room temperature without exposure to

high or low levels of light and heat misting flowers and foliage.

Maturation techniques must include:

pinching out anthers and stamens removal of foliage storage in cool rooms and refrigerators use of grow lamps, direct sunlight or heat.

Pests and diseases may include: aphids mites leaf miners loopers mealy bugs light brown apple moth larvae rust white rust




RANGE STATEMENT

botrytis powdery mildew nutrient deficiencies in the growing stage malformations.

Other perishable merchandise may include:

chocolates fruit vegetables nuts alcohol cheese.







SFLSOP205A Display and merchandise floristry stock



knowledge required to plan for, display and merchandise floristry stock items made for general sale, flowers, plants and both perishable and non-perishable ancillary merchandise for a shop front floristry business.



the floristry industry and applies to those businesses which have a shop front presence or a display area to promote their products. The floristry business is likely to be a traditional retailer but could be an online business that operates a retail outlet.

Planning for and displaying floristry stock is usually undertaken by frontline operational personnel who work under close supervision and with guidance from others. However, in a small floristry business experienced florists and owner-operators also undertake this function.










1. Identify the requirements of the display.

1.1.Determine the purpose of the display.1.2.Generate some initial ideas for the style of the

display giving consideration to its purpose.1.3.Consider and apply the elements and principles of

design when generating ideas for the display.1.4.Choose the display area to best meet the identified

purpose, consider any constraints and adjust location accordingly.

1.5.Develop a simple plan to assist in selecting components and creating the display.

1.6.Seek the advice of relevant personnel, when necessary, to discuss ideas and confirm the display requirements.

2. Select display 2.1.Select flower and plant materials according to identified display purpose and sort in preparation for





components. display.2.2.Check that flower and plant materials have been

correctly prepared and conditioned.2.3.Select ancillary merchandise and prepare for

display according to the identified display purpose.2.4.Identify and select other resources required for the

display.2.5.Recognise and report on any unsuitable materials

and replace according to the level of individual responsibility.

3. Display floristry stock and merchandise.

3.1.Choose and prepare correct environmental conditions for the display of flowers, plant materials and other perishable goods.

3.2.Display floristry products considering and applying the elements and principles of design.

3.3.Ensure the displays achieve a balanced, fully stocked appearance.

3.4.Identify fragile, perishable or expensive stock and display with extra care to prevent damage or spoilage.

4. Prepare and arrange display labels and tickets.

4.1.Prepare product labels and price tickets using electronic equipment or neatly by hand according to the organisation's procedures.

4.2.Place product labels and price tickets visibly and correctly on or near merchandise.

4.3.Maintain correct and current pricing information for all merchandise, rectify errors and advise relevant personnel.

5. Refine and rotate displays.

5.1.Review displays and refine as required.5.2.Ensure the display meets the promotional purpose,

monitor sales and adjust as required.5.3.Rotate displayed flower, plant materials and

perishable goods for maximum use according to vase life, expiration dates and the organisation's procedures.

5.4.Replenish displays to ensure maximum sales.







Required skills

safe manual handling techniques recognition of spoilt flowers, plant materials and other perishable merchandise correct handling techniques for a wide variety of flower and plant materials to

avoid spoilage of floristry stock organisational skills to conduct display activities as a logical and time-efficient

work flow literacy skills to read and comprehend pricing information, product labels, use-by

dates, stock labels and organisational procedures writing skills to produce product labels and price tickets and to make simple

written reports on such things as the presence of pests and diseases and levels of spoilt stock

communication skills to discuss such things as display ideas and requirements and to make accurate verbal reports of spoilt stock

numeracy skills to correctly price display stock and to comprehend and adjust correct temperature and humidity meters.

Required knowledge

the fundamental characteristics of the elements and principles of design, their primary interrelationships and use in various displays in order to respond to the display purpose and to discuss and make any necessary changes



the general characteristics of common flower and plant pests and diseases and recognition of the symptoms

the visual recognition and general care requirements of a wide variety of flower and plant materials in order to identify stock and to display items in the appropriate location





correct environmental conditions, including temperature, light and humidity controls, for the display of a wide variety of flower and plant materials and any perishable foodstuffs and alcohol commonly used by the floristry industry and the organisation in particular

a range of formats for and inclusions in display plans pricing and labelling procedures for the organisation the sale price of display products sold by the organisation or ability to source

accurate pricing information in order to produce pricing and labelling information.






knowledge of the fundamental characteristics of the elements and principles of design, their primary interrelationships and their use in various floristry product displays

visual recognition and knowledge of the general care requirements of a wide variety of flowers, plant materials and perishable foodstuffs

ability to display multiple and diverse flower and plant materials, stock items and ancillary merchandise. To ensure consistency of performance and ability to respond to different requirements,this must occur over a period of time and cover the planning of different displays for different shopfront areas.

completion of display and merchandising activities within commercial time constraints.



the display of stock items within a floristry preparation, maintenance, display and storage environment

a diverse, comprehensive and commercial range of equipment used during the display of floristry




EVIDENCE GUIDE

products e.g. knives, scissors, secateurs, containers and display areas with correct temperature and humidity conditions

a diverse, comprehensive and commercial product range of flowers, plant materials, floral displays and perishable and non-perishable goods that can be used during the display process

use of relevant and current product pricing information for display items e.g. price lists and product sales manuals

mechanical or electronic labelling equipment product labels and price tickets.


direct observation of the candidate preparing displays written and oral questioning or interview to test

knowledge of the care requirements of various flower and plant materials, pests and disease symptoms and applications of the elements and principles of design to displays

review of portfolios of various displays created by the candidate




SFLSOP202A Recognise flower and plant materials SFLSOP203A Receive and store floristry stock SFLSOP204A Prepare and care for floristry stock SIRRFSA001A Apply retail food safety practices SIRXOHS001A Apply safe working practices.





RANGE STATEMENT


Purpose of the display may involve:

capturing the interest of walk-by customer traffic

displaying stock items for a cash and carry sale displaying flower and plant materials for

bunching and sale promoting new products promoting a store sale or promotional items promoting products for special occasions

including: weddings parties e.g. birthdays and engagements religious celebrations e.g. communions, bar

mitzvahs promoting products for celebratory, religious or

remembrance days including: St Valentine's Day Mother's Day Christmas Day Easter Anzac Day.

promoting ancillary merchandise sold by the business.






RANGE STATEMENT

Display areas may include: counter fixed or moveable shelves food and liquor shelves, cabinets and

refrigerators floor space windows front of shop and other outdoor spaces display fixtures, cabinets non permanent fixtures.

Constraints may involve: insufficient space for the display inappropriate size of the location i.e. the

display area may be too big for the style and size of the display

incorrect environmental conditions for flowers, plant materials and perishable merchandise

pre-existing displays which cannot be moved insufficient time to prepare the location.

Simple plan may involve: unwritten thoughts notes sketches list of components required floor plan for displaying different floristry

stock.

Relevant personnel may include: colleagues supervisor manager floral designer a more experienced florist owner-operator of a small floristry business.





foliage) dry and preserved artificial potted plants.




RANGE STATEMENT




chocolates, fruit, nuts, alcohol hampers gift items of any type novelties such as balloons and toys horticulture lines flower preservatives and conditioning agents.

Other resources required for the display may include:

products labels price tickets signage fixtures and fittings presentation materials to enhance the display containers including:

baskets decorative pots buckets or decorative pails bowls vases pots and urns wooden boxes.

ladders cutting tools including:

knives scissors rose de-thorner secateurs saws guillotines




RANGE STATEMENT

staple gun and staples glue gun and glues binding tape heavy to fine gauge wire support materials.

Unsuitable materials may include:

diseased or pest affected flowers and plant materials


wilted flowers and plant materials discoloured flowers damaged buds, blooms or foliage flowers and plant materials with expired or

near to expired use by dates that will not survive the display period

out of date foodstuffs broken or damaged display shelves or

containers broken or damaged ancillary merchandise.


displaying flowers and plant materials: in refrigerators at room temperature




Other perishable goods may include:

chocolates fruit vegetables nuts alcohol cheese.

Preparation of product labels and price tickets may involve:

pricing gun bar coding written labels




RANGE STATEMENT

shelf tickets price boards header boards product labels supplied by grower or

wholesaler promotional signage.


Competency fieldCompetency field Floristry Sales and Operation







Unit DescriptorUnit descriptor This unit describes the performance outcomes,

interpersonal, communication and customer service skills and knowledge required to work in the floristry industry. It requires the ability to use appropriate communication techniques, maintain high personal presentation standards, establish rapport with customers, determine and address customer service needs and expectations and deal with complaints.

The related function of proactively selling floristry products to meet the customer's product requirements and special requests is covered in:



Application of the UnitApplication of the unit This unit describes a key communication and customer

service skill for those working within the floristry industry and applies to the full range of industry sectors and environments. The floristry business could be a retail, studio or online floristry business and service provision could be face-to face, via electronic means or over the telephone.

This unit underpins effective performance for all skills involving customer interaction. This unit applies to florists who operate with some level of autonomy or under limited supervision from others. It is undertaken by a diverse range of people such as retail floristry sales personnel, telephone sales agents, e-business sales personnel, studio




florists, floral designers, florists involved in corporate or special events and owner-operators of small floristry businesses.







1. Communicate with customers.

1.1.Conduct communication with customers in a polite, professional and friendly manner.

1.2.Use language and tone appropriate to a given situation in both written and spoken communication.

1.3.Use appropriate non-verbal communication in all situations.





1.4.Observe and take into consideration non-verbal communication of customers.

1.5.Show sensitivity to cultural and social diversity.1.6.Use active listening and questioning to facilitate

effective two-way communication.1.7.Select an appropriate medium of communication

for the particular audience, purpose and situation, taking into consideration the characteristics of each medium and the relevant factors involved.

1.8.Use communication medium correctly and according to standard protocols and the organisation's procedures.

2. Maintain personal presentation standards.

2.1.Identify appropriate personal presentation in line with the organisation's requirements, work location, impacts on the potential range of customers, and the specific requirements for particular work functions.

2.2.Practice high standards of personal presentation at all times.

3. Provide service to customers.

3.1.Identify customer service needs and expectations correctly, including customers with special service needs, and provide appropriate level of service to meet their needs.

3.2.Meet all reasonable customer needs and requests within acceptable organisational timeframes.

3.3.Provide relay services to customers and ensure all special requests are met.

3.4.Identify and take all opportunities to enhance service quality.

4. Develop a customer relationship.

4.1.Proactively maintain contact with the customer until quotations and orders are complete.

4.2.Develop a rapport with and provide empathy and special assistance to the customer who is faced with special circumstances.

4.3.Promote repeat business by the offer of promotional services.

5. Respond to conflicts and customer complaints.

5.1.Identify potential and existing conflicts and seek solutions in conjunction with parties involved.

5.2.Recognise customer dissatisfaction promptly and take action to resolve the situation according to individual level of responsibility and the organisation's procedures.

5.3.Respond to customer complaints positively, sensitively and politely and in consultation with the customer.





5.4.Resolve or refer escalated complaints to the appropriate person according to individual level of responsibility and the organisation's policy and procedures.

5.5.Maintain a positive and cooperative manner at all times in dealing with customers.



Required skills

communication skills including active listening and open and closed questioning to develop rapport and to determine and meet customers' special service requirements

communication skills to select and use appropriate verbal and non-verbal language to respond to different cultural and special service needs

literacy skills to read basic messages, notes, emails and faxes and to locate and understand specific information required by the customer

writing skills to produce basic clear and concise messages, notes, emails and faxes telephone skills to correctly operate the equipment and to use correct vocal tone,

pace and volume techniques to identify and resolve conflict situations, customer complaints and

misunderstandings within scope of responsibility.

Required knowledge





protocol and service rituals of the floristry industry, differing sectors and the organisation in particular

ethics of professional floristry industry behaviour different customer service and communication expectations especially those with

special service needs the general characteristics of the main social and cultural groups in Australian

society and the key aspects that relate to their cultural and religious protocols and preferences for service and communication

stresses faced by customers faced with special circumstances such as death of a relative or organisation of special events such as weddings

the essential features, conventions and use of different types of communication media

the principles of quality customer service and positive communication promotional services provided by the floristry industry and the organisation in

particular procedures that generally operate within the floristry industry and the organisation

in particular for the provision of relay services and dealing with complaints standards of personal presentation that apply to the floristry industry and the

organisation in particular complaint handling policies and procedures that generally operate within the

floristry industry and the organisation in particular.






knowledge of communication and customer service principles and their importance in a floristry service context

ability to communicate effectively with a variety of customers including those with special needs,difficult customers or customers with a complaint

ability to provide quality customer service on multiple occasions. To ensure consistency of performance and ability to respond to different




EVIDENCE GUIDE

circumstances,this should occur over a period of time and cover a range of diverse customer service situations, including the resolution of complaints

completion of service within commercial time constraints so that all customers are served effectively.



access to a fully equipped floristry service environment using appropriate telephones, computers, printers, information programs, product publications and software programs currently used in the floristry industry to assist with communication and service provision

interaction with customers to demonstrate the interpersonal communication requirements of the unit

the presence of sufficient customer traffic that allows for prioritisation of tasks.


direct observation of the candidate providing service to customers

project or work activities that show the candidate's ability to provide quality customer service that meets the requirements of differing industry contexts e.g. service within retail floristry shops, studio environments, telephone sales environments, e-businesses

role-plays about communication situations and the resolution of complaints and misunderstandings

review of simple messages written by the candidate for various situations

review of customer feedback written and oral questioning or interview to test

knowledge of effective communication techniques and personal presentation requirements






EVIDENCE GUIDE

BSBDES402A Interpret and respond to a design brief SFLDEC302A Design floristry products SFLDEC407A Design complex floristry products SFLDEC409A Coordinate floristry products for a

special occasion SFLDEC511A Style and manage an event SFLSOP308A Prepare quotations for floristry

products SIRXSLS301A Sell products and services.



Communication may be: verbal by written format, such as handwritten,

electronic e.g. email, or hard copy e.g. letter by telephone face-to-face varied according to the needs of the customer

including: use of appropriate voice tonality and

volume use of languages other than English use of a family interpreter use of basic gestures use of visual aids such as photographs,

sketches or product information sheets formal informal using abbreviations.

Customers may be: team members and colleagues in a large internal structure

external customers and clients business to business customer e.g. retailer to




RANGE STATEMENT

an event co-ordinator e-business studio new regular retail corporate.

Non-verbal communication may involve:

body language dress and accessories gestures and mannerisms use of space culturally specific communication, customs

and practices.

Cultural and social diversity may include:

modes of greeting, farewelling and conversation

body language, including use of body gestures formality of language.

Medium of communication may be via:

letter promotional materials such as newsletters fax email or other electronic communication simple written messages, such as writing

down the price of display items or telephone messages

face-to-face telephone two-way communication systems standard forms and pro formas assistive technology, e.g. telephone typewriter

(TTY).

Factors affecting the selection of appropriate medium may include:

technical and operational features access of the sender and receiver to necessary

equipment technical skills required to use the medium required format degree of formality required urgency and timeframes.

Protocols and the organisation's procedures may include:

modes of greeting and farewelling addressing the person by name required timeframe for addressing and serving




RANGE STATEMENT

customers required timeframe for response to an enquiry style manual requirements use of standard letters use of pro-formas e.g. tickets, labels, signs

and quotations relationship with relay organisation.

Personal presentation may include:

attire, shoes and accessories wearing of uniform items within the

organisation's policy requirements complying with organisation's policy for

personal presentation hair and grooming hands and nails jewellery personal hygiene.

Customers with special service needs may include:

people with a disability people with special cultural or language needs unaccompanied children or adolescents parents with young children pregnant women aged people.

Customers faced with special circumstances may include:

people facing the stresses of co-ordinating a special event or special occasions

grieving family members or friends customers purchasing funeral products that

must comply with the procedures of funeral directors, cemeteries or crematoria

people with last-minute special requests.

Promotional services may include: customer loyalty programs newsletters email notification of sales, new product ranges

or reminders of forthcoming special occasions such as mother's day and Valentine's day

sale of gift vouchers discount vouchers.

Customer complaints may relate to:

problems with the service, such as delays or wrong orders

problems with the product communication barriers or misunderstandings communication via email or other electronic




RANGE STATEMENT

means, telephone, mail or face-to face contact.










knowledge required to proactively sell floristry products. It requires the ability to identify specific customer needs, to apply in-depth product knowledge and suggest a range of products to meet those needs, and to provide current and accurate product information and close the sale.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. However, some floristry businesses supply liquor, the sale of which is regulated. Where this is the case, it is appropriate to select the responsible service of alcohol unit of competency as an elective and assess it in combination with this unit.

Application of the UnitApplication of the unit This unit describes a key sales function for a diverse range

of floristry products and services and applies to the full range of industry sectors. The floristry business could be a retail, studio or online floristry business and the sale could be face-to face, via electronic means or over the telephone.

Whilst the product could be a display or stock item, this unit focuses on higher order sales skills required to sell those intangible floristry products that are subject to future design and construction.

This unit has particular application to those personnel who sell as a key focus of their job role and for whom selling is an essential skill. It applies to florists or sales personnel who operate with some level of autonomy or under limited supervision and guidance from others. It is undertaken by




a diverse range of people such as retail florists, telephone sales agents, e-business sales personnel, studio florists, floral designers, florists involved in corporate or special events and owner-operators of small floristry businesses.







1. Identify customer needs.

1.1.Accurately identify specific customer needs and preferences, including cultural needs and expectations.

1.2.Accurately identify the specific product information and advice needs of the customer.





1.3.Identify any customer requirements which, if met, would breach ethical, legal or confidentiality commitments.

1.4.Establish rapport with the customer to promote goodwill and trust.

2. Suggest products to meet customer needs.

2.1.Use product knowledge to tailor product options to the customer's specific needs.

2.2.Make any product and service suggestions according to current promotional focus of the organisation.

2.3.Seek information on competitors' product range and use to offer comparisons when selling to customers.

2.4.Make the customers aware of additional products and options that may enhance their request and maximise the sale profitability.

2.5.Source additional information to meet specific customer needs.

3. Provide product information and advice.

3.1.Apply product knowledge to provide current and accurate product information and advice in a timely manner.

3.2.Suggest optional products and services where desired products are unavailable.

3.3.Promptly present all options in a format and style most appropriate to the particular customer and according to the organisation's procedures.

3.4.Disclose any fees determined by the organisation to ensure charges for sales, product coordination and delivery activities are clearly understood by the customer.

3.5.Ensure the scope and depth of the information is appropriate to customer needs.

3.6.Clearly explain and promote product features and benefits to the customer.

3.7.Provide additional information to address customer questions and objections.

3.8.Select and use techniques at the appropriate time to close the sale with the customer.

3.9.Identify and act on opportunities to enhance the quality of service to customers.

4. Follow up sales opportunities.

4.1.Where appropriate, make follow-up contact with the customer.

4.2.Provide any required after sales service according to the organisation's procedures.






Required skills

research skills to identify, interpret and sort relevant product information and information on competitors' product range

sales techniques including: opening techniques recognising buying signals strategies to focus customer on specific products and services selling add-ons and complementary products overcoming customer objections closing techniques.

communication skills including active listening and open and closed questioning to determine and meet customer preferences, special requirements and to develop rapport and sell suitable products and services

communication skills to select and use appropriate verbal and non-verbal language to respond to diverse cultural and special product needs

literacy skills to read and comprehend the content ofsometimes unfamiliar and detailed product information documents, including in-house and supplier product sheets or manuals

writing skills to create customer files and to document both fundamental and complex customer requestsand present product options to the customer, e.g. in the form of an information sheet

numeracy skills to calculate any fees that will apply to the product provision.

Required knowledge





the essential features and benefits of an extensive range of products sold by the floristry industry and in particular the products and services sold by the organisation

key features of competitors' product range and how it compares with the products and services sold by the organisation

the principles of selling and sales communication, especially as they relate to intangible products subject to future design and construction

the ethical and confidentiality commitments to customers and recipients of floristry products

the general characteristics of the main social and cultural groups in Australian society and the key aspects that relate to their cultural and religious protocols and preferences for flowers, plant materials and designs

formats, styles for and inclusions of information presented by the floristry industry and the organisation in particular, including styles that cater for those with special needs (e.g. presenting information in large print, providing photographs or sketches)

the primary components of consumer legislation, privacy law and special laws relating to the sale of prohibited products and actions that must be adhered to by floristry businesses.






ability to communicate with the customer and correctly interpret the customer's product requirements

ability to apply sales techniques in response to a range of different customer situations

underpinning product knowledge knowledge of consumer protection laws ability to sell floristry products and services on

multiple occasions and in response to multiple customer requests. To ensure consistency of performance and ability to respond to different




EVIDENCE GUIDE

requirements,this should occur over a period of time and cover a diverse range of floristry products and services

completion of sales activities within commercial time constraints.



access to a fully equipped sales environment using appropriate computers, printers, information programs, publications and software programs currently used in the floristry industry to assist the sales function

interaction with customers to demonstrate selling techniques

the presence of sufficient customer traffic that allows for prioritisation of tasks

use of relevant and current product information to support the sales process, including brochures, price lists and product sales kits.


direct observation of the candidate using various sales techniques to sell a product or service

project and role-play activities that allow the candidate to demonstrate selling skills, including sourcing initial and subsequent products to suit changing customer requests and finalising the sale

project or work activities that show the candidate's ability to sell floristry products and services within differing industry contexts e.g. sales within retail floristry shops, studio environments, telephone sales environments, e-businesses

written and oral questioning or interview to test knowledge of the consumer regulations that apply and communication principles that underpin sales







EVIDENCE GUIDE


SFLSOP202A Recognise flower and plant materials SFLSOP306A Provide quality service to floristry

customers SFLSOP308A Prepare quotations for floristry

products SFLDEC302A Design floristry products SFLDEC407A Design complex floristry products SFLDEC409A Coordinate floristry products for a

special occasion SFLDEC511A Style and manage an event.



Customer may be: business to business customer e.g. retailer to an event co-ordinator

e-business studio new regular retail corporate.

Ethical, legal or confidentiality commitments may relate to:

the sale of imported or use of rare, endangered, protected or quarantined plants

the sale of products that breach environmental laws

non-disclosure of purchaser to recipient for anonymity of the gift giver

breaching known or published requests by those holding a funeral for non-receipt of flowers (and offering alternative solutions)

breaching known cultural or religious




RANGE STATEMENT

protocols by the provision of inappropriate flower and plant materials or designs

inability to deliver to certain institutions with a policy of non-receipt e.g. schools, hospitals.

There is a broad range of products and services frequently sold by the floristry industry, including:





horticulture products display or stock items cash and carry arrangements ancillary items and merchandise including:

chocolates, fruit, nuts, alcohol hampers gift items of any type novelties such as balloons and toys flower preservatives and conditioning

agents presentation materials including:

wrapping gift cards and message items

services such as: design consultancy event styling relay organisation transportation and delivery labour for management of on-site events or



throughout the life of an event or special




RANGE STATEMENT

occasion. large, small or themed corporate displays

including components constructed off-site and assembled on-site for: exhibition centres ball rooms restaurants and reception centres theatres galleries hotels government buildings hospitals corporate offices marquees gardens cruise boats churches or chapels.

floral arrangements for events and special occasions: corporate events balls and banquets themed events industry and other awards presentations theatrical performances trade shows exhibitions floral festivals weddings parties e.g. birthdays and engagements celebrations e.g. Christmas and St


mitzvahs funerals.

Specific customer needs may relate to:

preferences or protocols of different cultures, nationalities and religions

family status age gender




RANGE STATEMENT

specific wording of greetings or messages provided by the purchaser

assistance with developing wording of greetings or messages

assistance with translating wording of greetings or messages

assistance to customers purchasing funeral products that must comply with the procedures of funeral directors, cemeteries or crematoria

customer preferences for: flower and plant materials (common, exotic

and Australian wildflowers) flower and plant materials that are known

to be environmentally safe colour wrapping baskets decorative pots buckets and decorative pails containers (bowls, vases)

themes for an event or special occasion the incorporation of corporate livery and or

branding purpose of the occasion:

wedding funeral corporate function special occasions (Mother's Day, St

Valentine's Day). various floral components required for an

event or special occasion: number of items required proposed size of items

budget or price limits of the customer delivery requirements or special instructions.

Fees determined by the organisation may include:

service fee consultation fee relay fee hire fee transaction or credit card fee




RANGE STATEMENT

loyalty program redemption fee amendment fee cancellation fee reconfirmation fee courier fee organisation's delivery fee communication fee special sourcing fee to locate and transport

items of special request such as non seasonal flower and plant materials.

Sales: may be made for: a single floristry product multiple products and services making up a

complete event or special occasion custom designed products products within a pre-determined business

product range display or stock items relay services events or special occasions regular provision of floristry products for

corporate clients could be:

face-to-face on the phone in writing by fax by email or other electronic transmission.













knowledge required to accurately calculate the costs of floristry products and services and to present quotations to customers. It requires the ability to provide quotations for products and services where some business pricing has already been undertaken by the business manager.

The following unit covers those skills required by the business manager to price and develop a full floristry product range:

SFLSOP509A Research assess and develop a floristry product range


Application of the UnitApplication of the unit This unit describes a key sales and operational function

for a diverse range of floristry products and services and applies to the full range of industry sectors and environments. The floristry business could be a retail, studio or online floristry business and the quotation could be face-to face, via electronic means or over the telephone.

This unit has particular application to those personnel who sell as a key focus of their job role and for whom quoting is an essential skill. It applies to frontline sales or operations personnel who operate with some level of autonomy or under limited supervision and guidance from others. It is undertaken by a diverse range of people such as retail floristry sales personnel, telephone sales agents,




e-business sales personnel, studio florists, floral designers, florists involved in corporate or special events and owner-operators of small floristry businesses.







1. Source information relative to the costs of products and services.

1.1.Obtain details of specific customer requirements and preferences through discussions with customer and any information supplied

1.2.Create records to administer the customer's details and requirements.

1.3.Source and accurately select and interpret product





and costing information required to prepare the quotation.

1.4.If required, negotiate costs with suppliers according to commercial agreements and relationships, and within scope of individual responsibility.

1.5.Confirm availability of supply and identify alternate sources to allow for accurate calculation and supply of costs.

2. Calculate costs of products and services.

2.1.Calculate commissions or mark-up nett costs according to the organisation's procedures and requirements to determine a profitable selling price.

2.2.Accurately calculate any additional taxes, special fees and other charges.

2.3.Accurately calculate any required currency conversions.

2.4.Seek information on competitors' sale price and make reasonable cost adjustments to ensure a price competitive product.

2.5.Accurately calculate the final cost to the customer.2.6.Check all calculations against all product and

service components.2.7.Keep detailed and legible records of the method of

calculation, according to the organisation's format.

3. Provide quotations to customer.

3.1.Prepare the quotation to reflect all inclusions required by the customer.

3.2.Promptly provide accurate quotation to the customer according to the organisation's procedures and format.

3.3.Offer secondary quotations with options, as appropriate.

3.4.Ensure all quotations include accurate details of the cost of product and service provision and the conditions and limitations of the quotation.

3.5.Record all details of the quotation accurately and legibly and keep on file according to the organisation's procedures.

4. Amend quotations and issue invoices

4.1.Adjust and update quotations to take account of changed requests or arrangements

4.2.Provide the most up-to-date quotation to customers inclusive of new conditions and limitations

4.3.Record all details of adjusted quotations and keep on file.

4.4.Prepare and provide initial and ongoing invoices to customers accepting quotations.






Required skills

research skills to identify, interpret and sort relevant information including product supply and in-house sales costing information and information on competitors' selling price

communication skills including active listening and open and closed questioning of colleagues and customers to determine and meet customer preferences and special requirements in order to quote on suitable products and services

literacy skills to read and comprehend the content of documents such as customer files, sales notes, documents detailing special requests, initial job specifications and sometimes unfamiliar and detailed product information documents including supply cost sheets or manuals and in-house pricing sheets or manuals

writing skills to create customer files and to document sometimes complex customer requirements, costings and written quotations, including the conditions specifically applicable to the quotation

numeracy skills to calculate all components, including labour costs, required for the provision of floristry product and services, to interpret the supply cost and to calculate mark-ups and or commissions and final sales cost of products to be supplied.

Required knowledge





the costs of products and services sold by the organisation or ability to source accurate costs for all components to be included in the quote

selling price of competitors' key product range and how it compares with the sale price of products and services provided by the organisation

fees applicable to the floristry industry and the organisation in particular negotiated cost of supply, contractual arrangements and preferred supplier

arrangements in place industry commission and mark-up procedures appropriate to the specific industry

sector and those applied by the organisation quotation systems and procedures appropriate to the specific industry sector and

the particular organisation formats, styles for and inclusions of quotations presented by the floristry industry

and the organisation in particular, including styles that cater for those with special needs (e.g. presenting information in large print, providing photographs or sketches)

invoicing inclusions that match the quotation, and procedures for issuance the primary components of consumer protection laws that relate to the provision of

quotations. These would include the business's responsibility in relation to nominating and charging cancellation fees and price increases, providing refunds; inability to supply products as described and substitution of suitable product components.






ability to prepare and provide multiple accurate quotations in response to multiple customer requests. These must be prepared over a period of time and cover a diverse range of floristry products and services to ensure consistency of performance and ability to respond to different requirements.

knowledge of industry and organisational practices that relate to commissions, mark-ups and fees

knowledge of consumer protection laws




EVIDENCE GUIDE

completion of quotations within commercial time constraints and deadlines determined by the customer and the organisation.



access to a fully equipped office or sales environment using appropriate computers, printers, information programs, publications and software programs currently used in the floristry industry to assist the quotations function

use of relevant and current product information to support the quotation process, e.g. brochures, price lists and product sales manuals

use of a full range of operational documentation, e.g. details of supplier contracts, customer files and invoices.


evaluation of integrated project or work activities completed by the candidate, including sourcing information on products, selling and designing products

evaluation of a diverse range of quotations prepared by the candidate including those of differing complexities

project or work activities that show the candidate's ability to prepare quotations covering the requirements of differing industry contexts e.g. quotations for retail floristry shops, studio environments, telephone sales environments, e-businesses

case studies to assess ability to provide accurate quotations in response to particular customer requests or for a series of customer files

written and oral questioning or interview to test knowledge of the formats for and inclusions of quotations and the consumer protection regulations that would apply


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




EVIDENCE GUIDE

for example:

BSBDES402A Interpret and respond to a design brief SFLSOP306A Provide quality service to floristry

customers SFLSOP307A Sell floristry products.



Customer may be: business to business customer e.g. retailer to an event co-ordinator

e-business studio new regular retail corporate.

Information supplied may include:

notes, documents or files outlining customer requirements, prepared by self or colleagues through discussions or correspondence with the customer

customer preferences for: flower and plant materials (common, exotic

and Australian wildflowers) colour wrapping baskets decorative pots buckets and decorative pails containers (bowls, vases)

themes for an event or special occasion corporate livery or branding requirements




RANGE STATEMENT

purpose of the occasion: wedding funeral corporate function special occasions (Mother's Day, St

Valentine's Day). various floral components required for an event

or special occasion number of items required proposed size of items budget or price limits of the customer delivery requirements requirements for on-site set-up, maintenance,

breakdown, and disposal of floristry products for an event or special occasion

date required.

Records may be: a computer file a manual file.

Product and costing information may include:

internal organisational price lists or manuals including: pre-priced costs for the organisation's set

product range pre-priced costs for components of a

custom- made product labour delivery pre-determined service fees.

supplier price lists, product description sheets or manuals including seasonal availability and differing seasonal costs

supplier information and fee schedule for hire equipment and items.

Quotation: may be for a broad range of products and services, including: a single floristry product multiple products and services making up a

complete range for a special occasion or event

regular provision of floristry products for corporate clients

may be prepared:




RANGE STATEMENT

manually using a computer.

may be provided by: telephone verbally in a face-to-face context fax email or other electronic transmission mail internal communication.

Special fees and charges may include:

service fee consultation fee relay fee hire fee transaction or credit card fee loyalty program redemption fee amendment fee cancellation fee reconfirmation fee courier fee organisation's delivery fee special sourcing fee to locate and transport

items of special request such as non seasonal flower and plant materials.

Some examples of products and services included in quotations are:





horticulture products ancillary items and merchandise including:

chocolates, fruit, nuts, alcohol hampers




RANGE STATEMENT

gift items of any type novelties such as balloons and toys flower preservatives and conditioning

agents presentation materials including:

wrapping gift cards and message items incorporation of corporate materials

provided by the customer. services such as:

design consultancy event styling relay organisation transportation and delivery labour for management of on-site events or



throughout the life of an event or special occasion.

large , small or themed corporate displays including components constructed off-site and assembled on-site for: exhibition centres ball rooms restaurants and reception centres theatres galleries hotels government buildings hospitals corporate offices marquees gardens cruise boats churches or chapels.

floral arrangements for events and special occasions:




RANGE STATEMENT

corporate events balls and banquets themed events industry and other awards presentations theatrical performances trade shows exhibitions floral festivals weddings parties e.g. birthdays and engagements celebrations e.g. Christmas and St


mitzvahs funerals.

Conditions and limitations of the quotation (initial and subsequent) may include:

inclusions exclusions items that are subject to availability prices subject to change inclusion of fees, taxes and levies deposit and payment requirements payment options including payment plans date of current quotation life and expiry date of quotation changes of conditions of pre-existing quotation

or booking changes to provision of pre-existing booking legislative requirements such as cooling-off

period after acceptance of quotation methods of customer accepting quotation.

Unit Sector(s)Unit Sector Floristry












knowledge required to strategically manage product development within a floristry business. It requires the ability to research the market, analyse issues relevant to establishing the product, determine a profitable selling price, establish the product, and monitor and evaluate its success.

The related function of negotiating with suppliers for any product component is covered in:

SITXMGT006A Establish and conduct business relationships.


Application of the UnitApplication of the unit This unit describes a key product planning function for a

diverse range of floristry products and services and applies to the full range of industry sectors. The floristry business could be a retail, studio or online floristry business.

The unit applies to the development of a new or enhanced floristry product range. Increasingly, floristry businesses are choosing to provide specialised products. This unit describes the product planning process that applies to the development of any style or category of product.

Product planning involves a strategic focus on the overall and long-term operation of the floristry business. This unit applies to senior floristry industry personnel who operate




autonomously and have strategic planning and product development roles. These roles would include product development manager, marketing manager, operations or general manager, designer, studio designer, store manager and owner-operator of any type of floristry business.







1. Research the market. 1.1.Research potential floristry products within the context of the overall business plan and marketing focus of the organisation.

1.2.Identify and access general information sources for





floristry market trends, and distribution and marketing networks.

1.3.Consult with, and incorporate input from, internal colleagues and external stakeholders in the research phase.

1.4.Conduct research to identify current and emerging technologies, market and design trends, and product and service gaps and analyse the potential for future product.

1.5.Identify a range of product development opportunities based on analysis of both the market and the success of the current product range.

1.6.Identify distribution and marketing networks that would support the proposed floristry product and analyse the potential to market the product successfully.

2. Analyse issues relevant to establishing the product.

2.1.Identify and analyse product preferences and requirements of different consumer markets.

2.2.Consult external stakeholders on customer and floristry industry service and quality expectations for floristry products and services.

2.3.Identify and analyse external issues that impact on establishing a product range.

2.4.Assess availability of floristry products and components that will meet preferences and requirements of target market.

2.5.Conduct a self-assessment of the organisation's capability to provide proposed product and identify additional resources required to establish and deliver the product.

2.6.Consider issues relating to product life cycle.

3. Determine a profitable selling price.

3.1.Identify all expenditure items involved in producing the floristry product to determine the nett production cost.

3.2.Incorporate required distributor commissions or mark-ups, determine required profit margin and mark-up the nett cost to determine the selling price.

3.3.Seek information on competitors' product range and consider their price when determining the organisation's selling price.

3.4.Make reasonable cost adjustments to ensure market take-up of price competitive product.

3.5.Assess cost-effectiveness and profitability of a range of proposed products and choose products that will provide the highest yield.





3.6.Clearly and accurately document the full range of pricing structures.

4. Establish the product. 4.1.Develop and communicate a clear, scheduled implementation plan to all personnel involved in establishing the operational details of the product.

4.2.Establish all required marketing activities to promote the product.

4.3.Where appropriate, test new products and services in the marketplace prior to full implementation.

5. Monitor and evaluate the success of the product.

5.1.Monitor product development initiatives in terms of response in the marketplace; feedback from the distribution network, staff and customers; and changes in the internal or external environment that may impact on plans, cost effectiveness and profitability.

5.2.Monitor the quality of supplied flowers, plant materials and other merchandise and take action to rectify any deficiencies that affect the overall quality of the product range.

5.3.Rationalise or delete any product within the range or any stock items on the basis of monitoring in a timely manner and according to any contractual obligations.

5.4.Communicate changes to all relevant colleagues, customers and distributors.



Required skills





research skills to identify, collect, and analyse primary and secondary data on current market trends, competitors' product range and target market product preferences

critical thinking skills to facilitate rational and logical analysis of research findings and all input from colleagues and external stakeholders

communication skills to conduct high level consultation with internal and external stakeholders

literacy skills to read complex research documents that relate to floristry product or design trends, market statistics, information on market preferences and requirements

numeracy skills to complete complex budgetary costings, calculate a range of different commission and mark-up structures and assess the profitability of various product options.

Required knowledge

sources of product information including industry, supplier and grower sources the intricaciesof the floristry industry, including structure,business

interrelationships and information sources the existence and operational function of distribution and marketing networks,

especially those that would support the proposed floristry product range current market trends, products and service styles that would meet certain market

requirements and customer service and quality expectations for floristry products critical aspects of the current floristry product base for the business location and

market to be serviced competitors' current products and services and their price structure the financial operating costs of the organisation, desired profit margins and

achievement of high yield in order to determine an appropriate selling price industry fee, commission and mark-up procedures and rates appropriate to the

varying organisations within the distribution network a range of formats for and inclusions of documents which provide business pricing

structures e.g. internal organisational price lists or manuals a range of formats for and inclusions of plans produced to implement new

products.






EVIDENCE GUIDE




project or work activities that show the candidate's ability to research, assess and develop the floristry product range for a specific floristry business and to monitor the product's success

ability to fully research, comprehend and analyse information on the full range of issues that relate to the development of the floristry product range

detailed knowledge of the floristry industry, including structure, interrelationships, information sources and distribution and marketing networks

ability to consult and communicate with colleagues and external stakeholders

project or work activities to develop multiple and diverse product ranges. To ensure consistency of performance and ability to respond to different commercial needs,this should occur over a period of time

project or work activities conducted over a sufficient period so that the research, analysis and monitoring aspects of this unit can be assessed.



access to a fully equipped office environment using appropriate computers, communication technology (e.g. audiovisual and photography), information programs and publications to facilitate the processes involved in developing the floristry product range

access to a business for which floristry products would be developed or to comprehensive and sufficient information about that floristry business to allow the candidate to fully research, assess and develop the floristry product range

access to current floristry industry data and information sources about floristry market trends and appropriate product match

involvement of key stakeholders, both internal and external, so that consultation can be achieved.





EVIDENCE GUIDE

project activities to research, assess and develop the floristry product range in conjunction with an industry operator

project activities to research, assess and develop the floristry product range for the training college or local community

review of completed product costing and pricing structures for specific products

case studies to assess the candidate's ability to assess markets with differing product preferences and requirements

case studies to assess the candidate's ability to evaluate floristry products and markets with different distribution and marketing networks

written and oral questioning or interview to test knowledge such as structure of the floristry industry, industry interrelationships, distribution networks, and mark-up and commission structures



SIRXMPR001A Profile a retail market SITXMGT006A Establish and conduct business

relationships BSBDES602A Research global design trends SFLDEC407A Design complex floristry products SFLDEC510A Design and produce innovative

floristry products.


The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and




RANGE STATEMENT

regional contexts) may also be included.

Some examples of floristry products included in a product range are:





horticulture products cash and carry arrangements display or stock items ancillary items and merchandise including:

chocolates, fruit, nuts, alcohol hampers gift items of any type novelties such as balloons and toys flower preservatives and conditioning

agents. presentation materials including:

wrapping gift cards and message items

services such as: design consultancy event styling relay organisation transportation and delivery labour for management of on-site events or



throughout the life of an event or special occasion.

large , small or themed corporate displays




RANGE STATEMENT

including components constructed off-site and assembled on-site for: exhibition centres ball rooms restaurants and reception centres theatres galleries hotels government buildings hospitals corporate offices marquees gardens cruise boats churches or chapels.

floral arrangements for events and special occasions: corporate events balls and banquets themed events industry and other awards presentations theatrical performances trade shows exhibitions floral festivals weddings parties e.g. birthdays and engagements celebrations e.g. Christmas and St


mitzvahs funerals.

Information sources may include: local, regional, state or territory, and federal government business development departments and advisory bodies

government funding bodies government and private small business

research bodies floristry industry associations




RANGE STATEMENT

grower associations others in the distribution network, which will

vary but can include: retail floristry outlets franchisor organisations marketing and distribution companies event management companies.

business management and marketing consultancies

reports on floristry trends customer surveys and general feedback the Internet media industry journals or trade magazines personal observation and experience colleagues, supervisors and managers industry contacts, mentors and advisors trade shows.

External stakeholders may include:

customers floristry industry associations business management and marketing

consultancies growers and grower associations others in the distribution network, which will

vary but can include: retailer floristry outlets franchisor organisations marketing and distribution companies event management companies suppliers.

funeral directors, cemeteries and crematoria which have special procedures for the display and delivery of funeral specific products

licensing or regulatory authorities.

Technologies, market and design trends may involve:

emerging floristry construction techniques use of texting (SMS) use of the Internet use of digital photography and scanners use of design and accounting software use of electronic technology to track orders,




RANGE STATEMENT

delivery and relay services use of GPS systems for delivery of products emerging customer preferences changing customer demographics seasonal or in fashion colours the influence of clothing fashion, fabric and

colour trends the influence of architecture, interior design

and trends in interior decoration the influence of themed events the influence of new hybrid flowers and plant

materials emerging technologies that impact on

production.

Product and service gaps may include:

gaps within the existing product range gaps in product not currently delivered by any

competitor or potential competitor specific consumer markets not currently

serviced by any competitor or potential competitor

markets for which level of demand is not being met.

External issues that impact on establishing a product may include:

legal compliance intellectual property ownership of competitors'

copyrighted products legal liability issues current and emerging economic climate environmental considerations cultural considerations technological developments general industry trends.

Self-assessment of the organisation's capability to provide proposed product may involve:

considering the range of products currently offered and resources required to diversify

considering the product preferences and requirements of target market

conducting a risk assessment of all aspects of providing required products

considering resources required to establish a new product

considering budgetary constraints involved in providing the product and applying a profitable selling price.




RANGE STATEMENT

Expenditure items may include: supply of all component products and services that make up the product

capital costs of the product developer and proportion attributed to the product

fixed costs that relate to delivery of the product variable costs marketing costs human resource costs for all personnel

involved in designing, producing and delivering the product

business insurances licensing and permit fees proportion of product developer's operating

costs attributed to providing the product.

Unit Sector(s)Unit Sector Floristry









knowledge required to originate and develop concepts for products, programs, processes or services to an operational level.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the UnitApplication of the unit This unit applies to individuals who originate and develop

concepts of some complexity and progress that concept to the point where it can be implemented. Individuals may be employed by organisations, be sub contractors or consultants brought in by companies to work on specific projects, or be individuals or part of a team working independently.Concepts could be developed for any business or community activity or process such as marketing campaigns, staff development programs, information technology and communication systems. This unit is also highly relevant to practitioners in the creative industries who develop products such advertising campaigns, radio and television programs, entertainment events, films, exhibitions and digital media products.A person undertaking this role would operate with a high degree of autonomy and at a senior level if working within an organisation. However, the process of generating concepts and ideas is collaborative in nature.Skills associated with writing proposals to support concept development are covered in BSBWRT401A Write complex documents.





Pre-RequisitesPrerequisite units

Employability Skills InformationEmployability skills This unit contains employability skills.




1. Evaluate and explore needs and opportunities

1.1.Research and evaluate existing information that informs new concept development

1.2.Where appropriate, identify and use gaps in current range of products, programs, processes or services as the catalyst for generating new ideas or concepts

1.3.Expand the potential of new ideas through exploration of opportunities beyond the obvious

1.4.Identify factors that could have an impact on ideas or concepts to be developed, including potential for commercialisation

1.5.Determine whether other players are filling identified gaps or investigating similar opportunities





1.6.Develop preliminary ideas on innovative and different ways to address needs and opportunities

1.7.In consultation with relevant stakeholders, agree on broad parameters for developing ideas and concepts to meet market requirements

2. Develop a range of creative approaches

2.1.Use a range of creative thinking techniques to generate innovative and creative concepts to address identified needs

2.2.Challenge, test and experiment with different concepts and ideas as part of a collaborative process

2.3.Evaluate concepts in terms of their suitability for the target audience or purpose, their feasibility and their commercial potential

2.4.Take account of social, ethical and environmental issues as concepts and ideas are generated and discussed

2.5.Identify resources required to achieve desired creative and innovative outcomes

2.6.Evaluate the effectiveness of different strategies for achieving desired outcomes

2.7.Select concepts or approaches that achieve required outcomes in an innovative and feasible way

2.8.Present proposed concepts or approaches in an appropriate format

3. Refine concepts 3.1.Ensure concept development process is open to ongoing refinement and testing

3.2.Seek input and feedback on concepts from relevant stakeholders

3.3.Seek specialist advice on creative and technical aspects of proposals as required

3.4.Compare concepts with best practice examples of similar products, programs, processes or services

3.5.Use a range of creative and practical criteria to determine the advantages and disadvantages of different concepts

3.6.Evaluate constraints on the realisation of concepts or ideas

3.7.Refine proposals based on analysis and feedback

4. Develop concepts to an operational level

4.1.Use refined concepts as the basis for developing detailed implementation specifications

4.2.Present specifications to relevant parties for approval, funding or endorsement

4.3.Reflect on methodology used to generate concepts and ideas and note ways of improving this in the





future



Required skills

communication and teamwork skills to work collaboratively on ideas and to articulate the rationale for concepts in ways that promote constructive discussion with others

creative thinking skills to generate a range of innovative concepts and ideas, to use lateral thinking and to take a visionary approach to developing concepts and ideas

initiative and enterprise skills to pro-actively identify market requirements planning and organising skills to take account of practical issues for concept

implementation self-management skills to meet deadlines.

Required knowledge

broad context in which concepts are being developed cultural, social and environmental issues and impacts to be considered in

developing new concepts issues and requirements to commercialise the concept legal requirements that affect work in a given industry context practical and operational issues to be considered in a specific work or community

context range of broad practical and operational issues that determine whether a concept

can be implemented (in any context) techniques for generating creative ideas and solutions, and for translating these

ideas into workable concepts.






EVIDENCE GUIDE




development of at least two concepts, substantiated and supported with sufficient information to allow for implementation to occur

generation of concepts and ideas that provide innovative solutions to identified issues

knowledge of legal requirements that affect work in a given industry context.



access to the full range of background information required to evaluate the operational factors that will affect the implementation of concepts

interaction with others to reflect the collaborative nature of the concept development process.


direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

evaluation of concepts generated by the candidate, of the processes used to generate and test the ideas and the material developed to support the concept

debate and discussion with the candidate to assess knowledge of the operational context and the broader factors that impact on concept development

evaluation of presentation or 'pitch' made by the candidate in relation to a particular concept

oral or written questioning to assess knowledge of cultural, social and environmental issues and impacts to be considered in developing new concepts.

Guidance information for assessment





RANGE STATEMENT


Existing information that informs new concept development may include:

creative brief market research organisational vision personal vision and creative aspiration

Products, programs, processes or services may include:

art and craft works advertising campaigns business services and processes designs festivals films interactive digital media products live entertainment productions or events manufactured products marketing and promotional campaigns museum and gallery exhibitions photoimaging services radio or television programs

Exploration of opportunities beyond the obvious may involve:

challenging existing assumptions and preconceptions

considering radical change to the way things are done

exploring practice in a totally different industry context

investigating the use of new media making connections between seemingly

unrelated activities

Factors may include: codes of practice content cost effectiveness features of interactive digital media products:

delivery platform level of interactivity look and feel navigation




RANGE STATEMENT

Indigenous laws and protocols length of program or film level of skill and understanding required for

implementation nature and size of target audience organisational charter and policies purpose:

advertising or marketing commercial educational entertainment game information

relevant legislation, such as: copyright and intellectual property privacy

results of market research revenue raised by existing market share technical feasibility

Relevant stakeholders may include:

administrative staff clients/customers designers and other creative personnel directors external suppliers information technology personnel management program producers technical specialists writers

Creative thinking techniques may include:

brainstorming: bulletin board buzz session computer-aided sequencing stop and go

Edward de Bono's six thinking hats ego alter or heroes graphic organisers:

concept fans




RANGE STATEMENT

visual maps webbing

lateral thinking games making associations mind mapping morphological analysis sub-culture surfing trigger words use of metaphors and analogies vision circles word salads visualisation

Resources may include: computer hardware and software facilities printed material specialist equipment specialist staff training

Formats may include: application forms to funding bodies or sponsors

briefs for consultants concept maps electronic presentations to promote the concept in-house proposal forms

Creative and practical criteria may include:

cost-effectiveness evaluation against competing priorities fit with personal vision and aspirations fit with strategic directions of organisation fit with target market needs how innovative the concept is level of risk potential benefits technical feasibility time to realise the concept

Constraints may include: availability of resources and equipment availability of skilled experts and personnel cost level of technical difficulty limited funding sources




RANGE STATEMENT

limited potential for commercialisation time

Implementation specifications may include:

briefs for work detailed specification of concept including

purpose and content operational plan with responsibilities and time

lines resources breakdown (financial, human and

physical)

Unit Sector(s)Unit sector

Competency fieldCompetency field Creativity and Innovation - Creative Thinking








knowledge required to undertake research into different concepts and theories of creativity, and to apply those to a particular field of endeavour.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the UnitApplication of the unit This unit applies to individuals who use sophisticated

research and critical analysis skills in the exploration of creativity and its application to work and life practice. This research may be related specifically to fields of practice traditionally considered as 'creative', such as the arts, but may equally relate to much broader fields of human activity and endeavour.The scope of the research activity has both significant depth and breadth. A broader, more general approach to the ideas and history surrounding creativity is found in BSBCRT403A Explore the history and social impact of creativity.






Prerequisite units





1. Research concepts and theories of creativity

1.1.Use a range of research techniques to source information about creativity

1.2.Identify and explore potential new, emerging and alternative sources of ideas and thinking about creativity

1.3.Expand own knowledge and understanding of creativity through review and critical analysis of information

1.4.Analyse, compare and contrast a range of theoretical perspectives and thinking on creativity

1.5.Identify and explore the transmigration of creative thought to innovative output

2. Apply theories of creativity to practice

2.1.Evaluate the relevance and application of different theories and practices of creativity based on analysis of own work and life experience

2.2.Analyse the ways in which different aspects of history, theory and other influences are applied,





adapted or challenged in practice2.3.Assess the ways in which theories, thinking and

practices about creativity may be applied that provide benefits to individuals, businesses and the community

3. Develop, articulate and debate own perspectives theories and practices of creativity

3.1.Take a critical approach to different theories and reflect on own ideas and responses

3.2.Develop own substantiated positions in response to research and analysis

3.3.Articulate own positions in a manner which demonstrates clarity of thought and conceptual understanding of different theories and thinking

3.4.Debate own positions on creativity showing belief in own ideas and a willingness to remain open to new perspectives



Required skills

critical thinking skills to analyse complex information and to develop and substantiate own positions and responses to theories and thinking around creativity

communication skills to articulate and debate complex concepts literacy and problem solving skills to research information dealing with complex

concepts and theories of creativity self-management skills to develop and substantiate own views and ideas.

Required knowledge

different theories and concepts of creativity, including different historical perspectives and current and emerging thinking

potential and actual benefits of creativity for individuals, businesses and communities

relationship between theories of creativity and creativity in practice (in a particular work or broader social context).









conduct of at least one research project into past, current and emerging theories of creativity

development of substantiated positions on creativity and its application in response to own analysis and research

knowledge of different theories and thinking on creativity and its application in different social and work contexts.



use of current and emerging sources of information and thinking on creativity.



evaluation of research undertaken by the candidate into theories and application of creativity

observation of the candidate participating in discourse and debate on theories of creativity and on the candidate's own positions and ideas.



The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised




RANGE STATEMENT

wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Research techniques may include: analysis of consumer trends desk research finding style leaders informal discussions internet search interviews literature reviews observation of creative workers processes and

behaviours personal experience tracking trendsetters

New, emerging and alternative sources of ideas and thinking may include:

component resourcing consumer trends current business theories emerging government policy emerging research fashion/design trends grazing hardware, electronics, junk, second

hand goods etc. individuals in any fields of endeavour innovative organisations international trends new products and sub assembly components social trends

Critical analysis may involve: adapting analysing and evaluating actions and policies challenging clarifying issues, values and standards comparing analogous situations comparing and contrasting ideals with practice comparing and evaluating beliefs,

interpretations and theories critical path process debate and discussion developing criteria for evaluation distinguishing relevant from irrelevant facts




RANGE STATEMENT

examining and evaluating assumptions exploring implications and consequences generating and assessing solutions ideational connecting of unrelated information judging leap of faith making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences obtuse connections openness questioning reading and listening critically reflecting

Range of theoretical perspectives and thinking may be:

economic environmental geographic heritage historical local, national, international political philosophical social/cultural style/design

Own work and life experience may include:

evaluation of contexts in which creativity has flourished

observation of nature observation of the man-made environment observations of the ways people interrelate reflection on own creative thinking and

endeavours reflection on own experience with any type of

creative endeavour or creative thinking workplace experience

Benefits to individuals, businesses and the community may include:

adaptability better individual and business relationships capacity for innovation and invention curiosity environmentally sustainable practices greater social cohesion




RANGE STATEMENT

high degree of value adding improved productivity and profit nimbleness of thought psychological wellbeing of individuals and

communities

Substantiated positions may be positions which are:

grounded in appropriate research result of rational and logical thought supported by relevant information subjected to the analysis of others (e.g. peer

review)

Clarity of thought and conceptual understanding may be demonstrated by:

ability to exchange and debate ideas with others

appropriate distillation of ideas to suit the required purpose

audience understanding clear articulation of ideas


Competency fieldCompetency field Creativity and Innovation - Creative Thinking








knowledge required to evaluate the nature and role of design in a particular industry context.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the UnitApplication of the unit Design occurs in all industries and increasingly, quality

design is considered a key factor in building organisational and industry capacity and competitiveness. This unit applies to individuals working in any context, who need to develop a basic appreciation and knowledge of the way that design works in a particular industry, and of its potential impacts on industry and individual work practice.










1. Source information on design in a given industry context

1.1.Investigate the nature, history, role and importance of design in the industry

1.2.Evaluate the roles played by designers and other contributors in the design process

1.3.Source information on the impacts of technology on design in the industry

2. Examine links between design and own work

2.1.Investigate impacts of design on own work 2.2.Consider role of individual workers across the

industry in affecting future design directions

3. Keep up to date with industry design trends

3.1.Identify and access opportunities to maintain currency of knowledge about industry design trends

3.2.Evaluate how design trends affect the overall industry and the way it operates

3.3.Share information and pro-actively discuss emerging trends with work colleagues

3.4.Identify trends that will impact on own work and seek opportunities to develop appropriate skills







Required skills

communication skills to discuss design in a particular industry context with others research and literacy skills to source and interpret a wide range of information

sources on design in a particular industry context self-management and learning skills to take responsibility for identifying and

accessing professional development opportunities.

Required knowledge

consumer/end-user expectations current and emerging technologies and their effects on design in the industry current and past designers of influence in the industry current trends in use of design in a given industry context different definitions of design, and the differences and similarities between design

and product development major design trends in the industry role of design in a given industry context.






sourcing and interpreting a range of information sources on design and applying concepts to own work situation

knowledge of design in a specific industry context, and its impact on individual work practice.



access to sources of information on design in a specific industry context.





EVIDENCE GUIDE


oral or written questioning to assess knowledge of the nature, history, role and importance of design in a specific industry context.


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



Nature, history, role and importance of design may relate to:

changing nature of consumer expectations design and the role it plays in overall industry

development, both locally and overseas design as competitive edge for individual

organisations historical development of design in the

industry important design influences in the industry links between design and legislation (e.g.

specific requirements such as emission controls for vehicles, safety features of buildings, solar protection for clothing)

Other contributors may be those involved in:

marketing operations product development production

Impacts of technology may include:

changes in work structures changing staff demographics different relationships with other industries

(e.g. information technology) different staff requirements




RANGE STATEMENT

location changes to accommodate different technologies

Impacts of design on own work may include potential changes to:

cost structures and resulting work practices equipment materials own roles and responsibilities procedures skill requirements

Role of individual workers may relate to:

adapting processes for greater efficiency developing design ideas based on operational

knowledge and experience pro-actively making suggestions about new

ways of doing things providing feedback on design concepts

Opportunities to maintain currency of knowledge may include:

attendance at seminars or other professional development opportunities

conferences exhibitions and trade shows formal training industry associations or organisations industry social functions master classes media (including internet) reference manuals unions or employer bodies


Competency fieldCompetency field Design - Design Process











knowledge required to explore the use of colour and to apply colour theory.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the UnitApplication of the unit This unit applies to any individual whose work involves

the effective use of colour, and who needs to understand the basics about the way colours work. Artists, designers, photographers, lighting technicians, digital media specialists and visual merchandisers are just a few examples of people who need these skills.










1. Source information on colour and colour theory

1.1.Identify and access sources of information on colour and colour theory

1.2.Evaluate and collate information to build a knowledge of colour and its application in different contexts

2. Experiment with colour

2.1.Test different colours and colour combinations through experimentation

2.2.Use own ideas as a way of testing, challenging or confirming colour theory

2.3.Ensure safe use of materials, tools and equipment during experimentation with colour

3. Communicate concepts and ideas through use of colour

3.1.Investigate how colour might be used to communicate a particular idea or concept

3.2.Select materials, tools and equipment relevant to the idea or concept

3.3.Apply colour in a way that communicates the concept or idea based on own knowledge of colour and colour theory

3.4.Review and reflect on own use of colour and what it communicates

3.5.Seek and obtain feedback from others about the way colour has been used and its success in communicating the concept or idea

3.6.Present and store work any samples in a way which takes account of the need for professional





presentation and potential relevance for future work



Required skills

literacy skills to read and interpret information about colour and colour theory numeracy skills to calculate quantities and proportions of different colours visual literacy skills to make judgements about the way that different colours work

together and in conjunction with other elements.

Required knowledge

colour attributes and colour relationships different colour theories and their applications to different contexts emotional, cultural and situational aspects of colour individual interpretation and choice in relation to the use of colour, and the

potential limitations of theory materials, tools and equipment required to experiment with colour in relevant

contexts ways in which other practitioners use colour in their work.






effective use of colour to communicate a concept or idea

knowledge of colour theory, the effects of colour and its potential use in different contexts.




EVIDENCE GUIDE



access to materials, resources and equipment needed to apply colour in the relevant work context.



evaluation of colour samples produced by the candidate to communicate a concept or idea

oral or written questioning to assess knowledge of colour theory and use of colour by different practitioners.





Sources of information on colour and colour theory may include:

anecdotal sources, personal observation art and design work books and magazines characteristics of materials, for example paints,

pigments scientific texts web-based resources

Experimentation may involve playing with:

application of light, for example in a theatrical context

colour attributes in hue, chroma, value colour grading colour models (emotional, physical and




RANGE STATEMENT

psychological effects of colour) colour scales colour schemes effective colour relationships, for example

harmonies and discords

Materials, tools and equipment may include:

air brushes brushes cardboard digital equipment fabrics/textiles/plastics glue gouache, watercolour, acrylic hand tools light sources/equipment lighting gels measuring tools pastels, colour pencils, crayons range of papers receptacles rulers software sponges spray gun

Idea or concept to be communicated may relate to a huge range of activities such as:

advertising and promotion artistic works exhibitions or events fashion designs interactive digital media products interior designs jewellery design lighting designs object or product design sign making theatrical props, sets or scenic art

Samples may be: colour wheels colour swatches constructed digital output drawn, painted, printed photographs




RANGE STATEMENT

sample boards transitory, for example natural and artificial

lighting effects










knowledge required to interpret and creatively respond to a design brief through the production of work. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the UnitApplication of the unit This unit applies to individuals working in any industry or

design context where work is prescribed by a commissioning agent/client in the form of a brief. The unit is holistic in nature and focuses on the integration of the creative, communication and planning processes that support effective response to a design brief.In practice, this unit supports and is supported by other units describing the specialist skills and knowledge required by specific design disciplines. Work is carried out independently, although guidance would be available if required. Skills involving the more complex process of negotiating and refining a design brief, or managing the production process are found in BSBDES502A Establish, negotiate and refine a design brief and BSBDES601A Manage design realisation.










1. Interpret design brief 1.1.Correctly interpret the specifications of the design brief

1.2.Establish and clarify user or client for the proposed product/service to inform design decisions

1.3.Identify and clarify specifications, parameters or constraints of the design brief in consultation with relevant colleagues

1.4.Source and evaluate information pertinent to design brief

2. Explore and develop design concept

2.1.Generate ideas for design concept through research, exploration and experimentation

2.2.Develop initial design concept consistent with design brief parameters

2.3.Evaluate and explore options for refining the concept to best meet design brief parameters

2.4.Refine options and select the approach which best





meets design brief requirements

3. Liaise with client 3.1.Agree on communication process and frequency of communication with the client

3.2.Present concepts for work at appropriate stages during design process as required

3.3.Present and explore different options and creative ideas with client when appropriate

3.4.Pro-actively seek and act on client feedback3.5.Reach agreement on concept for work which

complies with design brief

4. Plan production of work

4.1.Assess specific design production risks 4.2.Identify all components required to produce a

prototype4.3.Assess technical requirements for production against

specified guidelines4.4.Identify and consult with support services required

for production 4.5.Produce a prototype and evaluate against design

brief requirements4.6.Analyse prototype and determine any further

adjustments to production requirements4.7.Finalise production specifications supported by

accurate and complete documentation

5. Complete production of work

5.1.Collect and/or organise required components for the work

5.2.Produce or monitor the production of work ensuring all parameters of design brief are met

5.3.Accurately document work progress in a format appropriate to the nature of the design and requirements of design brief

5.4.Seek client approval for work where appropriate



Required skills





communication skills to liaise with clients and colleagues on design concepts, and to effectively present potentially complex ideas

creative thinking skills to generate and explore a range of possible responses to design brief requirements

critical thinking and problem-solving skills to work out different ways of meeting different design and production challenges

Research, literacy and analytical skills to interpret a brief and to source and evaluate information pertinent to the brief

planning and organisational skills to integrate and coordinate creative, communication and planning issues into the work process

self-management skills to take pro-active responsibility for all the elements involved in responding to a design brief.

Required knowledge

copyright, moral rights and intellectual property issues and legislation relevant to the ways design concepts are developed and presented

different ways of presenting, communicating and documenting design concepts (as relevant to the context of work)

format of design brief typically used in the relevant industry or design context principles and key features of project management relevant to a design project specific project management factors that apply to a design project terminology typically used in a range of design briefs.






effective response to the requirements of at least two design briefs, including interpretation, concept development, communication and production planning

knowledge of copyright, moral rights and intellectual property issues and legislation relevant to the ways design concepts are developed and presented.




EVIDENCE GUIDE



access to the materials resources and equipment needed to interpret design brief, source information pertinent to design brief and to respond to design brief within its parameters

interaction with others to reflect the communication and collaboration aspects of this unit.



evaluation of design documentation and completed work undertaken by the candidate

oral or written questioning to assess knowledge of typical parameters and constraints for work in a given context, including practical production issues

evaluation of presentation made by the candidate to present concepts and to articulate the creative and other processes that lead to the development of final design concept.


The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.



Specifications may refer to: budget location materials




RANGE STATEMENT

media quantity scope of work site size target group timeframes

Design brief may be: written diagrammatic visual verbal

Parameters or constraints may refer to:

budgeting and financing arrangements cost of production legislative and regulatory requirements outlets number of items purpose of item timeframes

Information pertinent to design brief may be about:

current trends in the application of materials, techniques, tools and equipment

design standards health and safety industry standards legal, contractual, ethical and copyright

considerations material characteristics and capabilities new technology and innovation stylistic considerations

Concepts for work would usually be in written format and may include:

computer generated text or diagrams, for example MS Word PowerPoint presentation

diagrams drawings photographs or digital images text video

Agreement on the concept may involve:

development of an artist statement discussion with client discussion with other specialists (e.g. technical

or production) formal contract for the work




RANGE STATEMENT

negotiation

Support services may involve: agencies digital services engineers fabricators, for example for models, props, sets hire studios and/or equipment other specialists, for example make-up, stylists production facilities work assistants

Documentation may include: charts/diagrams CD data sheets with notes drawings/sketches illustrations material samples photographs or digital images slides specifications for fabricators storyboard and text video or DVD written rational or description







Co-requisite units







knowledge required to take a design concept or solution to the implementation stage.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the UnitApplication of the unit This unit applies to individuals who implement concepts

and solutions in response to a design challenge in any industry context. It takes BSBDES401A Generate design solutions, to the next stage focusing on the resourcing and testing of a design concept. The outcome of work could be a completed product, object, system or service, but is more likely to be a complete or partial prototype or model for the design.The focus of the unit is on a general knowledge of design techniques and processes, and practical application to a specific design context.










1. Organise resources for realising the design solution

1.1.Confirm the nature and scope of the proposed design solution

1.2.Research resources required for developing the design concept to implementation stage

1.3.Investigate different factors that impact on the selection and use of resources

1.4.Select and prepare resources based on research and other legislative or organisational requirements

2. Test the design solution

2.1.Experiment with a range of different techniques and processes to test the design solution

2.2.Evaluate, challenge and refine testing processes 2.3.Gain input and feedback from key stakeholders

during the testing process2.4.Accurately document outcomes of testing2.5.Select final design solution based on outcomes of

testing and input from others

3. Develop the prototype or model

3.1.Create prototype or model based on agreed approaches

3.2.Where appropriate, select and organise materials, tools and equipment according to chosen design solution

3.3.Expose model or prototype to quality checks and ongoing analysis, enhancement and refinement





3.4.Compare completed prototype or model against identified needs and other considerations and make adjustments as required

4. Present the prototype or model

4.1.Identify key stakeholders to whom design should be presented

4.2.Select appropriate format for presentation based on nature of the audience and design

4.3.Present prototype or model in a way that optimises clarity, conciseness and appeal



Required skills

communication skills to consult with others on testing and refinement of the design solution

creative thinking skills to develop and adapt responses to experimentation and testing processes

literacy skills to interpret and develop a wide range of visual and written information sources

planning and organisational skills to organise resources and to coordinate a testing process, including liaison and consultation with others during the design process

problem-solving skills to respond to unpredictable issues and challenges that arise during the testing process.

Required knowledge





copyright, moral rights and intellectual property issues and legislation that impact on design in the relevant context

elements and principles of design and their application in the relevant design context

features of the wider industry, economic, social and historical context for the design solution

other designs and the work of other design practitioners in the relevant context sources of information that support the development of technical and other

knowledge technical knowledge of the area for which design solutions are being implemented

- in terms of relevant resources, materials, tools, equipment, techniques and industry processes and procedures.






critical analysis, testing and development of a model, prototype or aspect of a design solution to meet an identified need

knowledge of design trends and technologies in the relevant industry context.



interaction with others to reflect the collaborative nature of the design process

access to resources required to test a design solution in a given industry context (e.g. finance, materials, tools, equipment, expertise).


direct questioning combined with review of portfolios of evidence and third party workplace




EVIDENCE GUIDE

reports of on-the-job performance by the candidate evaluation of a design solution implemented by the

candidate against an original brief, set of criteria or guiding objectives

evaluation of the processes used to test and refine the solution

oral or written questioning to assess knowledge of technical and context issues that impact on design in a given industry context.


The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.Combined assessment with the following unit is appropriate:

BSBDES401A Generate design solutions.



Resources will depend on the nature of the design, but may be:

financial: budget allocation grants in kind contributions sponsorship

human expertise: creative financial management technical

physical: hardware or software materials




RANGE STATEMENT

tools workspaces

Implementation stage could be the point at which:

marketing can commence production can commence production is confirmed staff can be employed

Factors that impact on the selection and use of resources may relate to:

environmental considerations industry context social or ethical issues sustainability technologies

Legislative or organisational requirements may relate to:

commonwealth or state/territory legislation licensing requirements local regulations and standards policies or procedures

Techniques and processes to test the design solution will depend on the nature of the design, and may include:

colour tests mock ups models practice pieces samples scenario testing stress tests

Key stakeholders may include: client employer end user peers supervisor technical experts work colleagues

Identified needs and other considerations may relate to:

access to and availability of resources aesthetic considerations budgetary constraints ease of manufacture opportunities for innovation specifications of a brief wider industry trends

Appropriate format may include: drawings or sketches - manual or computer aided design and drafting (CADD)

electronic presentation




RANGE STATEMENT

verbal presentation written notes with rationale or description










knowledge required to work pro actively with a client or commissioning organisation to develop and negotiate a design brief.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the UnitApplication of the unit This unit applies to individuals working in any industry or

design context where the designer plays a key role in determining the scope and nature of work required. This unit builds on BSBDES402A Interpret and respond to a design brief, which focuses on working with an established brief.Establishment, negotiation and refinement of a design brief requires the integration of highly developed creative thinking, communication and planning skills in a process that may not be linear. Adaptability and effective response to change and new ideas is crucial.In practice, this unit supports and is supported by other units describing the specialist skills and knowledge required by specific design disciplines.










1. Establish design requirements

1.1.Identify and make appropriate contact with relevant stakeholders for the design project, in addition to the client

1.2.Identify and source information and references relevant to the design project

1.3.Undertake critical analysis of sources and extract key information to inform the design project

1.4.Liaise with client and other key stakeholders to determine overall objectives and parameters for the design project

1.5.Pro-actively seek, review and act upon information needed to inform constructive communication with client

1.6.Build trust and respect between self and client through effective use of communication skills and demonstration of professional integrity





2. Develop and refine design brief

2.1.Develop concepts and ideas for inclusion in design brief that take account of overall objectives and parameters

2.2.Undertake own analysis of concept and challenge ideas and approaches taken to ensure responsiveness to project needs

2.3.Present ideas in an appropriate format/medium and seek feedback from key stakeholders

2.4.Use effective communication techniques to generate discussion, debate and critical analysis

2.5.Re-evaluate and refine options based on own analysis and discourse with others

2.6.Establish and agree on final nature and scope of design brief with client and accurately document details

3. Negotiate terms and conditions

3.1.Negotiate and agree terms and conditions of the brief in accordance with relevant organisational and professional standards

3.2.Clarify, agree and document roles and responsibilities of those involved in the project

3.3.Confirm agreements in writing in accordance with organisational requirements

3.4.Identify the need for and seek specialist advice in developing, formal agreements or contracts where appropriate



Required skills





communication, presentation and negotiation skills to work with clients to establish and refine design briefs

creative thinking skills to generate and develop concepts and ideas for the design brief, including responses to situations where parameters may be quite broad and open or very restrictive

literacy skills to research and evaluate a wide range of source materials for the development of ideas and concepts

numeracy skills to develop realistic costings for realisation of design concept planning and organisational skills to guide and coordinate the process of

negotiating and finalising a design brief problem-solving skills to pro-actively identify and develop effective solutions to

complex challenges of a varied and unpredictable nature self-management skills to take responsibility for driving and guiding the brief

negotiation process.

Required knowledge

copyright, moral rights and intellectual property issues and legislation that impact on design in the relevant work context

legal issues that affect negotiations and contracts in the relevant work context scope, nature and potential variations within design briefs relevant to a specific

context sources of information that inform the development of design concepts within a

specific industry context.






practical demonstration of skills through the development and finalisation of at least two design briefs for a specific industry purpose

effective collaboration and communication skills to work with others to develop and refine a design brief

knowledge of the design process within the specific industry context/design discipline.




EVIDENCE GUIDE



access to appropriate equipment and media to communicate and present ideas and concepts

access to sources of information relevant to the industry context

interaction with and involvement of others to reflect the collaborative nature of the work, and the communication and negotiation skills required.

Method of assessment A range of assessment methods should be used t assess practical skills and knowledge. The following examples are appropriate for this unit:


evaluation of a design brief in which the candidate has played a significant development role

evaluation of reports prepared by the candidate detailing the processes undertaken for establishing and refining the design brief, including challenges faced and lessons learned for the future

observation of discussions and negotiations with client and other stakeholders

oral or written questioning to assess knowledge of the process and issues surrounding legislation, industry context, sources of information

evaluation of candidate response to different scenarios to assess ability to adapt approach to different client requirements and contexts.


The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

any specialised design unit.


The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised




RANGE STATEMENT

wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Relevant stakeholders in addition to the client may include:

authorities such as local council for outdoor event design

creative specialists other designers others involved in the project production teams technical specialists venue managers

Information and references relevant to the design project may include:

environment financial information legislative and regulatory requirements music and/or film/video oral history organisational information photographs and other artworks project team members promotional material technical reports/data texts and other written references work of other designers/artists

Critical analysis may involve: considering how ideas may be adapted considering how ideas may be challenged drawing links between references and potential

designs evaluating work of other designers making judgements about potential ideas in

relation to the budget and available resources making judgements about relevance of

information and ideas

Overall objectives and parameters may relate to:

audience availability of materials, tools, equipment and

human resources budget constraints conflicting competing demands environmental sustainability organisational vision




RANGE STATEMENT

presentation venue/context sponsorship timeframe triple bottom line (people, planet, profit)

Appropriate format/medium for presentation of ideas may include:

checklists digital presentation drawings electronic presentations graphic formats models paintings photographs plans prototypes verbal description/oral presentation video visual diagrams

Terms and conditions may relate to:

conceptual parameters contracts deliverables legal and financial issues such as processes to

be used ownership and copyright reporting technical requirements time lines

Organisational and professional standards may include:

industry-accepted fee schedules industry standards for written agreements requirements for written agreements

Organisational requirements for confirming agreements may include:

approval and ongoing communication processes










BSBDES602A Research global design trends



knowledge required to research and critically evaluate global design trends.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the UnitApplication of the unit This unit applies to individuals who need to maintain a

current and comprehensive knowledge of global design trends to inform their own professional practice. Often the individual would be a designer, but the unit may also be relevant to those who work in related management, marketing and production areas.The unit focuses on research and analysis of information and ideas at a complex level, plus the evaluation and extension of one's own professional skills.










1. Research design trends

1.1.Analyse and select formal and informal research strategies to source information on global design trends

1.2.Identify and explore new and alternative sources1.3.Evaluate the credibility of information gathered and

ensure research scope is sufficiently broad

2. Analyse design trends to inform own practice

2.1.Use information to challenge and extend own perspectives and ways of thinking

2.2.Examine and assess the implications and consequences of design trends on own work

2.3.Use critical analysis to identify creative or commercial opportunities presented by emerging trends and technologies

2.4.Develop systems to identify and respond to future opportunities

3. Develop and articulate positions and ideas

3.1.Develop substantiated positions and ideas in relation to global design trends

3.2.Generate informed discussion, debate and critical analysis with peers and colleagues

3.3.Use debate and feedback as a way of challenging and refining own positions

4. Extend own design skills

4.1.Pro-actively identify and use opportunities presented by research to extend own design skills

4.2.Re-evaluate and refine approaches to work in the context of current and emerging trends





4.3.Use practice, discussion and ongoing evaluation to continuously improve skills



Required skills

communication skills to articulate and debate conceptual or technical ideas critical thinking skills to distil and synthesise information from varied sources and

to develop own positions and ideas on a complex range of issues literacy skills to research complex, varied and unfamiliar information sources planning and organisational skills to undertake the research process.

Required knowledge

broad global design trends that apply to all design disciplines business implications/consequences of adopting trends and emergent technologies copyright/moral/intellectual property issues associated with research and with

design more broadly design industry networks and professional development opportunities - local,

national and international research methodologies and options sources of information on global design, design trends and broader references that

may inform emerging and innovative design practice specific current and emerging design technologies and trends (at a global level) in

at least one area of design.




Critical aspects for assessment and Evidence of the following is essential:




EVIDENCE GUIDE

evidence required to demonstrate competency in this unit

conducting research on a complex range of design issues, trends and ideas

analysing, critiquing and synthesising complex sources to develop own positions and ideas

design research knowledge of copyright/moral/intellectual property

issues associated with research and with design more broadly.



use of a current and varied range of familiar and unfamiliar information sources.



evaluation of research undertaken by the candidate in terms of scope, depth and the level of critical thinking applied

direct observation of candidate debating issues arising from research into global design trends

oral or written questioning to assess knowledge of global design trends in terms of depth and complexity.





Formal and informal research formal study




RANGE STATEMENT

strategies may include: participating actively in relevant industry associations

participating in, and contributing to, discussion through conferences, meetings, seminars, courses and journals

participating in professional development and other learning opportunities

reading current literature, including specialist journals and industry magazines

web research

Information on global design trends may relate to:

best practice examples emerging and future technology history philosophy role of design in the broader social, economic

and political environment sustainability

New and alternative sources may include:

inspirations from nature work from other areas of community or

business activity for example: artists authors business people entertainers film makers historians philosophers photographers scientists

Critical analysis may include: analysing and evaluating actions and policies clarifying issues, values and standards comparing analogous situations comparing and contrasting ideals with practice comparing and evaluating beliefs,

interpretations and theories developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions




RANGE STATEMENT

making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences reading and listening critically

Substantiated positions and ideas may be those which are:

grounded in appropriate research result of rational and logical thought subjected to the analysis of others supported by relevant information










knowledge required to research and apply different theories of design.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the UnitApplication of the unit This unit applies to individuals who use sophisticated

research and critical analysis skills in the exploration of design, design theory and its application to professional design practice. The scope of the research activity has both significant depth and breadth. A broader, more general approach to the history and theory of design is covered by BSBDES305A Source and apply information on the history and theory of design.










1. Research design theory

1.1.Use a range of research techniques to source information about design theory

1.2.Identify and explore new, emerging and alternative sources of ideas and thinking about design

1.3.Expand own knowledge and understanding of design through review and critical analysis of information

1.4.Analyse, compare and contrast a range of theoretical perspectives and thinking on design

2. Apply theories of design to professional practice

2.1.Evaluate the relevance and application of different theories of design based on analysis of own professional and personal experience

2.2.Analyse the ways in which different aspects of history, theory and other influences are applied, adapted or challenged in practice

2.3.Assess the ways in which theories and thinking about design may be applied in ways that provide benefits to individuals, businesses and communities

3. Develop, articulate and debate own perspectives on theories of design

3.1.Take a critical approach to different theories and reflect on own ideas and responses

3.2.Develop own substantiated positions in response to research and analysis

3.3.Articulate own positions in a manner which demonstrates clarity of thought and conceptual understanding of different theories and thinking

3.4.Debate own positions on design showing belief in own and ideas and a willingness to remain open to





new perspectives



Required skills

communication skills to articulate and debate complex concepts critical thinking skills to analyse complex information, and to develop and

substantiate own positions and responses to theories and thinking around design literacy skills to research information dealing with complex concepts and theories self-management skills to develop and substantiate own views and ideas.

Required knowledge

different theories of design, including different historical perspectives and current and emerging thinking

relationship between theories of design and design in practice (in a particular work or broader social context)

relationships, similarities and differences at a conceptual and practical level between the concepts of design, innovation and creativity

systemic impacts on design - social, economic, political and environmental.






research into past, current and emerging theories of design

development of substantiated positions on design and its application in response to own analysis and research




EVIDENCE GUIDE

knowledge of different theories and thinking on design and its application in different social and work contexts.



use of current and emerging sources of information and thinking on design.



evaluation of research undertaken by the candidate into design theory and its application

evaluation of candidate's participation in discussion and debate on theories of design


The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.



Research techniques may include: desk research informal discussions internet interviews literature reviews

New, emerging and alternative sources of ideas and thinking may include:

current business theories government policy individual in any field of endeavour innovative organisations




RANGE STATEMENT

international trends

Critical analysis may involve: adapting analysing and evaluating actions and policies challenging clarifying issues, values and standards comparing analogous situations comparing and contrasting ideals with practice comparing and evaluating beliefs,

interpretations and theories developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions debating and discussing judging making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences questioning reading and listening critically reflecting

Theoretical perspectives and thinking may be:

economic environmental historical local, national and international political social/cultural

Own professional and personal experience may include:

evaluation of contexts in which creativity has flourished

evaluation of different attitudes to design and the role of designers

observations of the ways people interrelate with the design process, of the ways people use and adapt designs in daily life

reflection on current political, social and cultural trends

reflection on own experience with any type design process

workplace experience




RANGE STATEMENT

Benefits to individuals, businesses and communities may include:

better individual and business relationships capacity for innovation and invention greater social cohesion improved productivity and profit psychological wellbeing of individuals and

communities

Substantiated positions may be positions which are:

grounded in appropriate research result of rational and logical thought subjected to the analysis of others supported by relevant information

Clarity of thought and conceptual understanding may be demonstrated by:

ability to exchange and debate ideas with others

appropriate distillation of ideas to suit the required purpose

audience understanding clear articulation of ideas










knowledge required to undertake data analysis, review website content and update and maintain a website.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the UnitApplication of the unit This unit applies to individuals who have knowledge of

the relationship between web-sites and the core functions of an organisation. They also have working knowledge and skills of performing basic updates to web site content. They may provide administrative support within an organisation or be other individuals who have been delegated this responsibility.










1. Review website content and use

1.1.Monitor and analyse customer and user feedback in accordance with organisational timelines

1.2.Analyse automatically collected website data and identify trends

1.3.Make recommendations on changes to the website and its content in response to feedback and data analysis and approve changes scheduled for implementation

1.4.Review cost implications of the recommended changes to determine their viability

2. Update website 2.1.Replace superseded and inaccurate information with current information and add additional material in accordance with organisational requirements

2.2.Follow protocols for ensuring the accuracy and authenticity of information

2.3.Remove services no longer available or required and add new ones in accordance with organisational requirements

2.4.Check off-line information against that posted on the website and rectify discrepancies in accordance with organisational timelines

2.5.Follow security procedures for updating the website

3. Carry out non technical site maintenance

3.1.Analyse user feedback to confirm that faults have resulted from the site and are not user problems

3.2.Rectify faults and make improvements to the site in response to user feedback approved by the





organisation3.3.Add new web pages and/or active links and remove

redundant pages and links in accordance with organisational requirements

3.4.Make site changes in response to changes in marketing strategy in accordance with organisational requirements and consideration of cost benefits



Required skills

literacy skills to interpret policies and procedures, provide recommendations to others and to draft text in a logical sequence and structure appropriate for an online format

numeracy skills for basic statistical analysis of website usage data communication skills for consultation with users and customers.

Required knowledge

identification and overview knowledge of key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation

ethical principles codes of practice privacy laws Occupational Health and Safety

basic principles of website design and maintenance online security issues.


The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment




EVIDENCE GUIDE

Guidelines for the Training Package.




website and its content continues to meet the requirements of the business after maintenance changes

identification and resolution of faults, errors and/or complaints with website.



access to an actual workplace or simulated environment

access to office equipment and networked computers documentation relating to analysis and

strategies/policies for implementation.



review of authenticated documents from the workplace or training environment

demonstration of techniques in a workplace or simulated environment.



marketing units other information and communications technology

units.






RANGE STATEMENT


Feedback and data analysis may include:

feedback in relation to content, ease of navigations and appropriateness/usefulness of content

statistical data in relation to usage, including; hits page views visits

Offline information may include: information available in other forms, such as; brochures databases knowledge management systems news letters records systems

Security procedures may include: access protocols password protected areas


Competency fieldCompetency field Information and Communications Technology - E

Business








BSBEBU501A Investigate and design e business solutions



knowledge required to evaluate e business models and strategies, and to incorporate the results of these evaluations into the design of an e business solution.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the UnitApplication of the unit This unit applies to individuals who possess skills and

knowledge in a specialist business area, as well as knowledge of software and other technologies. They apply these skills and knowledge in the evaluation, selection and implementation of new strategies for business, which incorporate e business solutions. They may be managers responsible for overseeing these tasks as well as technical or other knowledge experts.










1. Investigate e business opportunities

1.1.Undertake a competitive analysis to determine the likely impact new capabilities will have on industry sectors and competitors

1.2.Complete and assess value chain analysis to identify processes and relationships that may benefit from the adoption of e-business solutions

1.3.Identify threats and opportunities to e-business implementation and evaluate potential contributions to the business

1.4.Conduct resource analysis to identify cost and revenue implications in developing opportunities

1.5.Identify and evaluate legal and ethical issues relating to e-business opportunities

2. Evaluate e business models

2.1.Identify and analyse business-to-business, business-to-consumer, intra-organisational e-business applications and e-business models

2.2.Rank compatible e-business models in terms of their strengths and weaknesses, considering resourcing, technical and security requirements of each

2.3.Assess cost implications of implementation of e-business models

2.4.Determine an e-business model most appropriate in relation to business plan

3. Design an e business 3.1.Formulate purpose, objectives and values for the e-business

3.2.Identify target market, and value chain structure in





accordance with chosen e-business model3.3.Identify and obtain technical needs and expertise

required to implement e-business model3.4.Investigate and develop plan to address culture

change issues to manage transition to an e-business

4. Implement an e business strategy

4.1.Develop policies and guidelines to support customers, supply chain and staff to ensure successful implementation

4.2.Monitor performance of business goals and adjust policies and procedures to respond to changing needs of customers, staff and supply chain

4.3.Review e-business systems and models, seeking feedback from users and personnel responsible for e-business implementation

4.4.Incorporate evaluation results and feedback to improve future e-business strategies



Required skills

analytical and problem-solving skills to assess information and apply to identified business needs

communication skills to collaborate with technical experts and other staff literacy skills to identify and interpret market and product information.

Required knowledge





features of a range of software and hardware systems key provisions of relevant legislation from all forms of government that may affect

aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws copyright occupational health and safety

organisational policies and procedures relating to the systems, products and/or service being worked with.






evaluation of e-business opportunities involving new business models and not simply electronic versions of existing businesses

rationale and supporting evidence for choice of e-business solution

knowledge of relevant legislation.




access to office equipment and networked computers documentation relating to analysis and

strategies/policies for implementation.


direct questioning combined with review of




EVIDENCE GUIDE

portfolios of evidence and third party workplace reports of on-the-job performance by the candidate


demonstration of techniques in a workplace or simulated environment.



BSBEBU502AImplement e-business solutions IT use units.



New capabilities may include: 24-hour operation automated marketing efforts communication distribution channel global reach online customer service online inventory online payments online purchasing online sales systems supply chain

Value chain analysis may include: an analysis of a series of primary activities, such as: inbound logistics marketing and sales operations outbound logistics




RANGE STATEMENT

service support and their support activities, such as:

business infrastructure human resources management procurement technological development

Processes and relationships may include:

customer service delivery of core services delivery of government services delivery of products development of new products, services and

markets organisational structures trading communities

Threats and opportunities may include:

business to government (B2G) opportunities where e-business is conducted between an enterprise and the government

business-to-business (B2B) opportunities where e-business is conducted between companies

business-to-consumer (B2C) opportunities where e-business is conducted between an enterprise and a customer

competition legislation disintermediation threats/opportunities where

the role of 'middlemen' or other middle supply chain elements is reduced or made redundant as newer more efficient supply chain technologies are implemented

infrastructure requirements: disaster recovery, failsafe systems

internal business opportunities that improve productivity utilising e-business development

re-intermediation opportunities, where e-business creates new value between producers and consumers

risk management: payments, fraud etc.

Contributions to the business may include:

effect on: customer satisfaction ratings growth market share




RANGE STATEMENT

profitability return on investment sales staff morale i.e. using efficient

technologies to enhance workplace staff productivity and professional

development

Business-to-business may include: involves e-business between organisations may be B2G (business to government)

Business-to-consumer may include:

involves e-business between an enterprise and a customer

E-business models may include: aggregator models collaboration partners competitor cooperation model e-auction e-government e-mall e-office e-procurement e-shop/e-tailing information brokers micro-payments business model multilevel marketing portal tender services third party marketplaces trust services value chain integrators value chain service providers virtual community web rings

Technical needs and expertise may include:

advice on existing business strategy and base business versus growth business

advice on staffing arrangements advice on technology issues/compatibility banking information for electronic funds

transfer contact person feedback loops




RANGE STATEMENT

new protocols relating to legal or security issues for e-business

open and international standards e.g. EAN.UCC or UN/EDIFACT

personal identification and password for online access to business processes e.g. purchasing or supply

Policies and guidelines may include:

business ethics confidentiality electronic communication fraud prevention and detection human resources management information management intellectual property legal issues e.g. jurisdiction, contract validity,

taxation outsourcing performance management privacy risk management security



Business





Co-requisite units




BSBEBU502A Implement e business solutions



knowledge required to implement e business solutions, including establishing the initial requirements and developing systems for implementation, and to support ongoing monitoring and review.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the UnitApplication of the unit This unit applies to individuals who possess skills and

knowledge in a specialist business area, as well as knowledge of software and other technologies. They apply these skills and knowledge in the implementation of e business solutions. They may be managers responsible for overseeing these tasks as well as technical or other knowledge experts.










1. Set up e business solution

1.1.Identify organisational requirements in consultation with relevant personnel

1.2.Evaluate security issues and rank these issues for acceptable risk

1.3.Evaluate the costs and technology requirements associated with e-business solution in relation to organisational requirements

1.4.Confirm technology and standards required for implementation with relevant personnel

1.5.Prepare budget for implementation of solution

2. Implement e business solution

2.1.Delegate responsibility for solution in accordance with organisational policy, procedures and structures

2.2.Develop procedures for the solution in accordance with organisational and other business requirements

2.3.Provide training for implementation of solution in accordance with organisational requirements

2.4.Develop security procedures and protocols in accordance with organisational requirements

2.5.Maintain records relating to solution in accordance with legal, ethical and accounting requirements

3. Monitor and review e business solution

3.1.Monitor outcomes and processes in accordance with implementation strategy and established performance monitoring and reporting requirements

3.2.Use business data and reports to compare plans, budgets, time lines and forecasts to actual performance





3.3.Obtain feedback from users and personnel responsible for implementation, and make recommendations to improve future e-business strategies



Required skills

analytical and problem-solving skills to assess information and apply to identified business needs

communication skills to collaborate with technical experts and other staff literacy skills to identify and interpret market and product information.

Required knowledge

features of a range of software and hardware systems key provisions of relevant legislation from all forms of government that may affect

aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws copyright occupational health and safety

organisational policies and procedures relating to the systems, products and/or service being worked with.







EVIDENCE GUIDE



documented processes and procedures for implementation of an e-business solution

development of monitoring strategy knowledge of relevant legislation.




access to office equipment and networked computers documentation relating to policies, procedures and

training developed.




demonstration of techniques in a workplace or simulated environment..




other information and communications technology units.






RANGE STATEMENT

Organisational requirements may include:

authentication building security confidentiality cost encryption technology firewalls fraud control gatekeeper software privacy recognised internet service provider (ISP) with

secure platform secure web server and browser with secure

sockets layer (SSL) third party verification of credit card

information

Security issues may include: business ethics confidentiality fraud prevention and detection information management intellectual property legal issues e.g. jurisdiction, contract validity,

taxation privacy risk management security

E-business solutions may include: 24-hour operation automated marketing efforts communication distribution channel global reach online customer service online inventory online payments online purchasing online sales systems supply channel

Other business requirements may include:

accounting ethical legal policies, procedures and guidelines developed




RANGE STATEMENT

in other operational areas specific to the system being implemented

Security procedures and protocols may include:

authentication confirmation of identity establishing and/or monitoring the credit

worthiness of clients processes for monitoring expiry of credit cards processes for preventing fraudulent use of

credit cards processes for minimising bad debts through

online payments



Business








knowledge required to maintain financial records for a business. It includes maintaining daily financial records such as reconciling debtors' and creditors' systems, preparing and maintaining a general ledger, and preparing a trial balance. It also includes activities associated with monitoring cash control for accounting purposes.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the UnitApplication of the unit This unit applies to individuals who are skilled operators

and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate theoretical knowledge of financial records to provide technical advice and support to a team.










1. Maintain daily financial records

1.1.Correctly maintain daily financial records and in accordance with organisational requirements for accounting purposes

1.2.Identify and rectify or refer discrepancies or errors in documentation or transactions to designated persons in accordance with organisational requirements

1.3.Accurately credit and debit transactions and promptly enter into journals in accordance with organisational requirements

2. Maintain general ledger

2.1.Maintain general ledger in accordance with organisational requirements

2.2.Post transactions into general ledger in accordance with organisational reporting requirements

2.3.Reconcile systems for accounts payable and receivable with general ledger

2.4.Accurately prepare trial balance from general ledger in accordance with organisational requirements

3. Monitor cash control 3.1.Ensure cash flow is accurately accounted for in accordance with organisational requirements

3.2.Make and receive payments in accordance with organisational requirements

3.3.Collect or follow-up outstanding accounts within designated time lines

3.4.Check payment documentation for accuracy of information and despatch to creditors within





designated time line



Required skills

literacy skills to identify financial information; to read and understand the organisation's accounting procedures; and to edit and proofread documents to ensure conformity and consistency of information

communication skills to clarify information and to refer errors or discrepancies to appropriate people

numeracy skills to read and interpret financial data and to prepare cash analysis sheets

problem-solving skills to reconcile figures.

Required knowledge

key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws financial legislation occupational health and safety (OHS)

organisational policies and procedures relating to maintaining financial records definition of credits/creditors and debits/debtors principles of double entry bookkeeping and accrual accounting methods of presenting financial data.


The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment




EVIDENCE GUIDE

Guidelines for the Training Package.




identifying and responding to discrepancies and errors

transferring and recording financial data accurately reconciling expenditures and revenue knowledge of organisational policies and procedures

relating to maintaining financial records.




access to office equipment and resources examples of source documents relating to financial

record keeping.



review of identification and rectification or referral of discrepancies or errors in documentation or transactions

analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of

financial record keeping examples of financial documentation.



general administration units other financial administration units.







designated time lines guidelines for reconciling journals legal and organisational policies, guidelines

and requirements OHS policies, procedures and programs procedures for totalling adjusted journals quality assurance and/or procedures manuals resolution procedures security procedures

Discrepancies may relate to: bank charges dishonoured cheques errors in transposing between source

documents and journals interest

Documentation may include: purchase credit notes purchase invoices sales credit notes sales invoices

Designated persons may include: bank line management organisation's authorisations department statutory body supervisor

Journals may include: cash payments cash receipts purchases and purchase returns sales and sales returns

Transactions may include: commencing business entries correction of posting errors interest expense interest receivable non-cash transactions (e.g. writing-off




RANGE STATEMENT

depreciation, stock losses) purchase of a fixed asset on credit sale of a fixed asset on credit withdrawal of stock/assets by owner write-off a bad debt

Reconciling systems for accounts payable and receivable may include:

checking accuracy of creditor account balances (e.g. cash payments journal, purchases journal, purchases returns journal, general journal)

checking accuracy of debtor account balances (e.g. cash receipts journal, sales return journal, general journal)

checking cash payments and receipt journals against bank statement

checking the total of the creditor's schedule equals the balance of the creditor's control account

checking the total of the debtor's schedule equals the balance of the debtor's control account

Payments may include: cash cheque credit card direct debit

Designated time lines may include:

by month end monthly within agreed period within organisational deadline


Competency fieldCompetency field Finance - Financial Administration











knowledge required to undertake a range of online transactions, including banking, buying and selling products and services.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the UnitApplication of the unit This unit applies to individuals who are skilled operators

and apply a broad range of competencies in various work contexts. They may exercise discretion and judgement using appropriate theoretical knowledge of conducting online transactions to provide technical advice and support to a team.










1. Identify and investigate online service provider

1.1.Undertake online research to identify suppliers of required products/services

1.2.Assess service provider confidentiality, security and privacy facilities in accordance with individual and organisational requirements

1.3.Assess potential products/services for authenticity

2. Perform online transactions

2.1.Confirm organisational requirements for products/services to be obtained

2.2.Ensure authentication information is secured in accordance with organisational requirements

2.3.Use appropriate online functions to obtain required products/services

2.4.Report any difficulties in accessing or using online facilities to the service provider

2.5.Complete transaction and ensure that products/services are received in accordance with terms of online transaction

3. Maintain records of online transactions

3.1.Maintain records of transactions in accordance with organisational policy, procedures and level of authority

3.2.Compare organisational records with online records and deal with irregularities according to organisational policy and procedures

4. Review online transactions

4.1.Review obtained products/services rendered to determine quality, timeliness and level of customer





service in relation to advertised profile4.2.Make recommendations regarding continued or

future use of online service provider, as supported by transaction history



Required skills

communication skills to negotiate with online service provider/s. literacy skills to read and analyse information for its relevance and sufficiency, and

to follow policies and procedures numeracy skills to work with and evaluate monetary figures technology skills to operate computer and software appropriate to transaction being

performed.

Required knowledge

key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety

policies and procedures relating to use of the internet and online purchasing service provider requirements legal and ethical requirements relating to a range of online transactions.






EVIDENCE GUIDE




identification and selection of appropriate services to meet defined needs

use of appropriate security considerations knowledge of policies and procedures relating to the

use of the internet and online purchasing.




access to office equipment and resources.



analysis of responses to case studies and scenarios demonstration of techniques oral or written questioning to assess knowledge of

legal and ethical requirements relating to a range of online transactions

review of recommendations made regarding continued or future use of online service provider.



other information and communications technology units.


The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work




RANGE STATEMENT

situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Suppliers may include: banks or other financial institutions e-auction e-brokerage service e-mail e-procurement service e-shop third party marketplace

Products/services may include: financial services goods insurance loans shares

Confidentiality, security and privacy may include:

access to independent reviews of financial services such as: Australian Competition and Consumer

Commission (ACCC) Financial Planning Association of

Australia (FPA) authentication services disclaimers firewall protection jurisdiction level of encryption limit of liability personal identification number (PIN) physical site security of web server receipting terms and conditions of website use use of 'cookies' - small files automatically

downloaded from a web server to the computer of someone browsing a website - information stored in cookies can be accessed any time computer returns to the site

user name and password warranties





Competency fieldCompetency field Information and Communications Technology - IT Use







Unit DescriptorUnit descriptor This unit specifies the outcomes required to determine

purchasing requirements, and make and receive purchases.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the UnitApplication of the unit This unit applies to individuals who conduct low risk, low

expenditure purchasing for an organisation using established and documented purchasing strategies. The unit may be undertaken by someone working in a small organisation who has general responsibility for conducting purchasing within an organisation, or by a purchasing specialist working in a large organisation.Some judgement may be required to make decisions in the implementation of purchasing strategies and work is generally conducted under the supervision of others.



BSBPUR301B Purchase goods and services Date this document was generated: 18 September 2012







1. Understand purchasing and own requirements

1.1.Read, understand and clarify organisation's purchasing strategies as required

1.2.Determine own role and limits of authority in consultation with relevant personnel

2. Make purchases 2.1.Receive purchase specifications from relevant personnel and clarify as required

2.2.Select purchasing methods most appropriate to particular purchases within limits of own role

2.3.Obtain approvals for purchases as required2.4.Obtain quotations from suppliers as required2.5.Select suppliers, place orders and make purchases

3. Receive purchases 3.1.Receive goods or make arrangements to receive services

3.2.Advise relevant personnel of receipt of purchase3.3.Ensure goods received are checked for compliance

with specifications3.4.Take action to resolve non-compliance with

specifications3.5.Facilitate registration of new assets 3.6.File and store purchase records






Required skills

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

communication skills to liaise with suppliers and end users of purchases literacy skills to document purchases and write reports on purchasing activities information management and research skills to analyse and assess purchasing

options and offers technology skills to use of software to keep records of purchases made data collection skills to keep records related to purchasing.

Required knowledge

codes of ethics and conduct identification and overview knowledge of key provisions of relevant legislation

from all levels of government that affects business operations, codes of practice and national standards, such as: consumer protection legislation contract law import of goods and services, where relevant sale of goods legislation Trade Practices Act

organisation policy and procedures relating to: purchasing strategies record-keeping systems related to purchasing and assets standard contracting arrangements

product knowledge about the goods and services being supplied purchasing and procurement principles for:

accountability probity and transparency risk management value for money.





EVIDENCE GUIDE





obtaining quotes from prospective suppliers for a low risk, low expenditure good to be purchased

selection of appropriate purchasing methods for a low risk, low expenditure purchase

receipt, checking and documentation of a low risk, low expenditure purchase.




access to office equipment and resources organisation's purchasing strategies and relevant

purchasing records.


analysis of responses to case studies and scenarios assessment of written reports documenting

purchasing requirements and records of purchases made


observation of obtaining quotes form suppliers oral or written questioning to assess knowledge review testimony from team members, colleagues,

supervisors or managers.



other purchasing units.






Purchasing strategies may include:

criteria for making purchasing decisions legal requirements and policies and procedures

that underpin strategies and that are relevant to role

policies, procedures, guidelines and documentation formats for purchasing from suppliers including entities owned by the organisation, partners, alliance members and local and distant suppliers

Limits may include: approval processes for purchases expenditure approval limits

Relevant personnel may include: CEOs managers leaders coordinators supervisors other persons authorised to commit the

organisation to purchases internal users of purchased goods and services owner Board members specialist personnel involved in purchasing,

asset maintenance and finance

Purchasing methods may include: credit card purchases direct purchases from retail outlets online purchases petty cash purchases using standing agreements or

accounts with suppliers written and/or verbal quotations written and/or verbal supply agreements

Purchase records may include: corporate credit card transaction documentation




RANGE STATEMENT

invoices, statements and payment requests petty cash vouchers purchase requests and orders receipt advices for goods and services records of supplier performance


Competency fieldCompetency field Administration - Purchasing and Contracting








knowledge required to identify and comply with the regulatory, legal, taxation and insurance requirements, and risk management needs of small business.Specific legal requirements apply to the management of a small business.

Application of the UnitApplication of the unit This work is undertaken by individuals who operate a

small business.The unit is suitable for existing micro and small businesses or setting up a new business or a department in a larger organisation.










1. Identify and implement business legal requirements

1.1.Identify and research possible options for the business legal structure using appropriate sources

1.2.Determine legislation and regulatory requirements affecting the operations of the business under its chosen structure

1.3.Develop and implement procedures to ensure full compliance with relevant legislation and regulatory requirements

2. Comply with legislation, codes and regulatory requirements

2.1.Establish systems to ensure the legal rights and responsibilities of the business are identified and the business is adequately protected, specifically in relation to occupational health and safety (OHS), business registration and environmental requirements

2.2.Identify taxation principles and requirements relative to the business and follow procedures to ensure compliance

2.3.Identify and carefully maintain legal documents and maintain and update relevant records to ensure their ongoing security and accessibility

2.4.Monitor the provision of products and services of the business to protect legal rights and to comply with legal responsibilities

2.5.Conduct investigations to identify areas of non-compliance with legal and regulatory requirements and take corrective action where necessary

3. Negotiate and 3.1.Seek legal advice on contractual rights and





arrange contracts obligations, if required, to clarify business liabilities3.2.Investigate and assess potential products/services to

determine procurement rights and to ensure protection of business interests where applicable

3.3.Negotiate and secure contractual procurement rights for goods and services including contracts with relevant people, as required, in accordance with the business plan

3.4.Identify insurance requirements and acquire adequate cover

3.5.Identify options for leasing/ownership of business premises and complete contractual arrangements in accordance with the business plan



Required skills

communication, reporting, record keeping and consultation skills to operate the business

literacy skills to interpret legal requirements, to develop policies and procedures and to analyse compliance information

research skills to investigate legal structures, and taxation and insurance requirements

time management skills to prioritise tasks and to meet key dates.

Required knowledge





business registration and licensing requirements commonwealth, state/territory and local government legislative requirements

relating to business operation, especially in regard to OHS and environmental issues, equal employment opportunity, industrial relations, anti-discrimination, taxation

creation and termination of relevant legal contracts cultural differences and legal implications duty of care imposed by Law of Torts legal rights and obligations of alternative ownership structures record keeping to meet minimum legal and taxation requirements relevant consumer legislation relevant industry codes of practice relevant insurance requirements and products.






implementation of a systematic approach to identifying, managing and meeting legal and business requirements within culturally appropriate contexts

interpreting compliance data and formulating appropriate action

knowledge of relevant legislation.



access to relevant documentation candidate's individual circumstances and work in the

context of establishing or running a small business, are the basis for assessment.


portfolio of evidence including contracts negotiated




EVIDENCE GUIDE

and arranged oral or written questioning to assess knowledge of

relevant consumer legislation review of procedures developed and implemented to

ensure full compliance with relevant legislation and regulatory requirements

review of insurance cover acquired.



BSBSMB402A Plan small business finances BSBSMB404A Undertake small business planning.



Options for the business legal structure may include:

company cooperative corporation government owned enterprise partnership profit or not-for-profit legal structure sole trader trust

Options for the business legal structure may be influenced by:

confidentiality contractual requirements family/community/cultural expectations ownership transfer partnership considerations preferences of owners/stakeholders protection of stakeholders and assets requirements of financial backers




RANGE STATEMENT

superannuation taxation

Appropriate sources may include: business advisers financial planners government agencies industry/trade associations mentors professional advisers (e.g. solicitors,

accountants)

Legislation and regulatory requirements may include:

local, state/territory, commonwealth and international legislation, regulations and codes of practice affecting business operations such as: relevant Acts and regulations industry and OHS codes of practice business registrations and licences planning and other permissions environmental legislation industrial law, agency law, property law,

consumer legislation and standards, Torts Law and duty of care

equal employment opportunity (EEO) and anti-discrimination legislation, anti-competition regulations

Legal rights and responsibilities may include:

culturally appropriate processes and protocols marketing the business in accordance with

consumer legislation obligations imposed by choice of business

structure operating the business with a duty of care (Law

of Torts)

Occupational health and safety and requirements must include:

complying with relevant OHS codes of practice establishing and maintaining a system for

managing OHS establishing hazard management arrangements

to assess and control the risks associated with workplace hazards including development of written safe operating procedures

establishing OHS record keeping arrangements in accordance with regulatory requirements

OHS duty of care responsibilities




RANGE STATEMENT

registering with state/territory workers compensation authority if applicable

Taxation principles and requirements may include:

relevant taxation requirements/obligations for business

tax file number, Australian Business number, goods and services tax registration, PAYG and withholding arrangements

Legal documents may include: appropriate software for financial records certificate of incorporation constitution documents franchise agreements and financial

documentation partnership agreements statutory books for companies (register of

members, register of directors and minute books)

Records may include: environmental financial OHS personnel taxation

OHS records may include: accident reports and investigations first aid and medical hazardous substances register instruction and training manufacturers' and suppliers' information material safety data sheets OHS audits and inspections plant maintenance and testing workers compensation and rehabilitation

Procurement rights to products and services may include:

any form of licensing royalties, copyright, patents, trademarks,

registered design and applications, intellectual property, software licenses, franchises, agencies

Contracts with relevant people may include:

any person with whom the business has, or seeks to have, a performance-based relationship

owners, suppliers, employees, landlords, agents, distributors, customers

Insurance requirements may comprehensive insurance for vehicles/property




RANGE STATEMENT

include: professional indemnity insurance public liability insurance third party insurance on motor vehicles workers compensation other insurance cover as required by

state/territory or commonwealth legislation, contractual obligations or as recommended for the industry/type of business


Competency fieldCompetency field Management and Leadership - Small and Micro Business








knowledge required to develop a financial plan to support business viability.Specific legal requirements apply to the management of a small business.


small business.The unit is suitable for existing micro and small businesses or a department in a larger organisation.




BSBSMB402A Plan small business finances Date this document was generated: 18 September 2012






1. Identify costs, calculate prices and prepare profit statement

1.1.Identify and document costs associated with the production and delivery of the business' products/services

1.2.Calculate prices based on costs and profit margin, as an hourly charge out rate for labour or unit price for products

1.3.Calculate break-even sales point to establish business viability and profit margins

1.4.Identify appropriate pricing strategies in relation to market conditions to meet business profit targets

1.5.Prepare projected profit statement to supplement the business plan

2. Develop a FINANCIAL PLAN

2.1.Set profit targets/goals to reflect owner's desired returns

2.2.Identify working capital requirements necessary to attain profit projections

2.3.Identify non-current asset requirements and consider alternative asset management strategies

2.4.Prepare cash flow projections to enable business operation in accordance with business plan and legal requirements

2.5.Identify capital investment requirements accurately for each operational period

2.6.Select budget targets to enable ongoing monitoring of financial performance

3. Acquire finance 3.1.Identify start-up and ongoing financial requirements according to financial plan/budget

3.2.Identify sources of finance, including potential financial backers, to provide required liquidity for the business to complement business goals and objectives

3.3.Investigate cost of securing finance on optimal terms





3.4.Identify strategies to obtain finance as required to ensure financial viability of the business



Required skills

analytical skills to interpret financial data communication skills to secure finance literacy skills to develop a financial plan and to interpret legal requirements and

financial reports numeracy skills to calculate costs, prices, profit and other financial information research skills to identify costs and sources of finance.

Required knowledge

break-even analysis costing for the business, including margin/mark-up, hourly charge out rates and

unit costs financial decision making relevant to the business methods and relative costs of obtaining finance principles for preparation of balance sheets principles for preparation of cash flow forecasts principles for preparation of profit and loss statements purpose of financial reports relevant accounting terminology working capital cycles.







EVIDENCE GUIDE



development of a financial plan which identifies the financial requirements of the business, including profit targets, cash flow projections and strategies for the acquisition of finance

knowledge of financial decision making relevant to the business.






portfolio of evidence including financial plan and records

review of projected profit statement prepared to supplement the business plan

review of cash flow projections oral or written questioning to asses knowledge of

principles for preparation of cash flow forecasts.




BSBSMB404A Undertake small business planning BSBSMB405A Monitor and manage small business

operations BSBSMB406A Manage small business finances.






RANGE STATEMENT


Costs may include: direct/indirect costs fixed, variable, semi-variable costs overheads and employee costs

Pricing strategies may include:

competitor analysis cost/volume/profit analysis cost factors cost plus pricing demand-based pricing discounting market conditions penetration pricing perceived value product mix skimming

Financial plan may include: analysis of sales by product/service, identifying where they were sold and to whom

cash flow estimates for each forward period current financial state of the enterprise (or

owner/operator) estimates of profit and loss projections for each

forward period financial performance to date (if applicable) likely return on investment monthly, quarterly or annual returns non-recurrent assets calculations profit, turnover, capital and equity targets projected profit targets, pricing strategies, margins projections of likely financial results (budgeting) projections, which may vary depending on the

importance of such information and the stage in the life of the business

resources required to implement the proposed marketing and production strategies (staff, materials, plant and equipment)

review of financial inputs required (sources and forms of finance)

risks and measures to manage or minimise risks working, fixed, debt and equity capital




RANGE STATEMENT

working in conjunction with external consultants e.g. investment analysts, accountants, financiers

Profit targets/goals may include:

break-even point cost of goods/services sold gross profit/net profit desired actual/notional salary for owners/managers desired return on investment sales turnover/gross fees or income

Cash flow projections may include:

anticipated payments anticipated receipts customer credit policy/debt recovery taxation provisions

Legal requirements may include:

contractual arrangements (partnership agreements, trust deeds)

corporations law industrial law (for payroll records) taxation law

Sources of finance may include:

personal, financial institutions, trade/industry sources

government sources, for example commonwealth and state/territory governments which provide various forms of technical and financial assistance including direct cash grants, loans, subsidies, tax concessions, and professional and technical advice

Financial backers may include:

financiers/banks/lending institutions leasing and hire purchase financiers providers of venture capital shareholders/partners/owners/family/friends













knowledge required to develop and implement marketing strategies, and to monitor and improve market performance.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.


small business.This unit is suitable for micro and small businesses or a department in a larger organisation.




BSBSMB403A Market the small business Date this document was generated: 18 September 2012






1. Develop marketing strategies

1.1.Analyse the business and its key products or services to determine the focus of marketing activities, in accordance with the objectives of the business plan

1.2.Evaluate the customer base and target market for the small business as a basis for the marketing objectives and strategies

1.3.Determine marketing objectives and strategies that are ethically and culturally appropriate, in consultation with relevant people and in accordance with the business plan

2. Determine a marketing mix for the business

2.1.Balance product mix, volumes and pricing to optimise sales and profit

2.2.Evaluate the costs and benefits of using different distribution channels and/or providing different levels of customer service and consider the results in determining the marketing mix

2.3.Determine promotional activities to suit the target market

2.4.Consider customer needs and preferences in determining the marketing mix

2.5.Determine the marketing mix according to market and business needs

3. Implement marketing strategies

3.1.Brief persons involved in the marketing effort on their roles and responsibilities, to ensure the success of marketing strategies

3.2.Plan and implement promotional activities, in accordance with marketing objectives and budgetary requirements

4. Monitor and improve marketing performance

4.1.Monitor marketing activities and evaluate business performance according to the objectives and targets of the business plan

4.2.Analyse performance gaps and take corrective





action or set new targets4.3.Encourage all relevant people to propose ways to

improve marketing performance4.4.Seek and analyse customer reaction to all aspects of

the marketing mix, using culturally appropriate processes, to improve targeting and outcomes

4.5.Conduct ongoing research of customer requirements to identify opportunities for change and improvement

4.6.Monitor and investigate changes in the market for new opportunities to aid business development



Required skills

communication skills to question, clarify and report literacy and numeracy skills to research information, to analyse data and to

interpret market data.

Required knowledge

industry market trends methods of analysing costs and benefits of marketing strategies methods of developing marketing objectives and marketing mix methods of monitoring customer satisfaction relevant market analysis and research relevant marketing concepts and methods.







EVIDENCE GUIDE



developing a marketing strategy and choosing a marketing mix for the small business that are culturally appropriate and that complement the business plan

implementing and monitoring the marketing strategy/plan to optimise the chances of small business success

knowledge of relevant marketing concepts and methods.




context of running a small business, are the basis for assessment.


portfolio of evidence including marketing strategy and monitoring of marketing performance

oral or written questioning to assess knowledge of industry market trends

review of analysis of performance gaps and corrective action taken or new targets set

review of promotional activities implemented.



BSBSMB404A Undertake small business planning.






RANGE STATEMENT


Marketing objectives and strategies may include:

achieving lower costs of production and distribution than competitors

creating a very different product line or service so that the business becomes a class leader in the industry

distribution pricing, presentation and display of

products/services product design and packaging product range and mix promotion and advertising pursuing cost leadership and/or product

differentiation within a specialist market segment

Relevant people may include: accountant or other specialist services family members, work team members, sub-

contractors, community members franchise agency financial backers, clients owner/operator, partners, directors,

shareholders regulatory bodies trade or industry associations

Distribution channels may include:

dealer, re-seller, franchisee distributor, delivery service, mail order,

telesales self-access, wholesale, retail

Levels of customer service may include:

after sales service one-on-one personal service sales assistance for problems/queries only

Marketing mix may include: distribution level of service pricing promotion quality, range safety features technical features, design

Promotional activities may include:

advertising in national, suburban or local newspapers




RANGE STATEMENT

advertising on radio or television canvassing development of networks and strategic

alliances display posters exhibitions, in-store promotions involvement in community projects mail drops professional/industry journals sponsorship staff development programs to enhance

customer service orientation website word of mouth, referral, testimonials

Performance gaps may include: over achievement of performance targets under achievement of performance targets

Customer reaction may be determined through:

customer meetings, focus groups identification of new business opportunities informal discussion sales to contact ratio survey/other feedback mechanisms trend analysis







Co-requisite units







knowledge required to research and develop an integrated business plan for achieving business goals and objectives.Specific legal requirements apply to the management of a small business.


small business.This unit is suitable for micro and small businesses or a department in a larger organisation.




BSBSMB404A Undertake small business planning Date this document was generated: 18 September 2012






1. Identify elements of the business plan

1.1.Identify purpose of the business plan1.2.Identify and review the essential components of the

business plan1.3.Identify and document business goals and objectives

as a basis for measuring business performance

2. Develop a business plan

2.1.Research resources, legal and compliance requirements, specifically in relation to occupational health and safety (OHS), in accordance with business goals and objectives

2.2.Research market needs, and market size and potential2.3.Identify sources and costs of finance, from the

financial plan, to provide required liquidity and profitability for the business

2.4.Identify methods, from the marketing strategies, to promote the market exposure of the business

2.5.Identify methods/means of production/operation from the production/operations plan to conform with business goals and objectives

2.6.Identify staffing requirements to effectively produce/deliver products/services

2.7.Identify specialist services and sources of advice, where required, and cost in accordance with resources available

3. Develop strategies for minimising risks

3.1.Identify specific interests and objectives of relevant people and seek and confirm their support of the planned business direction

3.2.Identify and develop risk management strategies according to business goals and objectives, and relevant legal requirements

3.3.Develop contingency plan to address possible areas of non-conformance with the plan






Required skills

communication skills to assess business performance literacy skills to enable interpretation of business information numeracy skills to analyse data.

Required knowledge

commonwealth, state/territory and local government legislative requirements relating to business operation, especially in regard to OHS and environmental issues, equal employment opportunity, industrial relations and anti-discrimination

methods of evaluation OHS responsibilities and procedures for identifying hazards relevant to the

business planning processes preparation of a business plan principles of risk management relevant to business planning reasons for and benefits of, business planning relevant industry codes of practice setting goals and objectives types of business planning - feasibility studies; strategic, operational, financial and

marketing planning.






development of a business plan which provides for finance, marketing and provision of products/services to facilitate the business goals and objectives

identification of and planning for, OHS and duty of




EVIDENCE GUIDE

care responsibilities development of risk management strategies knowledge of relevant legislation.






portfolio of evidence including a business plan and risk management strategies

oral or written questioning to assess knowledge of OHS responsibilities and procedures for identifying hazards relevant to the business

demonstration of practical skills review of documented business goals and objectives review of contingency plans developed to address

possible areas of non-conformance with the business plan.




BSBSMB402A Plan small business finances BSBSMB403A Market the small business.






RANGE STATEMENT

Business plan may include: business opportunities, which may be influenced by: amount and types of finance available expected financial viability skills of operator

details of ownership/management finance, expenditure statement, balance sheet

and cash flow forecast, projections for the initial years of operation assumptions underlying the business plan, expected level of inflation and taxation, expected trend of interest rate, capital expenditure and its timing, stock turnover, debtors collection period, creditor payment period, return on investment

level of risk involved, risk assessment and management

market focus of the business marketing requirements need to raise finance and requirements of

lenders organisation/operational arrangements proposed size and scale of the business recognition of any seasonal or cyclical (time-

based) elements which are crucial to the success of the business

resources required and available sources of funding specialist services and sources of advice that

may be required staffing stages in the business development

Business goals and objectives may include:

customer needs/marketing projections family or community benefits financial projections goals, objectives, plans, systems and

processes lifestyle issues market focus of the business proposed size and scale of the business short-, medium- or long-term goals social responsibility




RANGE STATEMENT

Occupational health and safety issues must include:

identification of specific hazard issues such as occupational violence, security, manual handling, equipment and hazardous substances

management of the organisation and operation of OHS as part of the business plan

procedures for managing hazards in the workplace (identify, assess and control)

provisions for ensuring safety of members of the public and contractors visiting the premises/worksite



owner/operator) estimates of profit and loss projections for

each forward period financial performance to date (if applicable) likely return on investment monthly, quarterly or annual returns non-recurrent assets calculations profit, turnover, capital and equity targets projected profit targets, pricing strategies,

margins projections of likely financial results

(budgeting) projections, which may vary depending on the




risks and measures to manage or minimise risks

working, fixed, debt and equity capital

Marketing strategies may include: achieving lower costs of production and distribution than competitors

creating a very different product line or service so that the business becomes a class




RANGE STATEMENT

leader in the industry distribution pricing, presentation and display of

products/services product design and packaging product range and mix promotion and advertising pursuing cost leadership and/or product

differentiation within a specialist market segment

Production/operations plan may include:

customer requirements, market expectations, budgetary constraints

industrial relations climate and quality assurance considerations

means of supply and distribution operational targets and action plan, which

may include short-, medium- or long-term goals

options for production, delivery, technical and customer service and support

Staffing requirements may include:

full-time, part-time staff, permanent, temporary or casual staff

owner/operator sub-contractors or external

advisers/consultants

Specialist services may include: accountants business advisors and consultants business brokers contractors government agencies industry/trade associations lawyers and providers of legal advice mentors online gateways

Relevant people may include: clients family members franchise agency owner/operator, partners, financial backers regulatory bodies suppliers trade or industry associations




RANGE STATEMENT

Risk management strategies may include:

breach of contract, product liability knowledge management measures to manage risk including

professional indemnity, securing appropriate insurance to cover loss of earnings through sickness/accidents, drought, flood, fire, theft

security systems to provide physical security of premises, plant, equipment, goods and services

security of intellectual property

Risk management strategies must include:

OHS requirements

Contingency plan may include: disturbances to cash flow, supply and/or distribution

sickness or personal considerations










knowledge required to operate a small business and to implement a business plan. The strategies involve monitoring, managing and reviewing operational procedures.Specific legal requirements apply to the management of a small business.






BSBSMB405A Monitor and manage small business operations Date this document was generated: 18 September 2012






1. Develop OPERATIONAL STRATEGIES AND PROCEDURES

1.1.Develop an action plan to provide a clear and coherent direction, in accordance with the business goals and objectives

1.2.Identify occupational health and safety (OHS) and environmental issues and implement strategies to minimise risk factors

1.3.Develop a quality system for the business in line with industry standards, compliance requirements and cultural criteria

1.4.Develop performance measures and operational targets to conform with the business plan

1.5.Develop strategies for innovation, including the utilisation of existing, new or emerging technologies, where practicable, to optimise business performance

2. Implement operational strategies and procedures

2.1.Implement systems and key performance indicators/targets to monitor business performance and customer satisfaction

2.2.Implement systems to control stock, expenditure/cost, wastage/shrinkage and risks to health and safety in accordance with the business plan

2.3.Maintain staffing requirements, where applicable, within budget to maximise productivity

2.4.Carry out the provision of goods/services in accordance with established legal, ethical cultural and technical standards

2.5.Provide goods/services in accordance with time, cost and quality specifications, and customer requirements





2.6.Apply quality procedures to address product/service and customer requirements

3. Monitor business performance

3.1.Regularly monitor/review the achievement of operational targets to ensure optimum business performance, in accordance with the business plan goals and objectives

3.2.Review systems and structures, with a view to more effectively supporting business performance

3.3.Investigate and analyse operating problems to establish causes and implement changes as required as part of the business quality system

3.4.Amend operational policies and procedures to incorporate corrective action

4. Review business operations

4.1.Review and adjust business plan, as required, to maintain business viability, in accordance with business goals and objectives

4.2.Clearly record proposed changes to aid future planning and evaluation

4.3.Undertake ongoing research into new business opportunities and adjust business goals and objectives as new business opportunities arise



Required skills

analytical skills to develop criteria and targets for the business plan communication skills to question, clarify and report literacy skills to interpret legal requirements, company policies and procedures numeracy skills to manage performance information and to control the finances technology skills to use relevant business equipment.

Required knowledge





methods for developing and maintaining networks methods for implementing operation and revenue control systems methods for monitoring performance and implementing improvements OHS responsibilities and procedures for managing hazards principles of risk management relevant to the business, including risk assessment quality system principles and methods relevant industry codes of practice relevant marketing, sales and financial concepts relevant performance measures role of innovation systems to manage staff, stock, expenditure, services and customer service technical or specialist skills relevant to the business operation.






developing strategies and procedures to successfully manage the operation of the business

making appropriate adjustments to the business operations as required

knowledge of quality system principles and methods.






portfolio of evidence including operational strategies and procedures




EVIDENCE GUIDE

oral or written questioning to assess knowledge of principles of risk management relevant to the business, including risk assessment

review of analysis of operating problems (establishing causes and implementing changes as required as part of the business quality system)

review of records proposing changes to the business operations.



BSBSMB406A Manage small business finances BSBSMB407A Manage a small team.



Operational strategies and procedures may be determined by:

business premises (size, location, layout) financial control systems and procedures management and administrative systems and

procedures methods/techniques/technology physical and natural resources plant and equipment , including OHS

requirements premises, plant and equipment, which may be

new or previously owned purchase (sole or shared ownership) or leasing raw materials requirements, which may be one-off

requirements or recurrent requirements (such as equipment maintenance) specific to the nature of the business




RANGE STATEMENT

technology use of existing, new and emerging technologies

including e-commerce

Business goals and objectives may include:

customer needs/marketing projections family or community benefits financial projections goals, objectives, plans, systems and processes lifestyle issues proposed size and scale of the business, market

focus of the business short-, medium- or long-term goals social responsibility

Occupational health and safety and environmental issues must include:

controls, which may include instructions to workplace personnel concerning site hazards and controls, material safety data sheets, use of personal protective equipment, vehicle access, signs and barricades, traffic control, outside contractors

establishment and maintenance of procedures for assessing and controlling risks

establishment and maintenance of procedures for identifying risks to health and safety

waste and by-products

Quality system may include: manual or computer quality control systems quality assurance/management approaches random inspections and assessments of goods

and services against predetermined standards random inspections and assessments of

processes against predetermined standards random sampling and follow-up of customers

Operational targets may include: external targets, which may relate to market share and positioning and may involve exploring new markets, building national or international trade links

internal targets, which may relate to size, quality, quantity and diversity, wages to sales, sales to area/stock levels/stock turnover/average debtor payment periods and levels

staffing level and skills mix targets, which may be short-, medium- or long-

term

Technical standards may current and generally agreed descriptions of




RANGE STATEMENT

include: what the product/service is, how it should be produced/delivered and the quality, safety, efficiency or other measures to determine the activity is done effectively










knowledge required to implement, monitor and review strategies for the ongoing management of a small business's finances. It also includes day to day financial management of the small business.Specific legal requirements apply to the management of a small business.












1. Implement financial plan

1.1.Identify financial information requirements and obtain specialist services, as required, to profitably operate and extend the business in accordance with the business plan

1.2.Produce financial budgets/projections, including cash flow estimates, as required for each forward period, and distribute to relevant people in accordance with legal requirements

1.3.Negotiate, secure and manage business capital to best enable implementation of the business plan and to meet the requirements of financial backers

1.4.Develop and maintain strategies to enable adequate financial provision for taxation in accordance with legal requirements

1.5.Develop, monitor and maintain client credit policies, including contingencies for debtors in default, to maximise cash flow

1.6.Select key performance indicators to enable ongoing monitoring of financial performance

1.7.Record and communicate financial procedures to relevant people to facilitate implementation of the business plan

2. Monitor financial performance

2.1.Regularly monitor and report on financial performance targets and analyse data to establish the extent to which the financial plan has been met

2.2.Monitor marketing and operational strategies for





their effects on the financial plan2.3.Calculate and evaluate financial ratios according to

own/industry benchmarks2.4.Assess financial plan to determine whether

variations or alternative plans are needed, and change as required



Required skills

analytical skills to interpret financial data communication skills to negotiate capital and to report on performance literacy skills to interpret legal requirements and financial reports numeracy skills to calculate costs, prices, profit and other financial information.

Required knowledge

The following knowledge must be assessed as part of this unit:

benchmarking financial decision making relevant to the business financial indicators purpose of financial reports preparation and interpretation of budget/actual reports principles for preparation of balance sheets and their interpretation principles for preparation of profit and loss statements and their interpretation stock records/stock control relevant to the business.







EVIDENCE GUIDE



development, implementation and review of strategies for the ongoing management of finance

maintenance of day-to-day financial management of the business as well as implementation of broad financial strategies

knowledge of purpose of financial reports.






portfolio of evidence including financial reports preparation and review of financial ratios review of cash flow projections analysis of development, monitoring and

maintenance of client credit policies oral or written questioning to assess knowledge of

principles for preparation of balance sheets and their interpretation.



BSBSMB402A Plan small business finances BSBSMB405A Monitor and manage small business

operations.






RANGE STATEMENT




owner/operator) estimates of profit and loss projections for each

forward period financial performance to date (if applicable) likely return on investment monthly, quarterly or annual returns non-recurrent assets calculations profit, turnover, capital and equity targets projected profit targets, pricing strategies, margins projections of likely financial results (budgeting) projections, which may vary depending on the




risks and measures to manage or minimise risks working, fixed, debt and equity capital working in conjunction with external consultants

e.g. investment analysts, accountants, financiers

Financial information may include:

accrual of staff leave/entitlements asset management strategies which may include:

owning, leasing, sharing, syndicating maintaining and deploying assets

asset registers balance sheets bookkeeping/accounting/stock/job costing records business activity statements business capital cash book cash flow forecasts financial budgets financial indicators, which may be short-,

medium- and/or long-term




RANGE STATEMENT

payroll records, superannuation entitlements profit and loss statements ratios for profitability,

liquidity/efficiency/financial structure risk management statements/forecasts taxation returns including goods and services tax

Specialist services may include:

accountants business brokers/business consultants government agencies industry/trade associations lawyers and providers of legal advice mentors online gateways providers of training in accounting software

Cash flow may include: anticipated payments anticipated receipts customer credit policy/debt recovery taxation provisions

Relevant people may include: family members financial backers franchise agency owner/operator partners regulatory bodies trade or industry associations

Financial backers may include:

financiers/banks/lending institutions leasing and hire purchase financiers providers of venture capital shareholders/partners/owners/family/friends

Credit policies may include: collateral credit limits credit references debt collection payment options proof of Indigenous identity trading terms

Financial ratios may include: current ratio days debtors outstanding




RANGE STATEMENT

days stock on hand expense percentages gross profit percentage liquid ratio net profit percentage proprietary/debt ratio return on investment/return on total assets staff productivity measures stock turn rates







BSBSMB407A Manage a small team



knowledge required to plan for the management of and to manage staff. It involves industrial relations, staff selection, staff records, induction, training, team development and career planning to enhance business operations through retaining a competent, committed and motivated team in the workplace.Specific legal requirements apply to the management of a small business.












1. Develop staffing plan 1.1.Determine staffing requirements to allow the business to run effectively, in accordance with the business requirements as outlined in the business plan

1.2.Identify and compare the existing skills/competencies of owner/s and staff with business requirements to identify any gaps

1.3.Develop policies and procedures for owner/s and staff, in accordance with the business plan

2. Recruit, induct, train and retain the team

2.1.Develop job/position descriptions, competencies required and selection criteria to meet the needs of the business

2.2.Judge information obtained from each candidate against specified selection criteria and decide selection in accordance with business needs and legal requirements

2.3.Induct new staff members in accordance with the policies and procedures of the business

2.4.Make team members aware of their responsibilities and performance requirements as soon as practicable and take opportunities to coach team members who are unfamiliar with the procedures of the business

2.5.Develop and implement a staff development program and career paths based on the requirements of business and staff competencies

2.6.Advertise staff vacancies appropriately in





accordance with staffing plan

3. Comply with INDUSTRIAL RELATIONS obligations

3.1.Clarify workplace rights and obligations of employers and employees, in accordance with legal requirements and codes of practice

3.2.Counsel staff, if required, in a positive and constructive manner and record outcomes accurately

4. Maintain staff records

4.1.Develop staff records system to provide timely and accurate information, in accordance with confidentiality, legal and taxation requirements

4.2.Monitor and accurately maintain the system for recording and retrieving personnel and payroll information and seek specialist advice where required

5. Manage staff 5.1.Regularly review contribution and skills of self and other team members to ensure performance is in line with agreed performance measures

5.2.Monitor and adjust staffing requirements to respond to any changes in tasks and functions required by the business

5.3.Support and encourage staff, and acknowledge and reward their contribution to the business

5.4.Regularly provide opportunities for staff to discuss work related issues

5.5.Develop contingency plans to cope with unexpected or extreme situations and take appropriate corrective action as required

6. Review team performance

6.1.Develop positive and constructive relationships with and between team members

6.2.Review and update team objectives in support of business goals on a regular basis in consultation with team members

6.3.Identify strengths and weaknesses of team against current and expected work requirements

6.4.Schedule time, on a regular basis, for team members to review work operations in order to maintain and improve operational efficiency

6.5.Encourage team members to monitor their own performance, suggest improvements and to identify professional development needs, in accordance with personal and business requirements

6.6.Monitor and review staff turnover rate






Required skills

analytical skills to identify workplace skill gaps coaching skills communication skills to relate to staff conflict resolution skills literacy skills to interpret legal requirements, to compile reports and to prepare a

job/position description team building and motivation skills.

Required knowledge

commonwealth, state/territory and local government legislative requirements relating to business operation, especially in regard to occupational health and safety (OHS) and environmental issues, equal employment opportunity (EEO), industrial relations and anti-discrimination

OHS responsibilities and procedures for managing hazards relevant industry awards/enterprise agreements staff development and career planning staff counselling, grievance and disciplinary procedures unfair dismissal legislation and procedures.






managing a small team including staff selection, staff records, induction, training and development

developing and maintaining team performance to enhance business operations

knowledge of relevant legislative requirements affecting business operation.




EVIDENCE GUIDE






portfolio of evidence including staff policies and records, and contingency plans

oral or written questioning to assess knowledge of staff recruitment procedures, staff development and review programs

review of job/position descriptions and selection criteria developed

review of documentation monitoring and reviewing staff turnover rate.



BSBSMB405A Monitor and manage small business operations.




full-time, part-time, permanent, temporary or casual

number of staff responsibilities, competencies required self, other owners, family and/or friends sub-contractors or external




RANGE STATEMENT

advisors/consultants time commitment, performance expectations

Policies and procedures must include:

complaint and grievance procedures culturally appropriate entitlements e.g. funeral

leave, national/religious days culturally appropriate procedures e.g. how

business will enact cultural requirements for relationships between owner/operator, employees and service providers

employment conditions, equal opportunity, anti-discrimination, cultural diversity

induction and training OHS recruitment and selection performance measures professional development

Staff development program and career paths may include

attendance at courses career planning coaching flexible learning job rotation mentoring on-the-job training professional development staff exchanges succession planning

Advertising staff vacancies may include:

electronic (radio, television and internet) noticeboards print media word-of-mouth

Industrial relations may include: awards and/or industrial agreements and relevant industrial instruments

counselling, dismissal procedures

Legal requirements and codes of practice may include:

award and enterprise agreements and relevant industrial instruments

commonwealth, state/territory and local government legislative requirements affecting business operation, especially in regard to OHS and environmental issues, EEO, industrial relations and anti-discrimination

relevant industry codes of practice




RANGE STATEMENT

Staff records system must include: disciplinary and grievance procedures employee records (including tax file number,

remuneration, leave and training records) job/position descriptions OHS record records of taxation and superannuation

payments made

Performance measures may include:

overall staff productivity percentage of chargeable hours/days per week performance of key people ratio of direct workers to those who support,

supervise or manage them ratio of sales dollars per employee staff morale, work ethic, work satisfaction

Contingency plans may include: accidents or emergencies environmental issues fluctuating workloads OHS unpredicted customer demand/busy periods unpredicted staff shortages

Team members may include: employees, trainees/apprentices, sub-contractors or external advisers/consultants

owner/s, partners, family members







Co-requisite units




BSBSUS201A Participate in environmentally sustainable work practices



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

Application of the UnitApplication of the unit This unit applies to operators/team members under

supervision or guidance, who are required to follow workplace procedures and instructions, and to work in an environmentally sustainable manner. It covers:efficient resource usepotential environmental hazards regulatory complianceimproving environmental performance (within the scope of competency, authority and own level of responsibility).It addresses the knowledge, processes and techniques necessary to participate in environmentally sustainable work practices.


BSBSUS201A Participate in environmentally sustainable work practices Date this document was generated: 18 September 2012








1. Identify current resource use

1.1.Identify workplace environmental and resource efficiency issues

1.2.Identify resources used in own work role1.3.Document and measure current usage of resources

using appropriate techniques1.4.Record and file documentation measuring current

usage, using technology (such as software systems) where applicable

1.5.Identify and report workplace environmental hazards to appropriate personnel

2. Comply with environmental regulations

2.1.Follow workplace procedures to ensure compliance2.2.Report breaches or potential breaches to appropriate

personnel

3. Seek opportunities to improve resource

3.1.Follow organisational plans to improve environmental practices and resource efficiency





efficiency 3.2.Work as part of a team, where relevant, to identify possible areas for improvements to work practices in own work area

3.3.Make suggestions for improvements to workplace practices in own work area



Required skills

analytical skills to comply with all relevant legislation associated with job specifications and procedures

communication and problem-solving skills to question, seek clarification and make suggestions relating to work requirements and efficiency

communication and teamwork skills to recognise procedures; to follow instructions; to respond to change, such as current workplace environmental/sustainability frameworks; and to support team work and participation in a sustainable organisation

literacy, numeracy and technology skills to interpret workplace information in relation to work role, and to document and measure resource use

technology skills to select and use technology appropriate for a task.

Required knowledge

environmental and resource hazards/risks environmental or sustainability legislation, regulations and codes of practice

applicable to own work role OHS issues and requirements organisational structure, and reporting channels and procedures relevant environmental and resource efficiency systems and procedures sustainability in the workplace terms and conditions of employment including policies and procedures, such as

daily tasks, employee and employer rights, equal opportunity.





EVIDENCE GUIDE





accessing, interpreting and complying with a range of environment/sustainability legislation and procedural requirements relevant to daily responsibilities

accurately following organisational information to participate in and support an improved resource efficiency process and reporting as required

developing and/or using tools such as inspection checklists, to collect and measure relevant information on organisation resource consumption, within work role

identifying organisational improvements by applying efficient resource use to daily activities

knowledge of environmental and resource hazards/risks.




evidence is relevant to the particular workplace role, including work area, equipment, systems, and documentation

review of current work area directly relating to own work, to assess measurement of resources used, hazards and compliance

individual or team discussion about potential for increased resource efficiency within current work area

access to workplace documents, information and resources (such as compliance obligations, enterprise plans, work responsibilities).






EVIDENCE GUIDE

observation of demonstrated techniques over time and in a range of situations

analysis of responses to case studies and scenarios review of documentation measuring current resource

usage evaluation of techniques used to document and

measure current usage of resources review of identified and reported workplace

environmental hazards evidence of active participation in organisational

plans to improve environmental practices and resource efficiency.



BSBINN201A Contribute to workplace innovation BSBSMB301A Investigate micro business

opportunities BSBWOR202A Organise and complete daily work

activities.



Environmental and resource efficiency issues may include:

maximising opportunities to improve business environmental performance

minimising environmental risks promoting more efficient production and

consumption of natural resources, for example minimising waste by participating in or using a waste management system

using resources efficiently such as material usage, energy usage (seeking alternative sources of energy or energy conservation) or




RANGE STATEMENT

efficient water usage

Appropriate techniques may include:

examining and documenting resources in work area

examining invoices from suppliers examining relevant information and data measuring resource usage under different

conditions reports from other parties involved in the

process of identifying and implementing improvements

Compliance may include: meeting relevant laws, by-laws and regulations or best practice to support compliance in environmental performance and sustainability at each level as required (such as Environmental Protection or Biodiversity Conservation Act): international commonwealth state/territory local government industry organisation

Organisational plans may include:

documented policies and procedures work plans to minimise waste or to increase

efficiency of resources such as a green office program, supply chain program for purchasing sustainable products or an environmental management framework

Suggestions may include ideas that help to:

improve energy efficiency increase use of renewable, recyclable, reusable

and recoverable resources maximise opportunities such as use of solar

power or other alternative forms of energy, where appropriate

prevent and minimise risks reduce emissions of greenhouse gases reduce use of non-renewable resources





Competency fieldCompetency field Industry Capability - Sustainability





BSBSUS301A Implement and monitor environmentally sustainable work practices



knowledge required to effectively analyse the workplace in relation to environmentally sustainable work practices and to implement improvements and monitor their effectiveness.This unit requires the ability to access industry information, applicable legislative and occupational health and safety (OHS) guidelines.While no licensing, legislative, regulatory or certification requirements apply holistically to this unit at the time of publication, relevant national, state and territory legislation, regulations and codes of practice impact upon this unit.

Application of the UnitApplication of the unit This unit applies to those with responsibility for a specific

area of work or who lead a work group or team. It addresses the knowledge, processes and techniques necessary to implement and monitor environmentally sustainable work practices, including the development of processes and tools, such as:

identifying areas for improvement developing plans to make improvements implementing and monitoring improvements in

environmental performance.

A person who demonstrates competence in this unit must be able to provide evidence of the ability to implement and monitor integrated environmental and resource efficiency management policies and procedures within an organisation. Evidence must be strictly relevant to the particular workplace role.

BSBSUS301A Implement and monitor environmentally sustainable work practicesDate this document was generated: 18 September 2012









1. Investigate current practices in relation to resource usage

1.1.Identify environmental regulations applying to the enterprise

1.2.Analyse procedures for assessing compliance with environmental/sustainability regulations

1.3.Collect information on environmental and resource efficiency systems and procedures, and provide to the work group where appropriate

1.4.Collect, analyse and organise information from a range of sources to provide information/advice and tools/resources for improvement opportunities

1.5.Measure and document current resource usage of members of the work group





1.6.Analyse and document current purchasing strategies

1.7.Analyse current work processes to access information and data to assist in identifying areas for improvement

2. Set targets for improvements

2.1.Seek input from stakeholders, key personnel and specialists

2.2.Access external sources of information and data as required

2.3.Evaluate alternative solutions to workplace environmental issues

2.4.Set efficiency targets

3. Implement performance improvement strategies

3.1.Source and use appropriate techniques and tools to assist in achieving efficiency targets

3.2.Apply continuous improvement strategies to own work area of responsibility, including ideas and possible solutions to communicate to the work group and management

3.3.Implement and integrate environmental and resource efficiency improvement plans for own work group with other operational activities

3.4.Supervise and support team members to identify possible areas for improved practices and resource efficiency in work area

3.5.Seek suggestions and ideas about environmental and resource efficiency management from stakeholders and act upon where appropriate

3.6.Implement costing strategies to fully value environmental assets

4. Monitor performance 4.1.Use and/or develop evaluation and monitoring, tools and technology

4.2.Document and communicate outcomes to report on efficiency targets to key personnel and stakeholders

4.3.Evaluate strategies and improvement plans4.4.Set new efficiency targets, and investigate and apply

new tools and strategies4.5.Promote successful strategies and reward

participants where possible







Required skills

analytical skills to analyse problems, to devise solutions and to reflect on approaches taken

change management skills communication skills to answer questions, clarify and acknowledge suggestions

relating to work requirements and efficiency communication/consultation skills to support information flow from stakeholders

to the work group innovation skills to identify improvements, to apply knowledge about resource use

to organisational activities and to develop tools literacy skills to comprehend documentation, to interpret environmental and energy

efficiency requirements, to create tools to measure and monitor improvements and to report outcomes

numeracy skills to analyse data on organisational resource consumption and waste product volumes

planning and organising skills to implement environmental and energy efficiency management polices and procedures relevant to own work area

problem-solving skills to devise approaches to improved environmental sustainability and to develop alternative approaches as required

technology skills to operate and shut down equipment; where relevant, to use software systems for recording and filing documentation to measure current usage; and to use word processing and other basic software for interpreting charts, flowcharts, graphs and other visual data and information

supervisory skills to work effectively with a team

Required knowledge

best practice approaches relevant to own area of responsibility and industry compliance requirements within work area for all relevant

environmental/sustainability legislation, regulations and codes of practice including resource hazards/risks associated with work area, job specifications and procedures

environmental and energy efficiency issues, systems and procedures specific to industry practice

external benchmarks and support for particular benchmarks to be used within organisation, including approaches to improving resource use for work area and expected outcomes

OHS issues and requirements organisational structure and reporting channels and procedures quality assurance systems relevant to own work area strategies to maximise opportunities and to minimise impact relevant to own work

area





supply chain procedures terms and conditions of employment including policies and procedures, such as

daily tasks, work area responsibilities, employee, supervisor and employer rights, equal opportunity






knowledge of relevant compliance requirements within work area

developing plans to make improvements planning and organising work group activities in

relation to measuring current use and devising strategies to improve usage

monitoring resource use and improvements for environmental performance relative to work area and supervision

ensuring appropriate action is taken within work area in relation to environmental/sustainability compliance and potential hazards

implementing new approaches to work area in an effort to resolve and improve environmental and resource efficiency issues and reporting as required.




access to a range of environment/sustainability legislation, standards, guidelines and procedural requirements relevant to specific work area, daily responsibilities and supervision

access to a range of information, workplace documentation and resources such as compliance obligations, organisation plans, work supervision




EVIDENCE GUIDE

and responsibilities access to reports from other parties involved in the

process of identifying and implementing improvements

evidence is relevant to the particular workplace role, including work area, staff, stakeholders, equipment, systems and documentation.



response to case studies review of reports of activities of work group in

relation to measuring resource use and developing improvement strategies

review of work plans outlining approaches to improved practices with documented benchmarks

analysis of the way in which advice is sought and suggestions are made about improvements

observation over time and in a range of situations in relation to review of overall work area and staff, to assess and measure resource use, hazards and compliance

review of checklists to identify and assess resource usage at the beginning and end of the unit; reports on meetings around procedures and improvement processes and monitoring within the workplace; lists of environmental hazards/risks or inefficiencies or opportunities for improvements identified in the workplace

analysis of implementation of programs such as a green office program, supply chain program for purchasing sustainable products, or an environmental management framework

oral or written questioning to assess knowledge of environmental and energy efficiency issues, systems and procedures specific to industry practice.






EVIDENCE GUIDE

BSBATSIC411C Communicate with the community BSBINN301A Promote innovation in a team

environment BSBLED401A Develop teams and individuals BSBMGT402A Implement operational plan BSBMGT403A Implement continuous

improvement BSBRSK401A Identify risk and apply risk

management processes.



Compliance may include: meeting relevant laws, by-laws and regulations or best practice or codes of practice to support compliance in environmental performance and sustainability at each level as required (such as Environmental Protection or Biodiversity Conservation Act): international commonwealth state/territory industry organisation.

Sources may include: organisation specifications regulatory sources relevant stakeholders resource use.

Purchasing strategies may include:

influencing suppliers to take up environmental sustainability approaches

researching and participating in programs such as a supply chain program to purchase sustainable products.




RANGE STATEMENT

Stakeholders, key personnel and specialists may include:

individuals and groups both inside and outside the organisation who have direct or indirect interest in the organisation's conduct, actions, products and services, including: customers employees at all levels of the organisation government investors local community other organisations suppliers

key personnel within the organisation, and specialists outside the organisation who may have particular technical expertise.

Techniques and tools may include:

examination of invoices from suppliers examination of relevant information and data measurements made under different conditions others as appropriate to the specific industry

context.

Environmental and resource efficiency improvement plans may include:

addressing environmental and resource sustainability initiatives such as environmental management systems, action plans, green office programs, surveys and audits

applying the waste management hierarchy in the workplace

determining organisation's most appropriate waste treatment including waste to landfill, recycling, re-use, recoverable resources and wastewater treatment

initiating and/or maintaining appropriate organisational procedures for operational energy consumption, including stationary energy and non-stationary (transport)

preventing and minimising risks, and maximising opportunities such as: improving resource/energy efficiency reducing emissions of greenhouse gases

reducing use of non-renewable resources referencing standards, guidelines and

approaches such as: ecological footprinting




RANGE STATEMENT

Energy Efficiency Opportunities Bill 2005 Global Reporting Initiative green office program - a cultural change

program green purchasing Greenhouse Challenge Plus (Australian

government initiative) ISO 14001:1996 Environmental

management systems life cycle analyses product stewardship supply chain management sustainability covenants/compacts triple bottom line reporting.

Suggestions may include ideas that help to:

prevent and minimise risks and maximise opportunities such as: usage of solar or renewable energies where

appropriate reducing emissions of greenhouse gases reducing use of non-renewable resources making more efficient use of resources,

energy and water maximising opportunities to re-use, recycle

and reclaim materials identifying strategies to offset or mitigate

environmental impacts: purchasing carbon credits energy conservation reducing chemical use reducing material consumption

expressing purchasing power through the selection of suppliers with improved environmental performance e.g. purchasing renewable energy

eliminating the use of hazardous and toxic materials.













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

Application of the UnitApplication of the unit This unit addresses the knowledge, processes and

techniques necessary to develop approaches to sustainability within workplaces, including the development and implementation of policy.This unit applies to people with managerial responsibility who undertake work developing approaches to create strategies within workplaces, including the development and implementation of policy and includes:

communicating with relevant stakeholders developing and monitoring policies reviewing and improving policies.

A person who demonstrates competence in this unit must be able to provide evidence of the ability to develop and implement integrated sustainability policies and procedures within an enterprise. The review of the policy after implementation will also need to be evidenced.The context of the unit applies to all sectors of the business industry; it may be applied to all sections of an




organisation, including the office, the factory floor, or work area. With such a broad application, the unit will need to be contextualised as it is applied across an organisation and across different industry sectors.







1. Develop workplace sustainability policy

1.1.Define scope of sustainability policy1.2.Gather information from a range of sources to plan

and develop policy1.3.Identify and consult stakeholders as a key

component of the policy development process





1.4.Include appropriate strategies in policy at all stages of work for minimising resource use, reducing toxic material and hazardous chemical use, and employing life cycle management approaches

1.5.Make recommendations for policy options based on likely effectiveness, timeframes and cost

1.6.Develop policy that reflects the organisation's commitment to sustainability as an integral part of business planning and as a business opportunity

1.7.Agree to appropriate methods of implementation

2. Communicate workplace sustainability policy

2.1.Promote workplace sustainability policy, including its expected outcome to key stakeholders

2.2.Inform those involved in implementing the policy as to outcomes expected, activities to be undertaken and responsibilities assigned

3. Implement workplace sustainability policy

3.1.Develop and communicate procedures to help implement workplace sustainability policy

3.2.Implement strategies for continuous improvement in resource efficiency

3.3.Establish and assign responsibility to use recording systems for tracking continuous improvements in sustainability approaches

4. Review workplace sustainability policy implementation

4.1.Document outcomes and provide feedback to key personnel and stakeholders

4.2.Investigate successes or otherwise of policy4.3.Monitor records to identify trends that may require

remedial action and use to promote continuous improvement of performance

4.4.Modify policy and or procedures as required to ensure improvements are made



Required skills





communication skills to adjust communication to suit different audiences; to respond effectively to diversity; to work as a member of a team to consult on and validate policy

literacy skills to read and evaluate complex and formal documents such as policy and legislation

problem skills to effectively manage different points of view and dissenting stakeholders

research, analytical and writing skills to research, analyse and present information; to prepare written reports requiring precision of expression and language and structures suited to the intended audience

Required knowledge

best practice approaches relevant to own work area environmental or sustainability legislation, regulations and codes of practice

applicable to industry and organisation equal employment opportunity, equity and diversity principles and occupational

health and safety implications of policy being developed policy development processes and practices principles, practices and available tools and techniques of sustainability

management relevant to the particular industry context quality assurance systems relevant to own organisation relevant industry competency relevant organisational polices, procedures and protocols relevant systems and procedures to aid in the achievement of workplace

sustainability






candidate's involvement as a key person in planning, developing and implementing organisational policy and that the developed policy complies with legislative requirements

implementation strategy, as part of the policy, that




EVIDENCE GUIDE

has been devised, implemented and reviewed showing a measurable improvement utilising the chosen benchmark indicators

communicating with stakeholders to discuss possible approaches to policy development and implementation, and contributing to the resolution of disputes among stakeholders

developing and monitoring policies for analysing data on enterprise resource consumption

using software systems for recording and filing documentation for measurement of current usage and using word processing and other basic software for interpreting charts, flowcharts, graphs and other visual data and information

reviewing and improving policies by identifying improvements and benchmarking against industry best practice and attempting new approaches continuously over time.




access to relevant legislation/standards/guidelines access to a range of workplace documentation and

personnel, information and resources (such as compliance obligations, organisational plans, work responsibilities)

access to reports from other parties involved in the development and implementation of policy

evidence is collected over time, involving both formative and summative assessment

evidence is relevant to the particular workplace role, including work area, equipment, systems, and documentation.


direct questioning combined with review of portfolios of evidence and third party workplace reports of on the job performance by the candidate

response to case studies review of policy developed and procedural

documentation outlining the approach taken




EVIDENCE GUIDE

review of implementation strategy, plans and work plans

analysis of methods used to involve stakeholders in policy development, implementation and review

analysis of inefficiencies or opportunities for improvements identified in the workplace

evaluation of participation in sustainability work practices and programs such as an environmental management framework

observation over time in relation to review of work area relating to policy and procedures being developed to assess measurement of resources used, hazards and compliance.



BSBATSIM419A Contribute to the development and implementation of organisational policies

BSBHRM506A Manage recruitment, selection and induction processes

BSBHRM602B Manage human resources strategic planning

BSBINN502A Build and sustain an innovative work environment

BSBMGT515A Manage operational plan BSBMGT516C Facilitate continuous improvement BSBMGT608C Manage innovation and continuous

improvement BSBMGT616A Develop and implement strategic

plans BSBMGT617A Develop and implement a business

plan BSBRSK501A Manage risk.






RANGE STATEMENT


Scope of workplace sustainability policy may include:

addressing sustainability initiatives through reference to standards, guidelines and approaches such as: ecological foot printing Energy Efficiency Opportunities Bill 2005l Global Reporting Initiative green office program green purchasing Greenhouse Challenge Plus (Australian

government initiative) ISO 14001:1996 Environmental

management systems life cycle analyses life cycle analyses product stewardship supply chain management sustainability covenants/compacts triple bottom line reporting

integrated approach to sustainability which includes environmental, economic and social aspects, or a specific approach that focuses on each aspect individually

investigating particular business and market context of the industry/organisation

meeting relevant laws, by laws and regulations or best practice to support compliance in environmental performance and sustainability at each level as required (such as Environmental Protection or Biodiversity Conservation Act): international commonwealth state/territory industry organisation

parts of the organisation to which it is to apply, including whether it is for the whole organisation, one site, one work area or a combination of these.




RANGE STATEMENT

Sources may include: regulatory sources relevant personnel organisational specifications.

Stakeholders may include: individuals and groups both inside and outside the organisation who have some direct interest in the organisation's conduct, actions, products and services, including: customers employees at all levels of the organisation government investors local community other organisations regulators suppliers

key personnel within the organisation and specialists outside the organisation who may have particular technical expertise.

Strategies may include: promotional activities raising awareness among stakeholders training staff in sustainability principles and

techniques.







Co-requisite units







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

Application of the UnitApplication of the unit This unit applies to individuals developing basic skills and

knowledge for working in a broad range of settings.










1. Organise work schedule

1.1.Negotiate and agree upon work goals and plans with assistance from appropriate persons

1.2.Develop an understanding of the relationship between individual work goals and plans, and organisational goals and plans

1.3.Plan and prioritise workload within allocated timeframes

2. Complete work tasks 2.1.Complete tasks within designated time lines and in accordance with organisational requirements and instructions

2.2.Use effective questioning to seek assistance from colleagues when difficulties arise in achieving allocated tasks

2.3.Identify factors affecting work requirements and take appropriate action

2.4.Use business technology efficiently and effectively to complete work tasks

2.5.Communicate progress of task to supervisor or colleagues as required

3. Review work performance

3.1.Seek feedback on work performance from supervisors or colleagues

3.2.Monitor and adjust work according to feedback obtained through supervision and comparison with established team and organisational standards

3.3.Identify and plan opportunities for improvement in liaison with colleagues







Required skills

literacy skills to use written and oral information about workplace requirements organising skills to arrange work priorities and arrangements problem-solving skills to solve routine problems technology skills to select and use technology appropriate for a task.

Required knowledge

key provisions of relevant legislation from all levels of government that may affect aspects of business operations, such as: anti-discrimination legislation ethical principles codes of practice privacy laws occupational health and safety (OHS)

organisational policies, plans and procedures.






organising and completing own work activities seeking and acting on feedback from clients,

colleagues and supervisors using available business technology appropriate to

the task, under direct instruction




access to office equipment and resources examples of work plans, policies and procedures.




EVIDENCE GUIDE



analysis of responses to case studies and scenarios demonstration of techniques review of documentation planning and prioritising

workload evaluation of time line required to complete tasks review of documentation planning opportunities for

improvement.



administration units.



Appropriate persons may include: colleagues other staff members supervisors, mentors or trainers


access and equity principles and practice anti-discrimination and related policy business and performance plans ethical standards goals, objectives, plans, systems and processes legal and organisation policies, guidelines and

requirements OHS policies, procedures and programs




RANGE STATEMENT

quality and continuous improvement processes and standards

Colleagues may include: coach/mentor other members of the organisation peers/work colleagues/team supervisor or manager

Factors affecting work requirements may include:

changes to procedures or new procedures competing work demands environmental factors such as time, weather other work demands resource issues technology/equipment breakdowns

Business technology may include: computer applications computers electronic diaries facsimile machines photocopiers printers scanners

Feedback on performance may include:

formal/informal performance appraisals obtaining feedback from clients obtaining feedback from supervisors and

colleagues personal, reflective behaviour strategies routine organisational methods for monitoring

service delivery

Standards may include: Australian Standards legal and organisation policies, guidelines and

requirements legislation organisational policies and procedures specified work standards standards set by work group

Opportunities for improvement may include:

coaching, mentoring and/or supervision internal/external training provision personal study recognition of current competence (RCC)/skills

recognition/initial assessment workplace skills assessment





Competency fieldCompetency field Industry Capability - Workplace Effectiveness






Modification HistoryNot Applicable

Unit DescriptorUnit descriptor This unit describes the skills and knowledge required to

visually represent objects or ideas. At this level, drawing techniques would be basic. This is a core unit which complements all specialisation units. It is different from the drawing specialisation units which focus on drawing as an art form. This work would usually be carried out under supervision.This is a core unit which underpins many other specialisation units.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the UnitNot Applicable

Licensing/Regulatory InformationRefer to Unit Descriptor

Pre-RequisitesPrerequisite units This unit has linkages to all the specialisation units in the

Visual Arts Craft and Design Training Package and to units from other Training Packages.


CUVCOR07B Use drawing techniques to represent the object or idea Date this document was generated: 18 September 2012






1 Prepare for drawing.

1.1 Correctly identify tools and materials required for basic drawing techniques.

1.2 Select appropriate tools and materials for basic drawing techniques.

2 Use basic drawing techniques.

2.1 Apply a limited range of techniques to represent the object or idea.

2.2 Handle tools and materials safely.



Required skills:

literacy skills sufficient to read product labels and instructions numeracy skills sufficient to deal with basic scaling and layout issues.

Required knowledge:

general knowledge of the physical properties and capabilities of the most commonly used materials and tools for drawing





general knowledge of different approaches to drawing and the work of other practitioners in relation to using drawing to represent an object or idea

awareness of copyright, moral rights and intellectual property issues and legislation in relation to drawing

overview knowledge of the elements and principles of design environmental and occupational health and safety issues associated with the tools

and materials used in drawing work.


The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.


The following evidence is critical to the judgement of competence in this unit:

production of more than one drawing which represents the object or idea and which shows command of the basic technique/s used.


The assessment context must provide for:

practical demonstration of skills through the production of drawings.

Method of assessment Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:

direct observation of work in progress questioning and discussion of the candidate's

intentions and work verbal or written reports review of portfolios of evidence third party workplace reports of performance by

the candidate.

Assessment methods should closely reflect workplace




EVIDENCE GUIDEdemands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who may have literacy or numeracy difficulties e.g. speakers of languages other then English, remote communities and those with interrupted schooling).

Assessment of this unit requires access to the materials and resources needed to apply basic drawing techniques.


The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

The object or idea may include a:

ceramic piece design solution developing concept fibre/textile work movement sequence/s mural piece of jewellery or other wearable object prop/set/costume room layout sculpture stage setup story or narrative technical solution.

Techniques may include: application of pigment linear marks of differing character linear marks to produce illusion of form in space simple linear perspective




RANGE STATEMENT tonal ranges to produce illusion of form in space.

Materials and tools may include:

a range of graphite pencils a range of papers board charcoal colour pencils drafting equipment measuring tools natural ochres pastels and chalks pigments rags sticks wood/bark.

Safely means: in accordance with relevant occupational health and safety practices and legislation.

Unit Sector(s)Not Applicable







develop drawings which represent and communicate the concept. This is a core unit which complements all the specialisation units. It is different from the drawing specialisation units which focus on drawing as an art form. This unit goes beyond the scope of CUVCOR07B Use drawing techniques to represent the object or idea and CUVCOR08B Produce drawings to represent and communicate the concept in terms of the complexity of skill requirement, use of techniques and sophistication of representation. This work would usually be carried out under supervision.This is a core unit which underpins many other specialisation units.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.



Pre-RequisitesPrerequisite units This unit has linkages to all the specialisation units in the

Visual Arts Craft and Design Training Package, and to units from other Training Packages.

CUVCOR09B Select and apply drawing techniques and media to represent and communicate the concept Date this document was generated: 18 September 2012







1 Research suitable drawing techniques for representing the concept.

1.1 Identify appropriate sources of information relating to a range of techniques and materials and their application to the communication of a concept.

1.2 Systematically gather and organise the information.

1.3 Evaluate information in terms of the application of techniques and materials to the concept.

1.4 Select a range of possible techniques taking into account communication of the concept and the presentation context.

2 Determine purpose for drawings.

2.1 Identify purpose, scope and presentation context of drawing requirements.

2.2 Identify any technical requirements or specifications.

2.3 Select a range of possible techniques taking into account communication of the concept and the presentation context.

3 Explore drawing techniques and

3.1 Select appropriate materials and tools for drawing.




ELEMENT PERFORMANCE CRITERIAproduce drawings.

3.2 Draw the concept using the range of selected techniques.

3.3 Evaluate suitability of each technique in terms of its success in communicating the concept within the presentation context.

3.4 Select the drawing/s which best communicate/s the concept within the presentation context.

3.5 Prepare drawing/s for the identified presentation context.



Required skills:

literacy skills sufficient to read product safety labels and instructions and to prepare drawings for presentation

numeracy skills sufficient to determine layout issues and to deal with scaling.

Required knowledge:

physical properties and capabilities of a wide range of materials and tools used in drawing

general knowledge of the elements and principles of design and their specific application to drawing

general knowledge of different approaches to drawing and how other practitioners use drawing to represent the concept

awareness of copyright, moral rights and intellectual property issues and legislation in relation to drawing

environmental and occupational health and safety issues associated with the tools and materials used for drawing.








production of a series of drawings which demonstrate a command of the selected techniques and which successfully communicate the concept.



practical demonstration of skills using selected tools and materials to produce and present drawings which represent and communicate the concept.


direct observation of the production of drawings evaluation of drawings questioning and discussion about candidate's

intentions and the work outcome verbal or written reports review of portfolios of evidence third party workplace reports of performances by

the candidate.

Assessment of this unit requires access to the materials, resources and equipment needed to apply drawing techniques to represent and communicate the concept.






The concept may relate to an object or idea and may include:

crafted objects design concepts digital work installations movement sequence paintings or prints performance sculptures story, narrative technical solutions for a work or design.

Sources of information may be:

catalogues colour charts and boards nature stories or narratives technical texts the work of other artists and designers.

Techniques may include: digital drawing techniques integration of text and drawing linear marks of differing intensity and character linear marks to produce illusion of form in space linear perspective positive/negative space scaling techniques tonal range to produce illusion of form in space washes.

Materials may include: a range of graphite pencils a range of papers bark/wood




RANGE STATEMENT boards charcoal colour pencils crayons inks natural ochres pastels and chalks pigments solvents watercolour.

The presentation context may include:

exhibition proposals grant applications projections proposals for product development proposals in response to a brief publications visualisation of a object, product or idea.

Preparing drawings for presentation may involve:

adding captions, text to drawings cleaning drawings mounting drawings preparing drawings for printing/reproducing scanning drawings and preparing them for

electronic storage or transmissions.

The purpose and scope of the drawings:

relate to their presentation context.

Equipment may include: air brush blades brushes computer digital camera drawing and design applications printer rags




RANGE STATEMENT scanner sponges sticks.





CUVCRS03B Produce computer-aided drawings



use a range of CADD program functions and features to produce drawings. People working in many industries require the skills and knowledge in this unit, and the unit is written to allow for contextualisation to a particular industry context. Within the cultural industries this unit is relevant for people working across multiple sectors. The focus of this unit is on the technical skills required to operate CADD, and design skills are found in other units within the Visual Arts Craft and Design Training Package.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.



Pre-RequisitesPrerequisite units This unit has linkages to a wide range of other units in

various Training Packages and combined assessment and/or training with those units would be appropriate.

CUVCRS03B Produce computer-aided drawings Date this document was generated: 18 September 2012







1 Determine drawing requirements.

1.1 Review relevant documentation/concept information to determine requirements and processes based on project objectives and parameters.

1.2 Liaise with relevant colleagues to confirm and clarify requirements.

2 Select and set up CADD package.

2.1 Correctly identify required hardware, software, tools and equipment for the specific project.

2.2 Correctly set up hardware and software in accordance with operating instructions and organisational procedures.

2.3 Identify and retrieve digitised information relevant to the project.

3 Gather object parameters and/or measurements.

3.1 Accurately establish and record critical dimensions and data for the required design.

3.2 Correctly identify the requirements in relation to accuracy, tolerances and other critical information.

4 Prepare plots or 4.1 Correctly access and use CADD functions and features in accordance with operating




ELEMENT PERFORMANCE CRITERIAdrawings. instructions.

4.2 Correctly access and use peripheral equipment required for the project.

4.3 Prepare and review preliminary drawings in consultation with relevant colleagues.

5 Check drawings and save files.

5.1 Check designs against the project objectives and specifications in accordance with organisational procedures.

5.2 Identify and make required adjustments to designs based on review and consultation with relevant colleagues.

5.3 Store data files in accordance with operating instructions and organisational procedures.

Required Skills and KnowledgeRequired Skills and knowledge


Required skills:

literacy skills sufficient to interpret and use digital information, including instructions required for the production of computer aided drawings

numeracy skills sufficient for calculations and measurements required for the production of computer aided drawings.

Required knowledge:

the ways in which CADD is used within a specific industry context basic principles of CADD typical features and functions of CADD programs, including drawing tools, view

displays, edit functions, working with layers, plotting and printing occupational health and safety issues associated with the use of hardware and

software awareness of copyright, moral rights and intellectual property issues and legislation

associated with the use of CADD.








ability to use the standard features and functions of a CADD program to produce drawings

knowledge of CADD capabilities and uses in relation to the specific industry context.



practical demonstration of skills using an industry-current CADD program to develop drawings for a specific workplace purpose.


evaluation of drawings produced by the candidate oral or written questioning to assess knowledge of

CADD features and functions review of portfolios of evidence third party workplace reports of performance by

the candidate.

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

Assessment of this unit requires access to the materials resources and equipment needed to produce computer-




EVIDENCE GUIDEaided drawings.



Information required for the project may include:

creative objectives measurements/dimensions, e.g. objects, space relevant statutory requirements, e.g. safety scope for making adjustments technical objectives.

Computer-aided designs may be required for a large range of work situations and may include:

costume/fashion designs lighting plots object or product design room/site/stage layouts stage and set design visual art works and/or projects, e.g. community

installations, public art, performance.

CADD functions and features to be used must include:

drawing tools (methods for drawing lines, arcs, polylines, texts, dimensions)

edit functions plotting and printing view displays working with layers.

CADD functions and feature to be used may include:

3D techniques, e.g. entering coordinates, displaying 3D views

how CADD works in an integrated environment isometrics and perspectives




RANGE STATEMENT macros use of attributes to make project reports.

Peripheral equipment required for the project may include:

plotters printers scanners.








select and prepare work for display or exhibition. This is a support unit for specialisations. The skills and knowledge are not restricted to a particular specialisation but apply across all specialisations depending on the work context. This work would normally be carried out under limited supervision or with guidance available if required.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.



Pre-RequisitesPrerequisite units This unit has linkages to the specialisation units in this

Training Package and units from other Training Packages, and combined assessment and/or training with those units would be appropriate.


CUVCRS11B Select and prepare work for exhibition Date this document was generated: 18 September 2012






1 Select work to submit for exhibition.

1.1 Access relevant information on the criteria which informs the selection of work.

1.2 Correctly interpret information on criteria for display of work.

1.3 Identify and clarify any issues surrounding criteria with relevant individuals/organisations.

1.4 Select work in accordance with criteria.

2 Organise selected work for exhibition.

2.1 Check completeness of work to be displayed and take action when required.

2.2 Determine any specific requirements for display of selected work in consultation with relevant individuals or organisations.

2.3 Identify relevant steps and processes required to prepare selected work for display.

2.4 Prepare work using appropriate techniques or engage the services of others as required.

2.5 Provide accurate information on work to relevant individuals/organisations in accordance with requirements.

2.6 Submit work to exhibition curator or display organiser within agreed timeframe and in accordance with other agreed requirements.

2.7 Provide assistance with installation or hanging as required and in accordance with instructions.






Required skills:

literacy skills sufficient to interpret exhibition or display requirements.

Required knowledge:

exhibition, display or presentation contexts relevant to the area of work general knowledge about techniques for display or exhibition relevant to the area

of work, e.g. hanging, dismantling general knowledge of ways in which space is planned for display or exhibition

purposes relevant to area of work general knowledge of the elements and principles of design and their specific

application to the layout of an exhibition or display awareness of copyright, moral rights and intellectual property issues relevant to

exhibitions and displays organisational and legislative occupational health and safety issues relating to

exhibitions and displays of work and their safe hanging/installing and dismantling.





the selection of work for submission which is consistent with the criteria for the exhibition or display

work which is ready for exhibition.



practical demonstration of skills through the




EVIDENCE GUIDEselection and preparation of work for a specific display or exhibition.


evaluation of work prepared for display by the candidate

questioning and discussion of candidate's intentions

written or verbal reports review of portfolios of evidence third party workplace reports of performance by

the candidate.

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

Assessment of this unit requires access to the materials, resources and equipment needed to prepare work for exhibition and to assist to safely hang and/or install and dismantle an exhibition or display.



Criteria for selection of work for exhibition may include:

criteria decided by artist, designer or performer criteria provided by organiser of exhibition




RANGE STATEMENT personal preferences physical characteristics of display area, e.g. light,

ventilation and access quality of completed work size, dimension, theme, medium, number of pieces.

Completeness of work may involve:

all elements present resolution requirements for web presentation tidiness/cleanliness touch up requirements satisfied.

Requirements for display may include:

accompanying documentation, e.g. consignment notes, artist's statement

attaching fixtures for hanging or mounting cleaning the work framing selecting and painting plinths the display environment, e.g. light, humidity,

temperature, power sources web site information.

Exhibition of work occurs in a variety of contexts, including:

artist run spaces contribution to an exhibition via submission to a

competition group exhibition at regional venues local community spaces retail display studio spaces web sites.

Assistance for the exhibition may involve:

contributing to safely hanging, installing and dismantling work

labelling work planning the exhibition space planning the location of work within the space wrapping/storage of works at the conclusion of the

display or exhibition.




RANGE STATEMENT

Safely means in accordance with:

Federal, State and Territory legislation, regulations and standards.








explore and integrate colour theory and design processes using 2-dimensional (2D) and/or 3-dimensional (3D) space. This is a core unit in design fundamentals and as such underpins many other specialisation units. People working in many industries require the skills and knowledge in this unit, and the unit is written to allow for contextualisation to a particular industry context.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.



Pre-RequisitesPrerequisite units This unit underpins many specialisation units, both within

the Visual Arts Craft and Design Training Package, and other Training Packages, e.g. Entertainment. It is highly recommended that this unit be assessed in conjunction with those units.

CUVDES04B Integrate colour theory and design processes in response to a brief Date this document was generated: 18 September 2012







1 Examine information on colour theory and design processes.

1.1 Identify and access relevant sources of information on colour theory and design processes.

1.2 Examine information with consideration of how colour and design issues may be integrated in the design process.

2 Apply and combine colour theory and design processes to produce samples.

2.1 Select materials, tools and equipment required for the production of samples which integrate colour theory and design processes according to the needs of the brief.

2.2 Follow appropriate and safe procedures to apply instances of design process and colour theory.

2.3 Select, combine and explore the ways in which colour theory and design processes may be integrated.

2.4 Consider outcomes in relation to processes used and suitability for the brief.

2.5 Explore different approaches to satisfy the requirements of the brief.

2.6 Produce a range of samples which demonstrate how colour theory and design processes can be integrated in two and/or three dimensional space.

2.7 Present and store work in a format which takes




ELEMENT PERFORMANCE CRITERIAaccount of the need for professional presentation and potential need for the samples in future work.



Required skills:

literacy skills sufficient to interpret a brief numeracy skills sufficient to calculate quantities and determine layout and

construction issues.

Required knowledge:

general knowledge of the role and nature of a brief within the design process, including different types of brief and how designers use them

awareness of the notion of individual interpretation and choice within the design process, and the potential limitations of theory

ways in which colour theory and design processes can be explored and combined to meet the needs of a brief

knowledge about the materials, tools and equipment required for the production of samples which integrate colour theory and design processes

knowledge about how other artists and designers have applied colour theory and design processes

work space organisation and maintenance including environmental and safety issues

copyright, moral rights and intellectual property issues and legislation and their impact on aspects of design.





EVIDENCE GUIDE


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


production of samples which integrate colour theory and design processes in accordance with the requirements of the brief

fundamental understanding of the ways in which colour theory and design processes may be combined in the production of design or art work.



project or work activities that allow the candidate to access and apply colour theory and design processes to a specific context.


direct observation of the production of samples questioning and discussion review of portfolios of evidence third party workplace reports of performance by

the candidate.


Assessment of this unit requires access to the materials resources and equipment needed to produce samples using integrated colour theory and design processes in two and/or 3D space.






Sources of information on colour theory and design processes may include:

art and design work books and magazines manufactured structures natural and architectural forms optics personal observation scientific texts software programs.

Materials may include: a range of drawing media and implements a range of papers and cardboard clays and plaster fibre, tape, string glues light nails, screws, wire paints and inks paper pulp wood, metal fabric, plastic.

Tools and equipment may include:

air guns and brushes brushes clamps computer, scanner, relevant software programs cutting blades hammer, saw, pliers light sources pens and nibs receptacles rulers scissors




RANGE STATEMENT spatulas sponges.

Samples may be exercises in response to a brief and may involve consideration of:

balance contrast direction emotional and cultural aspects of colour and design harmonies and discords illusion mass natural and artificial light negative and positive form and space proportion relationships of form to form and form to space rhythm size texture tone.

Samples may involve: binding, twisting, bending cutting, folding mark making modelling painting pasting, taping the application of light.

Producing samples may also involve:

the application of integrated colour theories and design processes to a work in progress.

The brief: describes and specifies the work to be completed is usually prepared by a commissioning body or

organisation, e.g. supervisor, client, community organisation

may be written, diagrammatic, visual, verbal.











produce digital images through the exploration and application of a range of techniques, equipment and materials. As such the range of techniques could be quite varied and broad in nature. It is a specialisation unit and refers to a specific art form. This work would usually be carried out under limited supervision.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.



Pre-RequisitesPrerequisite units It is highly recommended that this unit be assessed in

conjunction with the following units:

CUVCOR03B Develop, refine and communicate concept for own work

CUVCOR08B Produce drawings to represent and communicate the concept

CUVCOR12B Review history and theory for application to artistic practice.

Depending on the context, combined assessment and/or training with a range of other units would also be appropriate, e.g.:

CUVCRS08B Document the work progress CUVCRS14B Prepare, store and maintain finished

CUVVSP12B Produce digital images Date this document was generated: 18 September 2012



work.





1 Prepare and maintain resources for digital imaging work.

1.1 Correctly identify and select equipment and materials required for the production of digital images.

1.2 Prepare and maintain equipment and materials in accordance with relevant workplace procedures and safety requirements.

1.3 Organise and maintain work space so that it remains clean and safe.

1.4 Store equipment, information and materials in accordance with relevant workplace and safety requirements.

2 Explore digital techniques to plan work.

2.1 Assess the capabilities of techniques, equipment and materials for digital imaging work.

2.2 Use and/or combine different techniques, equipment and materials to determine and extend capabilities.

2.3 Determine the conceptual vision for the




ELEMENT PERFORMANCE CRITERIAproposed digital imaging work based on exploration of different techniques or from supplied information.

2.4 Establish criteria for the selection of techniques to meet the conceptual vision.

2.5 Select techniques based on the conceptual vision.

2.6 Plan work, identifying work processes and resource requirements.

3 Realise digital images.

3.1 Organise the resources required for the production of the proposed digital images based on the plan of work.

3.2 Safely use and adapt techniques, equipment and materials appropriately to realise the conceptual vision.

3.3 Identify potential different approaches that may enhance the final work and incorporate these into the work process.



Required skills:

literacy skills sufficient to read equipment instructions numeracy skills sufficient to deal with such issues as resolution, sizing, file

storage.

Required knowledge:

equipment and materials used in the production of digital images work space requirements for the production of digital images, including ways of

organising and maintaining space ways of exploring, adapting and combining techniques to achieve different effects

in digital imaging work general knowledge of the formal elements and principles of design and their




Required Skills and knowledge

specific application to the production of digital images maintenance of equipment used in digital imaging work general knowledge of the historical and theoretical contexts for digital imaging

work awareness of copyright, moral rights and intellectual property issues organisational and legislative occupational health and safety procedures in relation

to digital imaging work.





production of digital images which demonstrate a command of selected techniques and which are consistent with the conceptual vision

knowledge of equipment and materials and how they are used and extended in the production of digital images.



evaluation of visual language and technical execution of work pieces produced by the candidate

practical demonstration of skills using required tools, equipment and materials to produce multiple examples of digital imaging work or a single major work.





EVIDENCE GUIDE direct observation of digital imaging work in

progress questioning and discussion of the candidate's

intentions and work verbal and written reports review of portfolios of evidence third party workplace reports of performance by

the candidate.


Assessment of this unit requires access to the materials, resources and equipment needed to produce digital images.



Equipment may include: computer digital camera imaging applications output device scanner.

Materials may include: a range of printing surfaces, including papers, acetate, fabrics.




RANGE STATEMENT

Maintaining equipment and materials may involve:

charging batteries deleting image files from memory cards replacing protective covers replenishing paper supply saving files shutting down computers turning off power supply.

Workplace procedures may relate to such things as:

cost control recycling reporting safety use of materials.

Safety requirements would be in accordance with:

Federal, State and Territory legislation, regulations and standards.

Organisation and maintenance of the work space may relate to:

ergonomic considerations light power supply.

Assessing the capabilities of techniques may involve further practice with the techniques to acquire, manipulate and print images while also manipulating variables such as resolution, colour depth, brightness, contrast. It may also involve:

experimenting directly with work in progress producing practice prints or samples testing imaging features of the software in use.

Extending capabilities of techniques refers to:

exploring the potential of techniques and discovering new ways of using techniques.

The conceptual vision may be elements and principles of design




RANGE STATEMENTdetermined by: the relationship of the work to a theoretical and

historical context the subject matter or theme for the digital images,

e.g. the body; identity; land and place; political, cultural, social issues; spiritual concerns.

Within this unit the candidate would generally extend, build upon and combine a range of techniques which may include:

acquiring an image through scanning, digital photography or from the Internet

file format considerations manipulating the image by means of a range of

imaging applications outputting image as a print, CD-ROM or other

storage medium.

Criteria for the selection of techniques may relate to:

access to materials and equipment consistency with the conceptual vision for the

proposed digital images ease of application of the techniques personal affinity with the techniques.






Modification History

Unit DescriptorThis 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

Application of the UnitThese skills and knowledge may be applied in a range of situations, including community and workplace settingsTraining 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 currencyApplication 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 injuriesA 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

Licensing/Regulatory Information

Pre-Requisites

Employability Skills InformationThe required outcomes described in this unit of competency contain applicable facets of Employability SkillsThe Employability Skills Summary of the qualification in which this unit of competency is packaged will assist in identifying Employability Skill requirements

Elements and Performance Criteria Pre-ContentElements define the essential outcomes of a unit of competency.The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

HLTFA301B Apply first aid Date this document was generated: 18 September 2012



Elements and Performance CriteriaElements and Performance Criteria

Element Performance Criteria

1.1 Identify assess and minimise hazards in the situation that may pose a risk of injury or illness to self and others

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 Assess the situation

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 Apply first aid procedures

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

2.11

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

3.2 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 Communicate details of the incident

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





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 outlinedWorking knowledge of: basic principles and concepts underlying the practice of first aidprocedures for dealing with major and minor injury and illnesspriorities of management in first aid when dealing with life threatening conditionsbasic occupational health and safety requirements in the provision of first aidinfection control principles and procedures, including use of standard precautionschain of survivalfirst 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 injuriesallergic reactions altered and loss of consciousnessbleedingburns - thermal, chemical, friction, electricalcardiac arrestcasualty with no signs of lifechest painchoking/airway obstructioninjuries: 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, dislocationsenvenomation - snake, spider, insect and marine bitesenvironmental impact such as hypothermia, hyperthermia, dehydration, heat strokefracturesmedical conditions, including cardiac conditions, epilepsy, diabetes, asthma and other respiratory conditionsnear drowning poisoning and toxic substances (including chemical contamination)respiratory distressseizuresshockstrokesubstance misuse - common drugs and alcohol, including illicit drugs

Awareness of stress management techniques and available support Social/legal issues: duty of careneed to be culturally aware, sensitive and respectfulimportance of debriefing confidentiality




own skills and limitations

Essential skills:Ability to:Conduct an initial casualty assessmentPlan 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 skillsDemonstrate correct procedures for performing CPR using a manikin, including standard precautions (i.e. as per unit HLTCPR201A Perform CPR)Apply first aid principlesInfection control, including use of standard precautionsFollow OH&S guidelinesDemonstrate: safe manual handlingconsideration of the welfare of the casualtyability to call an ambulancesite 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 reportCommunicate effectively and assertively in an incidentMake prompt and appropriate decisions relating to managing an incident in the workplaceCall an ambulance and/or medical assistance according to relevant circumstances and report casualty's conditionUse literacy and numeracy skills as required to read, interpret and apply guidelines and protocolsEvaluate own response and identify appropriate improvements where required

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 unitCompetence should be demonstrated working individually and, where appropriate, as part of a first aid teamConsistency of performance should be demonstrated over the required range of situations relevant to the workplace or community settingCurrency 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 knowledgeFor 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 workAll 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 peopleAssessors 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





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 injuryFirst 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 lifePrevent illness, injury and condition(s) becoming worsePromote recoveryProtect the unconscious casualty

Vital signs include: ConsciousnessBreathing 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 hazardsBiological hazardsChemical hazardsHazards associated with manual handling

Risks may include: Risks from equipment, machinery and substancesRisks from first aid equipment Environmental risksExposure to blood and other body substancesRisk of further injury to the casualtyRisks associated with the proximity of other workers and bystandersRisks from vehicles

Casualty's condition is managed for: Abdominal injuriesAirway obstructionAllergic reactions Altered and loss of consciousnessBleedingBurns - thermal, chemical, friction, electricalChest pain/cardiac arrestInjuries: 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, dislocationsNear drowning Envenomation - snake, spider, insect and marine bitesEnvironmental conditions such as hypothermia, hyperthermia, dehydration, heat strokeFracturesMedical conditions, including cardiac conditions, epilepsy, diabetes, asthma and other respiratory conditionsNo signs of lifePoisoning and toxic substances (including chemical contamination)Respiratory distress/arrestSeizuresShockStroke




Substance misuse - common drugs and alcohol, including illicit drugs.

First aid management must take into account applicable aspects of:

The setting in which first aid is provided, including: workplace policies and proceduresindustry/site specific regulations, codes etc.OHS requirementsstate and territory workplace health and safety legislative requirementslocation and nature of the incidentsituational risks associated with, for example, electrical and biological hazards, weather, motor vehicle accidentslocation of emergency services personnel.

The use and availability of first aid equipment and resources Infection controlLegal and social responsibilities of first aider

Resources and equipment are used appropriate to the risk to be met and may include:

AEDFirst aid kitAuto-injector Puffer/inhalerResuscitation mask or barrier Spacer device

Communication media and equipment may include but are not limited to:

Telephones, including landline, mobile and satellite phonesHF/VHF radioFlagsFlaresTwo way radioEmail Electronic equipmentHand signals

Appropriate clinical expert may include: Supervisor/managerAmbulance officer/paramedicOther medical/health worker




Documentation may include: Injury report formsWorkplace documents as per organisation requirements

Documentation may include recording: TimeLocationDescription of injuryFirst aid managementFluid intake/output, including fluid loss via: bloodvomitfaecesurine

Administration of medication including: timedateperson administeringdose

Vital signs

Unit Sector(s)






Unit DescriptorThis competency standard covers the process of maintaining interior plant displays in buildings and offices. Maintenance involves watering, feeding and other plant treatments necessary to maintain the health and appearance of indoor plants.Indoor plant maintenance is usually performed under routine supervision with intermittent checking. Responsibility for some roles and co-ordination within a team may be required. Competency is demonstrated by the application of knowledge and skills to a range of plant maintenance tasks and roles usually within established enterprise guidelines.

Application of the UnitNot applicable.


Pre-RequisitesNot applicable.

Employability Skills InformationNot applicable.

Elements and Performance Criteria Pre-ContentNot applicable.



1 Prepare to maintain indoor 1.1 Workplace information is interpreted and

RTF2008A Maintain indoor plants Date this document was generated: 18 September 2012



clarified with the supervisor.

1.2 Tools, equipment and materials for maintenance activities are selected and prepared according to enterprise guidelines, and safe working practices are employed.

plants

1.3 OHS hazards relating to maintaining indoor plants and the growing environment are identified, risks assessed and reported to the supervisor.

2.1 Plants are accessed according to client requirements and supervisors instructions.

2.2 Tools, equipment and materials are transported safely in accordance with access requirements, client and supervisors instructions.

2.3 Watering system is maintained and/or adjusted where necessary according to enterprise guidelines.

2.4 Light meter readings are taken to ensure specified parameters are maintained.

2.5 Condition of media is checked according to supervisors instructions.

2 Maintain the growing environment

2.6 Containers and growing site are cleaned to ensure the aesthetic and hygiene standards of indoor plants are maintained.

3.1 Common problems in indoor plants are recognised, and rectified and/or reported to the supervisor.

3.2 Treatments are selected and applied to optimise plants health and appearance according to enterprise guidelines.

3.3 Water is applied in the quantity and method specified by enterprise work procedures.

3 Maintain indoor plants

3.4 Plants are replaced when no longer at optimum health and appearance.

4 Complete indoor plant maintenance operations

4.1 Rubbish, litter and decaying material are removed from plants, pots and surrounds and cleaning procedures are performed according to enterprise guidelines.




4.2 Waste is collected and disposed of, or recycled to minimise damage to the environment.

4.3 Tools and equipment are cleaned and stored according to enterprise work procedures.

4.4 Workplace information is recorded in the appropriate format.

Required Skills and KnowledgeNot applicable.

Evidence Guide

What evidence is required to demonstrate competence for this standard as a whole?Competence in maintaining indoor plants requires evidence that the feeding, watering, cleaning, pruning, and treatment needs of indoor pot plants and displays can be met.The skills and knowledge required to maintain indoor plants must be transferable to a different work environment. For example, if plants can be maintained in an atrium with high intensity natural light, it must also be evident that plant maintenance can be undertaken in an office with low light intensity.

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:1. identification and characteristics of common indoor plants and their culture2. growth requirements of indoor plants3. light and moisture tolerance/intolerance for common indoor plant species4. acclimatisation techniques for indoor plants5. common problems that may occur with indoor plants and their treatment6. operations and maintenance of a range of irrigation/subirrigation systems used for watering indoor plants/displays7. methods of disposing of waste to minimise




damage to the environment.

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:8. participate in teams and contribute to team objectives9. interpret enterprise work procedures10. communicate with clients, team members and supervisor11. measure quantities and calculate application rates.

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?

Ideas and information relating to indoor plant maintenance activities and problems encountered should be discussed with other members of the work team and the supervisor.

2. How can information be collected, analysed and organised (1)?

Enterprise work procedures, such as watering plan or nutrition schedule, should be consulted, interpreted and applied to coordinate indoor plant maintenance activities with further clarification sought from the supervisor where necessary.

3. How are activities planned and organised (1)?

Work activities for indoor plant maintenance routines may need to be organised around client requirements, and there may be some responsibility for coordinating work activities with other members of the work team.




4. How can team work (1) be applied? Indoor plant maintenance activities may involve working with other members of a team to complete operations within the daily work routine.

5. How can the use of mathematical ideas and techniques (1) be applied?

Calibrating spray equipment and determining quantities and application rates for treatment of indoor plants will require mathematical application.

6. How can problem-solving skills (1) be applied?

Problems relating to maintenance of the growing environment, the plants, treatments, watering, tools and equipment, workplace safety and other team members may arise during the maintenance of indoor plants.

7. How can the use of technology (1) be applied?

Technology may be applied in the preparation, use and maintenance of horticultural and test equipment.

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 the Assessment Guidelines. Further advice may also be sought from the relevant sector booklet.

Range StatementRange of VariablesThe 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 particular training and assessment requirements may depend on the work situations available

What workplace information may be relevant when undertaking indoor plant maintenance activities?

Workplace information may include Standard Operating Procedures (SOPs), specifications, work notes, Material Safety Data Sheets (MSDS), manufacturers




instructions, product labels, or verbal directions from the manager, supervisor, or senior operator.

What tools, equipment and materials are likely to be used to maintain indoor plants?

Tools, equipment and materials may include secateurs, knives, dibblers, trolley, trowels, hand tools, hand sprayers, water spray containers, cleaning equipment, rubbish bins, plant supports, ties, growing media, plant nutrition, fertilisers and fungicides.

What OHS hazards may be associated with maintaining indoor plants?

Hazards may include the use of a limited range of chemicals, sharp tools, and manual handling.

What access factors may influence client requirements?

Access factors may include time constraints, parking restrictions, stairs and level changes, work areas, lift size, equipment needed, floor surface, furnishings and room use.

What adjustments and maintenance may be required on watering systems?

Adjustments and maintenance may include altering flow rate and timing, repairing or replacing worn, leaking or blocked irrigation components.

What specified parameters might apply to light meter readings?

Specified parameters that apply to selected indoor plants include low, medium and high light intensity.

How might media condition be assessed? Media condition may be assessed by visual inspection or touch to check if it is dry or water logged and for the presence of mould or fungus.

What common problems associated with indoor plants may be encountered during plant maintenance activities?

Common problems may include dehydration or over watering, pests and diseases, nutrient deficiencies, low or high light intensity, pot-bound and deformed plants.

What treatments are likely to be selected and applied to indoor plants?

Treatments may include the limited use of pesticides, fungicides, and fertiliser, removing weeds and dead material, and trimming, pruning or training.

What methods may be used to apply water to indoor plants?

Watering methods may include irrigation, subirrigation, and hand watering and spraying.

What type of waste may be collected? Waste may include left over treatments,




containers, and plant debris.

What workplace information is likely to be recorded?

Records may include client details, plant identity, date and treatments applied.

For more information on contexts, environmental implications and variables for training and assessment, refer to the Sector Booklet.

Unit Sector(s)Not applicable.






Unit DescriptorThis competency standard covers the process of tending containerised nursery plants.Plant maintenance is likely to be carried out under routine supervision with intermittent checking. Responsibility for some roles and co-ordination within a team may be required. Competency is demonstrated by the application of knowledge and skills to a range of plant maintenance tasks. Maintenance of nursery plants usually follows established enterprise guidelines.








1 Maintain the nursery environment

1.1 OHS hazards in the nursery environment are identified, risks assessed and reported to the

RTF2024A Tend nursery plants Date this document was generated: 18 September 2012



supervisor.

1.2 Plant growth and health requirements are clarified with the supervisor.

1.3 Irrigation system components are serviced and faulty parts are repaired or replaced.

1.4 Performance parameters of the irrigation system are checked to ensure optimum performance.

1.5 Temperature controls are monitored to ensure specified temperatures are maintained.

1.6 Nursery hygiene practices are followed to minimise risk of contamination.

2.1 Suitable personal protective equipment (PPE) is selected, used and maintained.

2.2 Common problems in nursery plants are recognised, and rectified and/or reported to the supervisor.

2.3 Tools and equipment are selected and used for plant maintenance.

2.4 Treatments are applied to assist plant growth as directed by the supervisor.

2.5 Water is applied in the quantity and method specified by enterprise work procedures.

2 Maintain nursery plants

2.6 Nursery operations are undertaken according to OHS requirements.

3.1 Workplace information is recorded in the appropriate format.

3.2 Waste is collected and disposed of or recycled to minimise damage to the external environment.

3 Complete nursery plant maintenance operations

3.3 Tools and equipment are cleaned and stored according to enterprise work procedures.





Evidence Guide

What evidence is required to demonstrate competence for this standard as a whole?Competence in tending nursery plants requires evidence that a nursery environment can be maintained, daily water requirements can be applied, plants can be treated and workplace information can be recorded.The skills and knowledge required to tend nursery plants must be transferable to a different work environment. For example, if plants can be tended in a glasshouse, it must also be evident that plants can be tended in a shade house or hardening-off area.

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:1. environmental requirements of a range of containerised plants growing in a nursery setting2. applied understanding of the importance of hygiene and quality control when tending nursery plants3. common problems that may occur with containerised plants in a controlled environment and their treatment4. Nursery Industry Water Management Best Practice Guidelines, 19975. principles and operations of a range of irrigation systems used in nurseries6. methods of disposing of waste to minimise damage to the external environment.


To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to:7. participate in teams and contribute to team objectives8. read and interpret enterprise work procedures9. communicate effectively with team




members and supervisor10. measure quantities and calculate application rates11. minimise noise, dust and water run-off to prevent nuisance-level environmental disturbance.



Ideas and information relating to plant maintenance activities and problems encountered should be discussed with other members of the work team and the supervisor.


Enterprise work procedures, such as a daily watering plan, should be consulted, interpreted and applied to co-ordinate plant maintenance activities with further clarification sought from the supervisor where necessary.


Materials, tools, equipment and work activities for daily plant maintenance routines may need to be arranged before work periods, and there may be some responsibility for co-ordinating work activities with other members of the work team.

4. How can team work (1) be applied? Nursery plant maintenance activities may involve working with other members of a team to complete operations within the daily work routine.


Calibrating spray equipment and determining quantities and application rates for treatment of nursery plants will require mathematical




application.


Problems relating to maintenance of the nursery environment, the nursery plants, treatments, watering, tools and equipment, workplace safety and other team members may arise during the maintenance of nursery plants.


Technology may be applied in the preparation, use and maintenance of horticultural equipment and machinery.

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, for example:RTC2404A Treat plant pests diseases and disordersRTC2706A Apply chemicals under supervisionRTC2016ARecognise plants


Range StatementRange of VariablesThe 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 particular training and assessment requirements may depend on the work situations available

What OHS hazards may be associated with tending nursery plants?

Hazards may include the use of chemicals and hazardous substances, sharp tools, manual handling, solar radiation and operating spray equipment.

What areas may be considered part of the nursery environment?

The nursery environment may include glasshouses, shade houses and hardening-off areas.




What is covered by plant growth and health requirements?

Plant growth requirements may include watering, light levels, fertiliser regime, pruning and shaping, repotting, and staking.

What types of irrigation system may be relevant to this standard?

Irrigation systems may include ebb and flow, sprinklers, capillary beds, sprayers and drippers.

What irrigation system components may require servicing?

Irrigation system components may include pumps, lines, pipes, sprinklers, sprinkler heads, solenoids, filters, controllers, sprayers and drippers.

What performance parameters should be checked to ensure the effective operation of the irrigation system?

Checks may include identifying dry spots and blockages, water dumping, abnormal water flow, and leaking heads, lines and pipes.

What nursery hygiene practices should be considered when tending plants?

Hygiene practices may include removing weeds, dead or diseased plant material; washing the work area on transfer of plants; disinfecting tools, equipment and work areas, and using foot baths on entry to different work areas.

What personal protective equipment (PPE) may be required to tend nursery plants?

Personal protective equipment may include hat, boots, overalls, gloves, sunscreen lotion, goggles, face mask, respirator, spray jacket or suit.

What common problems may be encountered during plant maintenance operations?

Common problems may include dehydration, pests, diseases, nutrient deficiencies and deformed plants.

What types of nursery plants may be relevant to this standard?

Nursery plants may include containerised, balled and bagged, in-ground, aquatic, stock plants, cuttings and rootlings.

What tools and equipment are likely to be used for plant maintenance?

Tools and equipment may include secateurs, water spray containers, dibblers, sprayers, plant supports, ties and rubbish bins.

What treatments are likely to be selected and applied to nursery plants?

Treatments may include pesticides, fungicides, fertiliser, mulching, removing weeds, removing dead material, tip pruning, formative pruning, aeration, staking, tying, spacing and thinning.

What methods may be used to apply water Water may be applied manually or by




to nursery plants? operating the irrigation system.

What enterprise work procedures may apply to this standard?

Work procedures will be based on sound horticultural principles and practices and may include supervisors oral or written instructions, the Nursery Industry Accreditation Scheme, plant care program, enterprise standard operating procedures (SOPs), specifications, production schedules, routine maintenance schedules, work notes, product labels, and Material Safety Data Sheets (MSDSs); Integrated Pest Management (IPM) programs; manufacturers service specifications and operators manuals; waste disposal, recycling and re-use guidelines; and OHS procedures.

What OHS requirements may be relevant to this standard?

OHS requirements may include identifying hazards, assessing and reporting risks, cleaning, maintaining and storing tools and equipment, appropriate use of personal protective equipment including sun protection, safe operation of tools and equipment, safe handling, use and storage of chemicals and hazardous substances, correct manual handling, basic first aid, personal hygiene and reporting problems to supervisors.

What workplace information is likely to be recorded?

Records may include environmental parameters, date of treatments, type of treatment and rate of treatment.

What type of waste may be collected? Waste may include left over treatments, unused containers, plant debris or faulty irrigation components.

What are the implications for the external environment when performing this unit?

Environmental implications may include the contamination of off-site ground water or soils from solids, nursery debris, nutrients or chemicals.

For more information on contexts, environmental implications and variables for training and assessment, refer to the Sector Booklet.










Unit DescriptorThis competency standard covers the process of the installation and maintenance work associated with interior plant displays in buildings and offices.The installation and maintenance of interior plant displays is likely to be under limited supervision from others, with checking only related to overall progress. Some discretion and judgement in assessing locations, selecting equipment and materials, organisation of work, services, actions, and the achievement of outcomes within time and budgetary constraints will be required. Installation and maintenance requires the application of extensive horticultural knowledge and a broad range of horticultural skills.








RTF3020A Install and maintain interior plant displays Date this document was generated: 18 September 2012



1.1 Access factors are assessed and recorded prior to installation.

1.2 Internal environmental parameters are assessed and recorded prior to installation.

1.3 Light sources in regard to both plant growth and client requirements are noted, and light meter readings taken and recorded to match plants to the lighting available.

1 Assess requirements for plantscaping

1.4 Growing conditions and constraints are analysed and recorded.

2.1 Materials, equipment and machinery required for the job are identified and scheduled according to a given plan or specifications.

2.2 Personnel required for the job are identified and scheduled.

2.3 OHS hazards are identified, risks assessed and controls implemented and reported to the supervisor.

2.4 Suitable safety equipment and personal protective equipment (PPE) are selected, used and maintained.

2.5 Plants are installed securely so that they are well presented, accessible for routine maintenance and conform to the plan or specifications.

2.6 Damaged or unnecessary material is pruned to enhance the presentation.

2.7 Plants are watered and fertilised as required according to enterprise policy.

2 Install containerised and direct planted specimens

2.8 The site is left in a clean and tidy state following installation of plants.

3.1 The symptoms of under and over-watering in indoor plants are detected and actioned according to the maintenance agreement.

3 Maintain indoor plants

3.2 The symptoms of low and high light intensity are detected and rectified.




3.3 The symptoms of low and high fertiliser concentration are detected and the pH of the growing medium is measured and altered as required.

3.4 Insects, pests and diseases associated with indoor plants are detected and controlled as required.

3.5 Appearance of indoor plants is enhanced according to the maintenance agreement.

3.6 The cost benefit of reviving plants is determined in line with site requirements.


Evidence Guide

What evidence is required to demonstrate competence for this standard as a whole?Competence in installing and maintaining interior plant displays requires evidence that the area to be plantscaped can be assessed for plants and clients needs, and that appropriate plants can be selected, installed, maintained and revived as necessary.The skills and knowledge required to install and maintain interior plant displays must be transferable to a different work environment. For example, this could include different plant species, display types and locations.


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: characteristics and attributes of a range of plants used for interior plantscapingindoor plant growth requirementslight and moisture tolerance/intolerance for common indoor plant speciesphotosynthesis, respiration, nutrient uptake and growth rate for indoor plants




acclimatisation techniques for indoor plantscommonly occuring problems with indoor plantscapingremedial action options.


To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: identify a range of plants used for interior displayscommunicate with work team members, supervisors, suppliers and clientsinterpret plans and specifications, and product labelscalculate numbers of plants and materialscalculate rates of chemicalsdetermine spatial measurements of plantscapeinterpret test results as requiredco-ordinate work group, materials, equipment and own activities to sequentially and effectively complete plantscaping in a timely manner.



Written, oral and telecommunication of ideas and information relating to installation and maintenance of plantscapes, and other problems encountered will be required with the supervisor, work group, suppliers or clients.





Enterprise work procedures, plantscape plan or specifications and test results should be consulted, interpreted and applied to co-ordinate installation and maintenance activities, with further clarification sought from the supervisor where necessary.


Installation and maintenance of the plantscape will require planning for site assessment, selection of equipment and materials, and placing of plants and accessories. These actions may have to be co-ordinated and organised around others movements and work activities.

4. How can team work (2) be applied? Installation and ongoing maintenance of the plantscape may involve facilitating and leading members of a team to complete activities to plan and on time. Discussion of plantscape requirements and plant suitability may need to be carried out with supervisors or others in the workplace.


Mathematical concepts may be used to calculate spatial requirements, test results and cost benefits.


Variation of the internal environmental, client intervention, pest or disease infestation, watering and nutritional difficulties and timeline failures may require problem-solving techniques.


Technological understanding may be required to access and apply plans and specifications, use and/or calibrate testing equipment, communicate and keep records.


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.

Range StatementRange of VariablesThe 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

What does the term plantscaping refer to in terms of this standard?

The term plantscaping refers to interior landscaping, and includes the design and installation of containerised and in-ground plants to enhance the interior landscape of businesses, offices, hotels, hospitals, schools, houses, shopping malls and other public buildings. In addition, plantscapes may be used to create privacy screens, direct traffic, create a relaxing atmosphere, highlight a special occasion, and improve air quality of the internal landscape.

What access factors need to be considered when assessing interior spaces?

Access factors include time constraints, parking restrictions, stairs and level changes, watering facilities, room surface finishes, work areas, lift size, equipment needed, loading bay (walls, floor, furnishings), spatial volume and room use.

What environmental parameters may need to be assessed?

Room temperature range, cooling, heating, air circulation and ventilation, humidity, drainage and traffic patterns.

What type of light sources may be used in the interior plantscape?

Light sources may include natural, incandescent, fluorescent and metal halide lights.

What growing conditions and constraints may need to be analysed?

Growing conditions and constraints may include possible plant pests and diseases; growing media and water conditions; available light, spatial volume and room use.

What is the difference between Containerised specimens may be portable or




containerised and direct planted specimens?

fixed pots/decorative containers, and may include live plants (which may be subirrigated), preserved plants and replica plants, whereas direct planted specimens include in-ground specimens and may include irrigated projects.

What materials, equipment and machinery might be required to install plantscapes?

Materials, equipment and machinery may include growing media, fertilisers, fungicides, insecticides, climate controlled trucks, cranes, pulley systems, trolleys, sack trucks, shovels, trowels, secateurs, hand tools, cleaning equipment, sprayers, water spray containers, plant supports, ties, pots, decorative containers, accessories and rubbish bins.

What OHS hazards may be associated with the installation of plantscapes?

Hazards may include disturbance or interruption of services, chemicals, manual handling, moving machinery and machinery parts, uneven surfaces and personnel.

What safety equipment may be required? Safety equipment may include signage and barriers.

What PPE may be required to install plantscapes?

PPE may include boots, overalls, gloves, goggles, respirator or face mask, and hard hat.

What methods may be employed to water interior plantscapes?

Watering methods may include surface irrigation, sub surface irrigation, hand-watering and spraying.

What symptoms may indicate that plants are suffering from under and over-watering?

Symptoms of over-watering may include die back on leaf tips, rotting corms, dropping leaves, water logged growing media, or excess overflow in trays. Symptoms of under-watering may include general dehydration, curling leaves, leaf loss or dry growing media.

What symptoms may indicate that plants are suffering from the effects of low and high light intensity?

Symptoms of low light intensity may include yellowing of leaves, drawn growth, elongated, more prone to pests and diseases. Symptoms of high light intensity may include yellowing or burning of leaves, plant stress or dehydration.

What symptoms may indicate that the plants Symptoms may include yellow lower leaves;




are suffering from low and high fertiliser concentration?

discoloured, stunted, mottled or yellow new leaves, wilting, leaf drop, or failure to flower.

What common insects, pests and diseases associated with indoor plants may need to be detected and controlled?

Common insects, pests and diseases associated with indoor plants may include beetles, mites, borers, thrips, weevils, mealy bug, scale, powdery mildew, root rot and crown rot.

How might the appearance of interior plants be enhanced?

Enhancement of interior plants may include, pruning, trimming, brading, cleaning, waxing, training, cleaning and polishing accessories.

For more information on contexts, environment and variables for training and assessment, refer to the Sector Booklet.





RTF4001A Design plant displays


Unit DescriptorThis competency standard covers the process of the design and preparation of plant displays for special occasions. This work requires the selection of plants and garden features, design of the display, and implementation of works.The design and installation of the display is likely to be undertaken without supervision. Responsibility for the work of others installing and maintaining the displays may be required.Designing plant displays requires detailed knowledge of plant recognition and selection and garden design principles.








1 Carry out preliminary 1.1 Concepts for the display are discussed and

RTF4001A Design plant displays Date this document was generated: 18 September 2012



clarified with client/management.

1.2 Site/location is analysed for aesthetic, environmental and physical attributes.

1.3 Time-lines for display are determined and incorporated into the plan.

1.4 Budget parameters are clarified with client/manager.

1.5 Concept plan is documented using common horticultural conventions.

1.6 Concept plan is presented to client and agreement reached on design.

planning activities

1.7 OHS hazards are identified, risks assessed, and implementation of controls costed.

2.1 Plants suitable for display are selected, costed, and availability confirmed with suppliers and appropriate personnel.

2.2 Accessories for the display are determined, costed, and availability confirmed with suppliers and appropriate personnel.

2.3 Labour, equipment and machinery required to install display are determined, costed and arranged.

2 Determine requirements for the display

2.4 Scaled plan and quotation is prepared and presented to appropriate personnel for approval where required.

3.1 Plan is communicated clearly to those who will prepare the display.

3.2 Plants and display materials are inspected prior to installation to ensure they meet required quality standards.

3.3 Preparation of the display and its maintenance are monitored to ensure they comply with design plan.

3 Supervise installation of display

3.4 Display preparation and maintenance work is organised to ensure that OHS requirements are met.





Evidence Guide

What evidence is required to demonstrate competence for this standard as a whole?Competence in designing plant displays requires evidence that a person can plan and document a display to incorporate the aesthetic, environmental and physical attributes of the site, determine appropriate time-lines for the process, choose appropriate plants and materials, and supervise the installation and maintenance.The skills and knowledge required to design the display must be transferable to a different work environment. For example, it must be evident that a display could be set up in a garden, office, shopping complex or other site with varying aesthetic, environmental and physical attributes.


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: site evaluation techniquesprinciples of garden designcharacteristics of a range of plants used in plant displaysgrowth and maintenance requirements of plants in natural and artificial environmentsbotanical names and classification of a range of plants commonly used in plant displaysprocesses and techniques for preparing, costing and documenting plans for plant displaysindustry codes of practicehorticultural conventions for design plans.


To achieve the performance criteria, appropriate literacy and numeracy levels as well as some complementary skills are required. These include the ability to: communicate in writing and document plans to supervisors and clients




calculate cost of materials and installation of displayestimate quantities of materials requiredcommunicate orally for presenting information to, and negotiating with, management/clientsresearch and analyse information about plant and materials specifications, cultural requirements and environmental requirementsevaluate sites/locations to determine the effect of aesthetic, environmental and physical attributes on nature of displayuse computer assisted design packages.



Information about site evaluation, design options, plantings and construction details should be communicated with management/client in both written and oral presentation. There is likely to be negotiation between the designer and management/client to achieve objectives.


Some information may need to be researched or obtained from suppliers or clients. Information addressing the specific requirements of the design should be analysed, and outcomes discussed with management/client and other members of the work team. Information documenting details of the design should be organised and presented as a scaled site/location plan, with written planting schedule and construction details.

3. How are activities planned and The planning and design process should




organised (3)? proceed in an orderly and efficient manner. Timely and appropriate information needs to be available for decision-making. The design plan should reflect the activities required to implement the display.

4. How can team work (3) be applied? Designing plant displays may involve working with other members of a team to complete and achieve the program outcomes.


Mathematical concepts may be used to calculate areas, project resources and program costs, and measure distances.


Problems relating to client preferences and requirements, site limitations, availability of materials, workplace safety, team members, inclement weather, or services may arise during the design, installation and maintenance of the display.


Technology may be required to record, store and communicate information. It may also be used to research relevant information and obtain and analyse data from site/location evaluation.



Range StatementRange of VariablesThe 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

What types of concepts may be required by customers?

Concepts may include purpose of display, location, size, cost, length of time the display is required, and restrictions on display.

What types of plant displays may be relevant to this standard?

Plant displays may include functions, events, internal or external displays, exhibitions, competitions, and plantscapes.

What aestheticattributes may impact on the display plan?

Aesthetic attributes may include sculptures, surrounding internal and/or external buildings, views and vistas.

What environmentalattributes may impact on the display plan?

Environmental attributes may include existing vegetation, trees, aspect, and light.

What physicalattributes may impact on the display plan?

Physical attributes may include existing vegetation, garden structures, pavements, watercourses, water bodies, public access areas including those required for delivery and storage of materials, and access for construction.

What time-lines need to be considered when planning a display?

Time lines may include duration of display required and when display needs to be completed.

What common horticultural conventions should be incorporated in the display plan?

Common horticultural conventions may include hard landscape features, soft landscape features; scaled drawings; construction details which may include sketches of accessory assembly such as paving, edging, planting; written information on implementation of construction and maintenance such as watering, fertilising, pruning; botanic names and plant positions; plantings showing height, spread, pot sizes, and quantity of species.

What plant characteristics may need to be considered when selecting plants for the display?

Plant characteristics may include colour of flowers and foliage, texture, size of plant, longevity, portability, seasonality, heritage, indigenous, exotic, hardiness, shape of plant, and foliage.

What accessories might be relevant for display purposes?

Accessories may include garden furniture, rocks, water, landscape structures and




features, artificial lighting, surface and edge treatments.

What quality standards may apply to the selection of plants and materials?

Quality standards may include size, shape, colour of leaves and flowers, absence of pests and diseases, number of flowers, and density of foliage.

What might be involved in the maintenance of the display?

Maintenance of the display may include control of internal environmental parameters such as temperature, humidity and light; irrigation, nutrition, pest and disease management, removing unsightly plants or plant material, and removing rubbish from display area.

What OHS requirements may be relevant to this standard?

OHS requirements may include identifying hazards; assessing risks and implementing controls; cleaning, maintaining and storing equipment and machinery; appropriate use of personal protective equipment including sun protection; safe operation of tools, equipment and machinery; safe handling, use and storage of chemicals and hazardous substances; correct manual handling; basic first aid; personal hygiene, and reporting problems.

For more information on contexts, environment and variables for training and assessment, refer to the Sector Booklet.








knowledge required to implement safe food storage handling processes in a retail food environment according to a food safety program.

Application of the UnitApplication of the unit This unit applies to frontline service personnel involved in

preparing, displaying and selling retail food. It requires knowledge and application of a store food safety program that complies with food safety regulations.






Employability Skills InformationEmployability skills The required outcomes described in this unit contain applicable

facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements.


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 Identify and demonstrate good personal hygiene practices.

1.2 Identify, maintain and use protective clothing and equipment.

1 Apply personal hygiene and sanitation.

1.3 Ensure personal movement within and outside workplace complies with work area requirements.

1.4 Maintain personal presentation according to store procedures and legislative requirements.

2.1 Identify and interpret store food safety program.2 Identify food safety program. 2.2 Implement food safety program.

3 Store and handle food products hygienically.

3.1 Transport packaged food supplies to the appropriate storage area promptly, safely and without damage.




ELEMENT PERFORMANCE CRITERIA3.2 Identify and practise food storage requirements according

to store procedures and legislative requirements.

3.3 Identify and use food handling implements for handling products according to legislative requirements.

3.4 Avoid cross-contamination by changing food handling implements between handling different products and appropriate hand washing.

4 Clean work area and equipment.

4.1 Identify and practise cleaning requirements for work areas according to store procedure the food safety program and legislative requirements.

4.2 Identify and practise external and internal cleaning requirements for equipment according store procedures and the food safety program legislative requirements.

4.3 Identify and use appropriate and safe cleaning tools, consumables and equipment for a variety of applications.

4.4 Identify and practise appropriate and safe routine maintenance requirements for food storage and work areas and equipment according to store procedures and the food safety program.

4.5 Report maintenance requirements and problems to relevant personnel without delay.

4.6 Identify and observe handling and storage requirements for cleaning chemicals according to manufacturer safety data sheets and store procedures and the food safety program.

4.7 Identify and perform waste disposal and pest control procedures according to store procedures, food safety program and legislative requirements.

5 Monitor food safety. 5.1 Monitor food safety hazards to control food safety risk.

5.2 Identify potentially unsafe food safety processes or situations and take corrective action.

5.3 Record food safety information, including equipment breakdowns, according to the food safety program.




ELEMENT PERFORMANCE CRITERIA6 Contribute to

continuous improvement.

6.1 Promptly identify hygiene and sanitation problems or situations, including potential sources of food contamination, and rectify or report to relevant personnel.

6.2 Promptly identify conditions that promote microbial growth, and rectify or report to relevant personnel.


This section describes the essential skills and knowledge and their level, required for this unit.

The following skills must be assessed as part of this unit:

interpersonal communication skills to: report maintenance requirements take corrective action in relation to food safety and contribute to continuous

improvement through clear and direct communication ask questions to identify and confirm requirements use language and concepts appropriate to cultural differences use and interpret non-verbal communication

handling of chemicals maintaining work area product handling use of personal protective equipment record keeping for the food safety program personal hygiene avoidance of cross-contamination cleaning literacy and numeracy skills in regard to reading and understanding store procedures.


store policy and procedures and legislative requirements, in regard to personal hygiene practices

correct protective clothing safety requirements to protect self and others food handling and hygiene principles including:





awareness of the store food safety program, its purpose and implications for own work own roles and responsibilities and those of food safety personnel for food handling

requirements from raw material to finished product techniques for minimising contamination and spoilage common sources and types of contamination and food safety hazards, including

conditions conducive to microbial growth and known allergens associated with food handling and processing

common types of physical, chemical and microbiological agents that can contaminate food

conditions that can cause physical, chemical and microbiological contamination correct storage of food, including hot, cold, raw and cooked, and relevant critical

control points causes of deterioration of food, contamination, cross-contamination store procedures for identifying and reporting potential or actual sources of

contamination food handling implements, e.g. gloves and tongs need for change of implements between products need for frequent change of storage medium for serving implements shelf life of products hazard analysis and critical control point (HACCP)

load limits of storage, display units to maintain correct temperatures including: effects of breaking temperature curtain, effects of blocking coils and air vents overloading

procedures for recording failures in the food safety program, including equipment breakdowns, and immediate action to be taken

principles of temperature control and the temperature danger zone hazardous foods cleaning of work area:

store cleaning procedures and schedules for work areas and equipment (internal and external)

purpose and importance of cleaning and sanitation procedures safe use and storage of cleaning tools, equipment and chemicals, and insecticides and

pesticides routine maintenance for work areas and equipment waste collection and disposal, recycling and handling procedures pest control procedures used in the workplace

relevant legislation and statutory requirements relevant OHS requirements food safety policy, plans and responsibilities, including an understanding of the

relationship between the quality system, the food safety program and audit requirements




REQUIRED SKILLS AND KNOWLEDGE characteristics of materials, products and processes used to carry out work responsibilities relevant industry codes of practice.


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.



consistently applies store policy and procedures, which comply with food safety regulations and relevant legislation

consistently identifies, interprets, applies and implements the store food safety program according to health and hygiene requirements and store procedures

consistently follows and applies store policy and procedures with regard to cleaning and maintaining equipment and safe handling and disposal of waste

consistently follows store policy and procedures with regard to personal hygiene practices, including: personal cleanliness, reporting of personal illness

and infections store personal presentation requirements for hair,

clothes, footwear and jewellery hand washing procedures use and maintenance of clothing, footwear and

related apparatus to meet hygiene requirements inspects own work area and identifies common food

safety hazards and possible hazards consistently seeks instruction and applies store policy

and procedures with regard to removal and isolation of suspect product or taking other corrective action

consistently maintains personal conduct to minimise risk to food safety

consistently monitors critical control points to identify food safety risks in own work area according to store procedures; this may include carrying out checks,




EVIDENCE GUIDEinspections and tests

investigates contamination and cross-contamination events and takes action to prevent contamination from occurring or recurring

consistently records food safety information according to store policy and procedures

consistently contributes to continuous improvement in own work area.


Assessment must ensure access to:

a real or simulated work environment a food safety program protective clothing cleaning materials and chemicals pest control equipment and chemicals suitable food products relevant documentation, such as store policy and

procedures on hygiene and sanitation practices food handling implements food storage and display equipment.

Methods of assessment A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

observation of performance in the workplace a role play third-party reports from a supervisor customer feedback answers to questions about specific skills and

knowledge review of portfolios of evidence and third-party

workplace reports of on-the-job performance.


Assessing employability skills Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between




EVIDENCE GUIDEoccupations and qualifications due to the different work functions and contexts.Employability skills embedded in this unit should be assessed holistically in the context of the job role and with other relevant units that make up the skill set or qualification.


The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below.

Personal hygiene practices as may include:

hand washing procedures personal presentation and cleanliness hair tied back, under net or under cap not touching hair or sneezing near food removal of jewellery as required by legislation reporting of personal illnesses and infections wounds, cuts and wearing of bandages or dressings changing gloves when handling different products.

Protective clothing and equipment may include:

wearing of gloves, hairnets, hats, shoes, uniforms, outer garments and aprons when handling food as required

clothing maintenance, laundering and storage requirements

wearing gloves to protect hands from cleaning chemicals, heat or cold (insulation)

wearing mesh gloves when using or cleaning sharp equipment

wearing protective clothing and footwear.

Personal movement may include:

removing protective clothing prior to moving outside or from one area to another

not moving into defined areas.




RANGE STATEMENT

Legislative requirements may include:

food safety regulations OHS environmental protection legislation awards or agreements waste disposal hazardous substances and dangerous goods manual handling.

Food supplies may include: supplies received from both internal and external suppliers and maintained within a stock control system, including: dry goods hazardous foods dairy goods meat and seafood poultry fruit and vegetables frozen goods.

Food storage requirements may include:

storage in: refrigeration freezers coolrooms dry stores refrigerated display cabinets

food segregation food packaging for storage labelling of food stock rotation optimum maintenance of storage areas, including:

cleanliness lighting at required temperature free from vermin or infestation free from defects

optimum temperature management




RANGE STATEMENT ventilation of storage area sanitation of storage area disposal of damaged or spoiled supplies.

Store procedures may include: compliance with food safety standards and the store food safety program

procedures such as: personal hygiene safe storage of food safe storage and use of cleaning chemicals cleaning regimes and timetables protective clothing and equipment safe handling and use of food preparation

equipment food handling procedures control points hazard analysis and critical control point (HACCP).

Food handling implements may include:

gloves tongs spoons scoops.

Work areas may include: floors walls to required levels benches and working surfaces shelves store rooms and cupboards food service areas kitchen areas.

Equipment may include: crockery and glassware utensils pots, pans and dishes containers chopping boards garbage bins




RANGE STATEMENT storage and display units coolrooms, refrigerators and freezers extraction fans thermometers, including infra red (for checking surface

and air temperature) probe (for checking core temperature) ovens, bain-maries, rotisseries, grills, deep fryers and

hotplates knives, slicers, drink machines, milkshake makers and

coffee makers dishwashers.

Routine maintenance may include:

calibration checks on relevant equipment detailed cleaning to ensure the elimination of crumbs

food scraps or dirt build-up blade sharpening checking and reporting equipment faults checking pest control equipment and products,

including: fly screens automatic doors ultraviolet insect lights vermin traps

cleaning and sanitising waste bins and areas.

Potentially unsafe food safety processes or situations may include:

spoiled or contaminated food out-of-date food customer complaints regarding food contamination situations that may indicate a need for food recall.

Corrective action must include: promptly report potentially unsafe food safety processes or situations to a supervisor

acting on the advice of the supervisor.

Unit Sector(s)Sector Retail




Competency fieldCompetency field Food Safety







knowledge required to operate point-of-sale equipment, apply store policy and procedures to a range of transactions, interact with customers, and package or wrap an item for transportation.

Application of the UnitApplication of the unit This unit applies to frontline service personnel. It requires the

team member to demonstrate the ability to operate a range of point-of-sale equipment in order to complete sales, returns and exchange transactions according to store policies, and process a number of methods of payment. It further requires the demonstrated ability to package and arrange transportation for goods where required.











1.1 Operate point-of-sale equipment according to design specifications.

1.2 Open and close point-of-sale terminal according to store policy and procedures.

1 Operate point-of-sale equipment.

1.3 Clear point-of-sale terminal and transfer tender according to store procedure.

1.4 Handle cash according to store security procedures.

1.5 Maintain supplies of change in point-of-sale terminal according to store policy.

1.6 Attend active point-of-sale terminals according to store policy.

1.7 Complete records for transaction errors according to store policy.

1.8 Maintain adequate supplies of dockets, vouchers and point-of-sale documents.

1.9 Inform customers of delays in the point-of-sale operation.





2 Use numbers in the workplace.

2.1 Accurately list a range of possible retail workplace numerical problems.

2.2 Collect numerical information from various sources and calculate accurately with or without the use of a calculator.

3.1 Complete point-of-sale transactions according to store policy.

3 Perform point-of-sale transactions.

3.2 Identify and apply store procedures in respect of cash and non-cash transactions.

3.3 Identify and apply store procedures in regard to exchanges and returns.

3.4 Move goods through point-of-sale area efficiently and with attention to fragility and packaging.

3.5 Accurately enter information entered into point-of-sale equipment.

3.6 State price or total and amount of cash received verbally to customer.

3.7 Tender correct change.

4 Complete sales. 4.1 Complete customer order forms, invoices and receipts accurately.

4.2 Accurately identify and process customer delivery requirements according to set timeframes.

4.3 Process sales transactions or direct customers to point-of-sale terminals according to store policy without undue delay.

5 Wrap and pack goods. 5.1 Maintain and request adequate supplies of wrapping and packaging materials.

5.2 Select appropriate wrapping or packaging material.

5.3 Wrap merchandise neatly and effectively where required.

5.4 Pack items safely to avoid damage in transit, and attach labels where required.




ELEMENT PERFORMANCE CRITERIA5.5 Arrange transfer of merchandise for parcel pick-up or

other delivery methods if required.




following set routines and procedures interpersonal communication skills to:

inform customers of delays state price or total and amount of cash received request adequate supplies of wrapping material or bags through clear and direct

communication ask questions to identify and confirm requirements share information use language and concepts appropriate to cultural differences use and interpret non-verbal communication

questioning and active listening dealing with different types of transactions wrapping and packing techniques store bag checking procedures merchandise handling techniques literacy skills in regard to sales and delivery documentation numeracy skills in regard to rendering change.


store policy and procedures in relation to: customer service point-of-sale transactions allocated duties and responsibilities exchanges and returns handling, packing and wrapping of goods or merchandise

the range of services provided by the store




REQUIRED SKILLS AND KNOWLEDGE stock availability relevant legislation and statutory requirements, including:

Trade Practices Act and consumer law industry codes of practice OHS

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 tendering of change counting cash calculating non-cash documents balancing point-of-sale equipment recording takings security of cash and non-cash transactions change required and denominations of change

numeracy skills in regard to workplace functions: addition subtraction multiplication division percentages use of a calculator

functions and procedures for operating point-of-sale equipment, including: registers numerical display board calculators electronic scales scanners.






EVIDENCE GUIDE



consistently operates point-of-sale equipment according to manufacturer instructions and store policy and procedures

consistently applies store policy and procedures in regard to cash handling and point-of-sale transactions

interprets, calculates and records numerical information accurately

processes sales transaction information responsibly and accurately according to store policy and procedures

constantly applies store policy and procedures in regard to the handling, packing, wrapping and delivery of goods or merchandise.



a real or simulated work environment relevant documentation, such as:

stock, inventory and price lists financial transaction dockets and slips lay-by, credit and product return slips store policy and procedures manuals

a range of point-of-sale equipment.





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




EVIDENCE GUIDEfor example:

SIRXRSK001A Minimise theft SIRXCCS002A Interact with customers SIRXINV001A Perform stock control procedures SIRXFIN001A Balance point-of-sale terminal.

Assessing employability skills Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts.Employability skills embedded in this unit should be assessed holistically in the context of the job role and with other relevant units that make up the skill set or qualification.



Point-of-sale equipment may include:

cash register cash drawer scanner EFTPOS terminal electronic scales security tagging numerical display board.

Store policy and procedures in regard to:

operation of point-of-sale equipment security sales transactions handling techniques of stock financial transactions




RANGE STATEMENT cash handling.

Point-of-sale documents may include:

order forms lay-by slips credit slips product return slips message pads promotional materials.

Customers may include: new or repeat contacts internal and external contacts customers with routine or special requests people from a range of social, cultural and ethnic

backgrounds and with varying physical and mental abilities.

Numerical problems may include:

calculations of cash amounts and change addition and subtraction multiplication and division percentages measurement estimation of quantities.

Point-of-sale transactions may include:

EFTPOS cheques travellers cheques credit cards and store cards smart cards lay-by returns exchanges gift vouchers.


boxes bags paper bubble wrap




RANGE STATEMENT gift wrapping adhesive tape ribbon string.

Delivery methods may include: parcel pick-up post or express post courier freight domestic or international delivery.

Unit Sector(s)Sector Cross-Sector

Competency fieldCompetency field Client and Customer Service




SIRXCOM001A Communicate in the workplace



knowledge required for effective communication with customers and other staff in the workplace. It involves establishing contact with customers, processing information, working in a team, maintaining personal presentation, following routine instructions, and reading and interpreting retail documents.

Application of the UnitApplication of the unit This unit relates to frontline service staff and supervisors. It

requires the team member to demonstrate the ability to select and use verbal and non-verbal communication techniques to interact with colleagues and customers in a positive and inclusive manner, and to interpret and generate workplace information in a variety of formats.











1.1 Maintain a welcoming customer environment.

1.2 Greet customer warmly according to store policy and procedures.

1 Establish contact with customers.

1.3 Create effective service environment through verbal and non-verbal interaction according to store policy and procedures.

1.4 Use questioning and active listening to determine customer needs.

1.5 Demonstrate confidentiality and tact.

2.1 Answer telephone according to store procedures.2 Process information.

2.2 Use questioning and active listening to identify caller and accurately establish and confirm requirements.

2.3 Use telephone system functions according to instructions.

2.4 Record and promptly pass on messages or information.




ELEMENT PERFORMANCE CRITERIA2.5 Inform customer of any problems and relevant action

being taken.

2.6 Perform follow-up action as necessary.

3 3.1 Value and treat with respect and sensitivity customers and colleagues from different cultural groups.

Communicate with customers and colleagues from diverse backgrounds.

3.2 Consider cultural differences in all verbal and non-verbal communication.

3.3 Use gestures or simple words to communicate where language barriers exist.

3.4 Obtain assistance from colleagues or supervisors when required.

4 Work in a team. 4.1 Demonstrate a courteous and helpful manner at all times.

4.2 Complete allocated tasks willingly according to set timeframes.

4.3 Actively seek or provide assistance by approaching other team members when difficulties arise.

4.4 Identify lines of communication with supervisors and peers according to store policy.

4.5 Encourage, acknowledge and act upon constructive feedback provided by other team members.

4.6 Use questioning to minimise misunderstandings.

4.7 Identify and avoid signs of potential workplace conflict wherever possible.

4.8 Demonstrate participation in team problem solving.

5 5.1 List and describe a range of retail documents.Read and interpret retail documents. 5.2 Read and interpret information from a range of retail

documents.







demonstrated use of positive and inclusive language questioning and listening resolving conflict negotiating managing stress demonstrating self-esteem literacy skills in regard to reading and understanding workplace documentation, such as

store policies and procedures and retail documents.


store policy and procedures in regard to: internal and external customer contact verbal and non-verbal presentation code of conduct allocated duties and responsibilities

goods and services provided by the store location of store departments functions and procedures for operating telephones and other communication equipment.





provides a consistently welcoming environment by treating customers in a courteous and helpful manner




EVIDENCE GUIDE uses effective questioning and active listening

techniques to communicate with customers, while maintaining an awareness of the need for discretion, tact and confidentiality

interprets and communicates information to customers, supervisors and peers both face-to-face and via other electronic communication equipment

accesses, comprehends and processes information accurately according to store policy and procedures

consistently follows routine instructions and seeks advice and assistance if required

participates actively and positively within a workplace team.




stock, inventory or price lists lay-by, credit and product return slips store policy and procedures manuals

a range of customers with different requirements a range of communication equipment.










EVIDENCE GUIDE SIRXOHS001A Apply safe working practices SIRXCLM001A Organise and maintain work areas SIRXICT001A Operate retail technology.






Store policy and procedures may relate to:

contact with customers job descriptions and responsibilities interaction with other team members interaction with supervision and management induction process.

Verbal and non-verbal external customers internal contacts, including management and other




RANGE STATEMENTinteraction may occur with: team members.

Questioning may involve the following communication techniques:

using open and inclusive language speaking clearly and concisely using appropriate language non-verbal communication.

Information may include: telephone written electronic media such as email verbal feedback observation.

Colleagues may include: management other staff members full-time, part-time, casual or contract staff

Verbal and non-verbal communication may include:

speaking and listening reading and writing body language facial expression.

Teams may include: small work teams store team corporate team.

Problem solving may be affected by:

store policy and procedures resource implications.

Retail documents may include: stock sheets planograms timetables, staff record forms lay-by slips credit slips




RANGE STATEMENT product return slips manufacturer instructions telephone message pads.


Competency fieldCompetency field Communication







knowledge required by a retail or wholesale business to enhance customer sales and relationships through adoption of an online strategy.

Application of the UnitApplication of the unit This unit requires the team member to perform market analysis

and establish data collection and processing tools to determine current and future online service and sales strategies for maximising sales and service delivery and online customer retention.











1.1 Determine online sales strategy.

1.2 Confirm performance indicators for online sales strategy.

1 Develop an electronic sales strategy.

1.3 Set online sales budget.

1.4 Establish mechanisms to collate and report online sales data.

1.5 Maximise conversion of customer contact into improved sales through an online sales strategy.

2.1 Establish impact of online service strategy on market share.

2 Develop an electronic service strategy.

2.2 Assess impact of service strategy on suppliers.

2.3 Assess appropriateness of the existing product and service profile and range as part of the online service strategy.

2.4 Determine means to acquire customers online.

2.5 Determine means to improve retention of online




ELEMENT PERFORMANCE CRITERIAcustomers.

2.6 Establish revenue benefits of an online service strategy.

2.7 Determine means to use information and communication technologies to improve customer satisfaction.

3 3.1 Integrate sales and service strategies.Optimise retail web presence. 3.2 Confirm customer segments.

3.3 Determine personal preferences and needs of customers within market segment on an ongoing basis.

3.4 Establish pricing rules for online products and services.

3.5 Ensure web presence attracts target customers.

3.6 Construct web presence and systems to permit customer preferences and needs to be determined in an ongoing manner.

4 Build relationships with online customers.

4.1 Analyse customer relationship management systems and models.

4.2 Manage online relationships to retain customers.

4.3 Manage sales and service strategies to reinforce relationships with online customers.

4.4 Collect diagnostic data to support the delivery of services to meet customer behaviours and expectations.

4.5 Share strategic data on customer behaviour with vendors and web designers.

4.6 Optimise loyalty of online customers.








interpersonal communication skills determining online customer preferences and needs benchmarking the positioning of major competitors for online sales and services establishing systems to measure the ability of online strategies to meet specific customer

requests and preferences seeking out value adding opportunities identifying special events and anticipating customer demands implementing joint online sales and service plans with business partners developing online sales and service reports providing recommendations for improving online sales and service literacy and numerical skills in regard to:

reading and interpreting diagnostic and strategic marketing data generating reports.


customer relationship management systems data collection and processing technologies, techniques and tools means to share data with suppliers and business partners according to legal provisions and

business policies impact of sales and service systems on operational cost efficiencies impact of online customer retention and retrieval strategies on revenue analysis and reporting requirements for a range of online customer sales and service

strategies strategies that reinforce online service relationships business policy and procedures that can hinder capacity of online systems to meet

customer preferences relevant privacy, world wide web standards, commercial law and legislation.






EVIDENCE GUIDE



sales and service targets are set according to all factors affecting online markets and product or service delivery

online market share is determined and maximised through implementation of agreed strategy

accurate and careful research on the basis for online positioning

analysis of the impact of web presence on business relationships

online sales and service strategy designed to maximise customer retention and brand loyalty

online customers preferences are identified establishes data collection and processing tools and

techniques than can determine current and future online service and sales strategies.




business and marketing plans industry codes of practice information and performance data on existing

business model and IT infrastructure information on:

markets competitors products and services suppliers new technology.


observation of performance in the workplace a role play




EVIDENCE GUIDE a research report third-party reports from a supervisor customer feedback written or verbal questioning to assess knowledge and

understanding review of portfolios of evidence and third-party






Sales strategy may vary according to:

product or service range marketing focus target market duration of campaign business policy and procedures in regard to selling

products and services form of web presence and level of e-commerce

readiness current and emerging applications and technology territory coverage




RANGE STATEMENT industry codes of practice market position planning cycles and timing cost and price analysis.

Mechanisms to collate and report online sales data may include:

online traffic monitors online customer registration inventory tracking online customer account management.

Customer contact may occur via:

email post newsletters telephone face-to-face.

Arrangements with suppliers may relate to:

commercial enterprises public agencies or organisations governments community and not-for-profit organisations internal delivery of products provision of services maintenance and support agreements leasing agreements and consultancies research and development.


backgrounds and with varying physical and mental abilities

business customers or individuals domestic or international customers.

Means to retain or acquire online retention campaigns and programs




RANGE STATEMENTcustomers may include consideration of:

resource planning sales strategies pricing strategies promotion and distribution strategies retention and loyalty programs web search and access relationships competitor activities online customer preferences and buying behaviours.

Information and communication technologies may include:

personal computers or terminals (stand-alone or networked)

scanning equipment bar coding equipment point-of-sale terminals hand-held equipment software, including:

word processing databases spreadsheets financial inventory

electronic data interchange (EDI).

Web presence may include: website advertising web search and access relationships referring links email.

Diagnostic data may be: qualitative quantitative.

Strategic data may include: response times scalability traffic security customer demographics




RANGE STATEMENT customer confidence customer expectations.


Competency fieldCompetency field E-Business







knowledge required to use e-business approaches and tools to establish more efficient business operations.

Application of the UnitApplication of the unit This unit requires the team member to identify, trial and

evaluate a range of e-business models, and to report to stakeholders on the contrasting features and benefits of models in order to select an e-business model to meet organisation requirements.











1.1 Identify new capabilities provided by online technologies and applications.

1.2 Identify strengths, weaknesses, opportunities and threats related to the introduction of e-business solutions.

1 Assess emerging electronic business capabilities and their relevance to sales and service systems. 1.3 Assess impact of electronic enablement on current critical

market factors.

1.4 Identify relationship of e-commerce capabilities to established business strengths.

2.1 Establish impact of trends in business to business developments on retail operations.

2 Confirm impact of business to business models on retail operations. 2.2 Assess the ability of business to business solutions to

enhance current retail strategies.

2.3 Compare and confirm features and advantages of different business to business models.




ELEMENT PERFORMANCE CRITERIA3 3.1 Establish the impact of business to consumer trends on

retail operations.Confirm impact of

business to consumer models on retail operations. 3.2 Assess the ability of business to consumer solutions to

enhance current retail strategy.

3.3 Compare and confirm features and advantages of different business to consumer models.

4 4.1 Compare and contrast features and benefits of different e-business models.

Evaluate and trial e-business process and models. 4.2 Assess the relevance of each model to current retail and

service strategies.

4.3 Select e-business processes and models.

4.4 Set performance requirements for an e-business process and model.

4.5 Trial e-business process and model.

4.6 Document, evaluate and report on data collected from e-business trials.

4.7 Select e-business model for adoption.




interpersonal communication skills to: communicate with external and internal groups and teams regarding e business

models, applications and consultancies through clear and direct communication ask questions to identify and confirm requirements use language and concepts appropriate to cultural differences use and interpret non-verbal communication

capacity to determine appropriateness of various e-business applications and systems identify and assess forms of electronic transactions demonstrate adherence to safe working practices




REQUIRED SKILLS AND KNOWLEDGE literacy and numerical skills in regard to:

reading and interpreting data on e-business applications generating reports

analytical and decision-making skills to: seek out e-business strategies that produce operational efficiencies implement e-business solutions that enhance sales and service efficiency determine how e-business models and approaches can promote comparative brand,

market and sales positions evaluate information on forecasts and trends in e-business build e-business models that enhance business relationships.


how e-business models affect e-business approaches relationship of e-commerce to e-business a range of business to business and business to consumer approaches types of data data processing requirements understanding of electronic transactions and processes impact on business of different business and business to consumer solutions relevant legal and legislative requirements principles and techniques in interpersonal communication.





identifying and utilising research on e-commerce and e-business tools and capabilities

planning, coordinating and implementing activities associated with assessing the impact of e-business models on business operations

evaluating and reporting on effectiveness of e-business




EVIDENCE GUIDEmodels and processes

consulting and liaising with business partners to assess suitability of e-business solutions

integration of e-business solutions with business strengths and strategic goals or targets

developing systems to manage and monitor e-business approaches

awareness of how e-business changes will affect business relationships.




legislation and statutory requirements OHS requirements industry codes of practice information and performance data on existing




observation of performance in the workplace third-party reports from a supervisor customer feedback written or verbal questioning to assess knowledge and







EVIDENCE GUIDE




Online technologies and applications may include:

a wide range of hardware, including routers, bridges, servers, PCs, drives, switches, printers, hubs, modems, personal organisers, firewalls and peripherals

a wide range of software, including network operating systems, payment software, PC operating systems, database software, encryption protocols, accounting software, web browser software, website building software and spreadsheet software

E-business solutions may involve:

integration of new solutions with existing IT infrastructure and business processes

integration with basic e-commerce solutions that include different business models depending on the final requirement

integration across operations at different levels of e-business development involving a mix of the above.

Critical market factors may response times scalability




RANGE STATEMENTinclude: traffic

data collection and management security customer demographics customer confidence customer expectations.

Business strengths may include: profitability customer relationships business management vendor relationships data management collaborative and cooperative relationships.

Retail strategies must include: cost reduction productivity gains increased revenues responsiveness of suppliers market share value adding business competitiveness customer relationships supplier relationships revenue growth and flow.

E-business models may vary according to:

enterprise products and services access content (product, data and information) commercial set-up of trading company applications infrastructure software services supply arrangements payment methods.

Evaluation may include: stakeholder consultation




RANGE STATEMENT confirmation that a procurement process is necessary development of a business case comparison of internal versus outsourced provision whether to buy or build solutions.


Competency fieldCompetency field E-Business




SIRXFIN001A Balance point-of-sale terminal



knowledge required to balance a register or terminal in a retail environment. It involves clearing the register, counting money, calculating non-cash transactions and reconciling takings.

Application of the UnitApplication of the unit This unit is undertaken with some supervision. It requires the

team member to apply store policy and procedures to accurately and efficiently balance a register or terminal, maintain a cash float, reconcile cash and non-cash transactions and record takings.











1.1 Perform register or terminal balance at designated times according to store policy and procedures.

1.2 Separate cash float from takings prior to balancing procedure and secure according to store policy.

1 Remove takings from register or terminal.

1.3 Supply change to register or terminal according to store policy.

1.4 Acquire and accurately interpret register or terminal reading or print-out.

1.5 Remove and transport cash and non-cash documents according to store security policy and procedures.

2.1 Count cash accurately.2 Reconcile takings.

2.2 Calculate non-cash documents accurately.

2.3 Determine balance between register or terminal reading and sum of cash and non-cash transactions.

2.4 Report discrepancies between register or terminal reading




ELEMENT PERFORMANCE CRITERIAand sum of cash and non-cash transactions to relevant personnel according to store policy.

2.5 Record store and individual department takings and file records according to store policy.




operating register or terminal completing tasks in a set timeframe literacy skills in regard to:

interpreting documentation completing documentation

numeracy skills in regard to: counting cash calculating non-cash transactions reporting on takings.


store policy and procedures in regard to: register or terminal balance cash and non-cash transactions security cash float operation of equipment used at register or 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




REQUIRED SKILLS AND KNOWLEDGE 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.





operates register or terminal equipment according to manufacturer instructions and store policy

consistently applies store policy and procedures in regard to handling cash and removing takings from register or terminal

consistently applies store policy and procedures in regard to cash float

consistently applies store policy and procedures in regard to reading registers and recording information

processes documentation and records responsibly and according to store policy and procedures

reconciles takings according to store policy and procedures.



a real or simulated work environment




EVIDENCE GUIDE relevant documentation, such as:

financial transaction dockets, slips and invoices sample debit card and credit card vouchers recording and tally sheets store policy and procedure manuals in regard to

register or terminal balance register or terminal and related equipment.


observation of performance in the workplace a role play third-party reports from a supervisor written or verbal questioning to assess knowledge and





SIRXRSK001A Minimise theft.







Register or terminals may be: manual electronic cleared by operator or specialist staff cleared at intervals during or at close of trading.


register or terminal balance cash handling security.

Non-cash documents may relate to:

credit cards cheques gift vouchers hire-purchase lay-by cash on delivery (COD) customer refunds customer credit ratings.

Relevant personnel may include: manager supervisor team leader.

Records may be: manual electronic.





Competency fieldCompetency field Finance







knowledge required to plan and manage human resources.

Application of the UnitApplication of the unit This unit involves implementing staffing levels, monitoring staff

performance, identifying and minimising potential industrial relations problems and developing and implementing training plans.











1.1 Maintain and monitor store policy and procedures in regard to staffing levels.

1.2 Maintain store staffing plans involving total store operation.

1 Implement staffing levels.

1.3 Ensure store staffing plan is comprehensive, concise and easily understood by staff and management.

1.4 Base all staffing figures on accurate and current information.

1.5 Develop contingency plans to cope with extreme situations.

1.6 Identify, analyse and rectify staff turnover problems as required by store policy.

2.1 Analyse, monitor and maintain store policy and procedures in regard to staff performance requirements.

2 Monitor staff performance.

2.2 Conduct performance appraisal and counselling interviews as required according to store policy.




ELEMENT PERFORMANCE CRITERIA2.3 Give clear, constructive feedback on performance at a

level and pace appropriate to the team member.

2.4 Recognise performance and achievement and encourage individuals to contribute to their own assessment.

2.5 Encourage individuals to contribute to improving policy and procedures.

2.6 Discipline and counsel staff as required according to store policy and statutory requirements.

2.7 Implement staff dismissals according to store policy and procedures and statutory requirements.

2.8 Conduct terminal and exit interviews according to store policy and procedures and statutory requirements.

2.9 Accurately and completely record details of all procedures and made available to authorised personnel.

3 Identify and minimise potential industrial relations problems.

3.1 Develop and implement strategies in regard to interpersonal conflict and dispute resolution according to store policy and procedures.

3.2 Actively encourage consultation and cooperation within team.

3.3 Provide constructive support to resolve problems where interpersonal conflict arises.

3.4 Accurately communicate current dispute resolution and grievance procedures to team members.

3.5 Concisely and accurately record details of proceedings and make available to authorised personnel.

3.6 Treat team members with integrity, respect and compassion.

4 Develop and implement training plans.

4.1 Develop training objectives and activities based on considered assessment of existing individual and team competencies, potential competency and career aspirations according to store policy.

4.2 Regularly review, update and improve training plans in consultation with staff and management.

4.3 Ensure training plans contain clear, realistic objectives.

4.4 Encourage and assist individuals to evaluate their own




ELEMENT PERFORMANCE CRITERIAdevelopment and training needs and to contribute to development planning and review.

4.5 Plan training activities to optimise the use of available resources.

4.6 Identify training needs using accurate and current information.

4.7 Clearly define training requirements relating to specific competencies necessary to perform a specified role or function.

4.8 Provide ongoing training information to all staff.

4.9 Delegate responsibility for training to specific staff.

4.10 Document planned training needs and specified outcomes.

4.11 Monitor and maintain budget in regard to training and assessment of staff according to store policy.




interpersonal communication skills to: conduct performance appraisal and counselling and terminal and exit interviews give feedback and provide information encourage individual contribution and evaluation of training and development needs discipline and counsel staff and resolve conflicts encourage consultation and cooperation in the team through clear and direct

communication ask questions to identify and confirm requirements, use language and concepts appropriate to cultural differences use and interpret non-verbal communication

analysing training needs monitoring staff performance




REQUIRED SKILLS AND KNOWLEDGE conducting performance appraisal negotiating literacy skills in regard to:

researching, analysing and interpreting a broad range of written material preparing reports documenting results numeracy skills in regard to interpreting and maintaining data.


store policy and procedures in regard to: staffing performance appraisal employee relations staff development

relevant statutory, legal and industrial relations requirements in regard to: monitoring staff performance counselling disciplinary procedures dismissal procedures agreements, awards and wages and conditions anti-discrimination equal opportunity sexual harassment OHS

a range of responsibilities and job descriptions Australian apprenticeship legislation Training Packages and competency standards store staffing plan staff levels and turnover existing competencies resources available for training principles and techniques in training and development.





EVIDENCE GUIDE




maintains and monitors optimum staff levels according to store policy and procedures by: maintaining staffing plans communicating with staff and management developing contingency plans analysing and rectifying staff turnover problems

maintains and monitors staff performance according to store policy and procedures and according to legislation and statutory requirements by: monitoring and analysing performance identifying performance and skill gaps applying on the job training and coaching processes

to develop employees developing performance improvement plans conducting performance appraisal interviews demonstrating discipline and counselling processes demonstrating dismissal processes

accurately records and maintains details of staff performance procedures, taking into account privacy requirements

communicates with team members to minimise potential industrial relations problems

develops, implements and evaluates relevant and effective training plans aligned to business goals and company policies.



a retail work environment relevant documentation, such as:

store policy and procedures on employee relations and staff development

legislative requirements store staffing plan




EVIDENCE GUIDE job descriptions

statutes, awards and agreements relating to: monitoring staff performance performance appraisal counselling disciplinary procedures.


observation of performance in the workplace third-party reports from a supervisor research report written or verbal questioning to assess knowledge and










RANGE STATEMENT


employee relations and staff development systems for recording employee relations information.

Staffing levels may vary according to:

peak trading times special events promotion stocktakes refurbishment.

Staff and management may include:

full-time, part-time, casual or contract staff people with varying degrees of language and literacy people from a range of cultural, social and ethnic

backgrounds people with a range of responsibilities and job

descriptions.

Contingency plans may include: unpredicted staff shortages unpredicted customer demand accidents or emergencies.

Techniques for providing feedback may include:

using open and inclusive language speaking clearly and concisely using appropriate language non-verbal communication.

Statutory requirements and legislation may include:

equal employment opportunity (EEO) Australian apprenticeships disciplinary procedures awards and agreements wages and conditions anti-discrimination sexual harassment OHS privacy.




RANGE STATEMENT

Interpersonal conflict: may occur with or between: individuals teams customers management

may be minimised: formally informally

is minimised to: promote effective working relationships prevent disciplinary or grievance procedures

becoming necessary.

Methods to communicate information may include:

verbal written, including email.

Training objectives and activities may relate to:

existing staff competencies level of competencies required by staff budget allocation for staff training.

Objectives may apply to: individuals teams managers.

Specific staff responsible for training may include:

supervisor and manager training coordinator external consultant.





Competency fieldCompetency field Human Resources Management







knowledge required to recruit and select personnel.

Application of the UnitApplication of the unit This unit involves defining future personnel requirements,

determining job specifications, evaluating and selecting applicants, and recruiting staff. Staff with managerial responsibilities perform this function.











1.1 Accurately identify store policy and procedures in regard to staffing levels.

1.2 Access and utilise accurate and current information to define personnel requirements.

1 Define future personnel requirements.

1.3 Clearly identify competencies and attitudes required of staff members and teams.

1.4 Consult relevant personnel as required.

1.5 Support estimates of staffing requirements with appropriate calculations where necessary.

2.1 Ensure job specifications accurately reflect the role that the appointee will play in relation to the team as a whole.

2 Determine job specifications.

2.2 Take into account the views and requirements of all relevant personnel prior to completing the specification.




ELEMENT PERFORMANCE CRITERIA2.3 Write clear and concise job specifications according to

relevant legislation.

2.4 Confirm specifications with relevant personnel prior to recruitment action according to store policy.

3 Recruit staff. 3.1 Maintain and monitor staff recruitment procedures.

3.2 Advertise employment vacancies internally and externally according to store policy.

3.3 Conduct job interviews and employment appraisal tests according to store policy.

3.4 Enact staff selection policy and procedures to comply with equal opportunity and equal employment opportunity legislation.

3.5 Ensure wages and conditions comply with relevant awards and agreements and store policy.

4 Assess and select applicants.

4.1 Conduct assessment and selection process according to store policy and procedures and legal requirements.

4.2 Judge information obtained from each candidate against specified selection criteria, and note any additional influencing factors.

4.3 Promptly seek advice from relevant personnel where difficulty in interpreting the selection criteria exists, or there appears to be a conflict of criteria.

4.4 Identify and correct unintended deviations from agreed procedures before making selection decisions.

4.5 Maintain complete, accurate and clear records of assessment and selection processes.

4.6 Ensure selection recommendations are communicated to authorised personnel only.

4.7 Promptly and accurately inform all candidates of selection decisions following each stage of the selection process.

4.8 Promptly communicate recommendations for improvements to any aspect of the selection process to appropriate personnel.

4.9 Ensure that assessment and selection processes used and evidence gained justify the selection choice.







interviewing skills interpersonal communication skills to:

consult personnel confirm specifications, seek advice and communicate recommendations conduct interviews and inform candidates of results through clear and direct

communication ask questions to identify and confirm requirements use language and concepts appropriate to cultural differences use and interpret non-verbal communication

presentation skills evaluating information from resumes, letters, references, interviews and aptitude tests

against criteria checking references, security clearances and personal documentation obtaining information from candidates at interview literacy skills in regard to:

researching, analysing and interpreting a broad range of written material writing clear accurate job descriptions and specifications preparing reports recording details of processes documenting results.


store policy and procedures in regard to: job role and responsibilities personnel planning, including current and projected staff numbers recruitment , assessment and selection of candidates

relevant legislation and statutory requirements, including: equal opportunity and equal employment opportunity (EEO) legislation awards and agreements anti-discrimination recruitment sourcing methods




REQUIRED SKILLS AND KNOWLEDGE government subsidies and support functions for traineeships Australian apprenticeships

Training Packages and competency standards principles and techniques in:

interpersonal communication identifying competency requirements in relation to work demands identifying, defining and assessing competency of individuals consultation interviewing

knowledge of special needs in relation to recruitment and selection, including reasonable adjustments for interviews, interview techniques and provision of appropriate documentation.





identifies existing and required competencies and attitudes of individuals and teams

develops job specifications to effectively meet the needs of the store and company

recruits suitable staff according to: relevant store policy and procedures relevant legislation relevant awards and agreements

assesses and selects candidates according to store policy and procedures and legal requirements

accurately records selection processes.



a retail work environment





store policy and procedures on personnel planning, selection and recruitment

equal opportunity and equal employment opportunity (EEO) legislation

awards and agreements job descriptions and specifications.


observation of performance in the workplace a role play third-party reports from a supervisor written or verbal questioning to assess knowledge and










RANGE STATEMENT


personnel planning selection and recruitment maintaining records.


peak trading cycles special events promotion stocktakes market trends.

Sources of accurate and current information may include:

colleagues, supervisors and managers store records personal observation and experience store policy and procedures documents unions industry associations.

Staff members may include: full-time, part-time, casual or contract staff people with varying degrees of language and literacy people from a range of cultural, social and ethnic


descriptions.

Teams may include: small work teams store team corporate team.

Relevant personnel may include: internal or external consultants employees supervisors human resources personnel store and area manager.




RANGE STATEMENT


permanent temporary full-time part-time casual contract.

Appropriate calculations may include:

financial considerations current and projected staff numbers current staff competencies and estimation of

competencies required succession planning personnel forecasts business plan and strategic directions.

Job specifications should include:

job title and purpose of position responsibilities competencies required.

Relevant legislation may include:

equal employment opportunity (EEO) anti-discrimination awards and agreements confidentiality laws.

Staff recruitment procedures may be delegated to:

individuals specialist personnel.

Employment appraisal tests may include:

assessment of relevant competencies personality profiling.

Records may be: manual electronic access restricted.





Competency fieldCompetency field Human Resources Management







knowledge required to operate a variety of retail equipment. It involves identifying the correct equipment required for a given task, maintaining retail equipment, applying keyboard skills and operating data entry equipment.

Application of the UnitApplication of the unit This unit requires the skilled operation and maintenance of a

range of retail equipment, including point-of-sale systems, keyboards and data entry equipment according to manufacturer instructions, design specifications, store policy and designated timeframes. This work is undertaken with some supervision and guidance.











1.1 Identify purpose of equipment used in store or department.

1.2 Operate equipment according to design specifications and safety requirements.

1 Maintain retail equipment.

1.3 Identify equipment faults and report to relevant personnel.

1.4 Identify and apply maintenance program for retail equipment according to store policy and procedures.

2.1 Operate keyboard using typing techniques within designated speed and accuracy requirements.

2 Apply keyboard skills.

2.2 Enter and edit information accurately.

3 Operate data entry equipment.

3.1 Enter data using relevant equipment according to store policy and procedures.




ELEMENT PERFORMANCE CRITERIA3.2 Operate price marking equipment according to

manufacturer instructions and store policy.

3.3 Enter data accurately and within designated time limits.




completing tasks in set timeframe dealing with different types of transactions following common fault-finding procedures operation and use of store retail equipment literacy and numeracy skills in regard to:

reading store procedures for operating equipment data entry performing point-of-sale transactions.


store policy and procedures in regard to: the operation of store retail equipment maintenance of store retail equipment reporting problems and faults

relevant legislation and statutory requirements relevant OHS regulations relevant industry codes of practice purpose and impact of using electronic technology operation and maintenance of store retail equipment licensing requirements for carrying and moving merchandise (if applicable).





EVIDENCE GUIDE




operates a range of store retail equipment according to store policy and procedures and industry codes of practice

operates and maintains a range of store retail equipment according to manufacturer instructions and design specifications

applies store maintenance program and reports faults and problems

consistently applies safe working practices in the operation and maintenance of store retail equipment according to OHS legislation and codes of practice

reads and interprets operation manuals to solve routine faults and errors and maintains and uses equipment effectively

uses keyboard skills to enter and edit data accurately completes tasks in set timeframe.




store policy and procedure manuals manufacturer instructions and operation manuals

a range of store retail equipment.



knowledge




EVIDENCE GUIDE review of portfolios of evidence and third-party






Equipment may include: point-of-sale terminals electronic bar coding equipment for price labelling and

stocktaking portable data entry printers EFTPOS terminals electronic ordering equipment wrapping and packing equipment equipment for carrying or moving merchandise equipment for storage of merchandise, including

refrigerators weighing machines thermometers security tag systems trolley return equipment




RANGE STATEMENT computers scanners numerical keyboard equipment, including calculators.

Safety requirements may include:

hazard identification (e.g. workplace inspections) emergency, fire and accident procedures personal safety procedures stress management procedures for the use of personal protective clothing

and equipment reporting incidents and accidents in the workplace.

Relevant personnel may include: supervisor team leader manager.


store administration clerical systems operating and maintaining retail equipment OHS.


Competency fieldCompetency field Computer Operations and ICT Management







knowledge required to identify new approaches for the use of mobile commerce applications and associated processes to enable more efficient models of retail sales and service.

Application of the UnitApplication of the unit This unit requires the team member to perform accurate

investigative research and balanced evaluation of mobile commerce applications and technologies to advocate for and assist in implementation of mobile applications and approaches that advance business strengths and competitive advantage according to store policy and relevant legislative requirements. Specialised staff perform this function.











1.1 Determine new capabilities provided by mobile commerce technology and mobile commerce applications.

1.2 Assess impact of mobile commerce applications on sales and service processes.

1 Confirm the impact of mobile commerce applications and approaches.

1.3 Determine impact of mobile commerce solutions on current sales and service strategies.

1.4 Assess potential of mobile commerce applications to improve current sales and service.

2.1 Complete modelling of mobile commerce applications and associated processes.

2 Analyse relevance of mobile commerce applications to current retail operations.

2.2 Confirm impact of mobile commerce on markets and online customers.

2.3 Review existing infrastructure and customer access.

2.4 Determine advantages of mobile commerce solutions for suppliers and existing business relationships.




ELEMENT PERFORMANCE CRITERIA2.5 Establish performance requirements for current retail

operations.

3 3.1 Select mobile commerce applications and associated processes.

Monitor and review mobile commerce applications and technology. 3.2 Trial mobile commerce applications and associated

processes.

3.3 Document results of the mobile commerce trials.

3.4 Evaluate the effectiveness of mobile commerce applications and processes against performance objectives.

3.5 Use evaluation results to make recommendations on adoption of mobile commerce solutions.

4 4.1 Implement mobile commerce improvements according to store policy and procedures.

Adopt mobile commerce solutions. 4.2 Integrate mobile commerce applications and processes

into existing business systems.




the ability to: improve sales or service systems utilising mobile commerce applications and

approaches research and evaluate mobile commerce options and impact on current business determine market and financial viability of mobile commerce applications and

approaches identify and assess risks in adoption of mobile commerce solutions plan for the trial and adoption of mobile commerce applications




REQUIRED SKILLS AND KNOWLEDGE deal with vendors to secure the most appropriate application and technology make decisions regarding viability of mobile commerce applications and approaches secure approval for review and introduction of mobile commerce applications and

approaches literacy and numeracy skills in regard to:

product research and evaluation data analysis generating reports.


mobile commerce applications mobile commerce trends and forecasts impact of mobile commerce applications and approaches on exiting markets market information, systems and research mobile commerce applications and technology development cycles price adjustment strategies business policy and procedures risk factors within specific applications planning integration of development and maintenance functions determining customer behaviour, needs, expectations and satisfaction levels major changes affecting wireless workplaces OHS aspects of job basic operational requirements, including those affecting:

privacy products and services

relevant legislation and statutory requirements.



Critical aspects for assessment and evidence required to





EVIDENCE GUIDEdemonstrate competency in this unit

access, comprehend and process information on mobile commerce technology and applications

produce evaluative and analytic reports on mobile commerce trends and opportunities in required format, including: accurate investigative research of mobile commerce

applications and approaches carried out according to store policy and procedures

balanced evaluation of a range of potential mobile commerce applications and approaches according to store policy and relevant legislative requirements

projection of return on investment or other advantages to be secured through deployment of mobile commerce applications and approaches in retail sales and services

identify and discuss impact of mobile commerce applications and approaches on customers by type and specific requirements

advocate for and assist in implementation of mobile commerce applications and approaches that advance business strengths and competitive advantage

use correct industry terminology.




business plans marketing plans legislation and statutory requirements OHS requirements industry codes of practice information and performance data on existing






EVIDENCE GUIDE


observation of performance in the workplace research report or case study a role play third-party reports from a supervisor written or verbal questioning to assess knowledge and







Mobile commerce technology may include:

wireless application protocol (WAP) general packet radio service (GPRA) code division multiple access (CDMA) 2nd generation digital mobile (GSM)




RANGE STATEMENT 3rd generation (3G) 3G or universal mobile telephone service (UMTS) short message service (SMS) personal digital assistant (PDA) personal area network (PAN) radio frequency identification (RFID) global positioning system (GPS).

Mobile commerce applications include:

instant messaging field service automation wireless banking access to portals information services (e.g. client traffic, sales figures

and client history) logistics management mobile stock trading sales force automation wireless ticketing wireless finance and retailing services corporate system access wireless travel management security applications.

Mobile commerce solutions may involve:

implementation in greenfield sites integration of new solutions with existing IT

infrastructures and business processes integration with basic e-commerce solutions that

include different business models depending on the final requirement

integration across operations at different levels of e-business development involving a mix of the above.

Consultative processes to assess potential mobile commerce applications may involve:

individual staff members teams management union representatives industrial relations or OHS specialists Privacy Act other professional or technical staff.




RANGE STATEMENT

Modelling may take into account:

relevant store policy and procedures relevant legislation and statutory requirements types of products and services provided business policy and procedures in regard to selling

products or services size, type and location of business business merchandise range characteristics of specific products or services customer demographics customer confidence and expectations management structure and communication

relationships existing business models and IT infrastructure form of web presence and level of e-commerce

readiness current and emerging applications and technology varying levels of staff training.

Customers may include: new or repeat contacts internal and external contacts customers with routine or special requests business customers or individuals people from a range of social, cultural and ethnic


Business relationships may be influenced by:

due diligence requirements value for money data reporting for compliance reasons, e.g. hazard

analysis and critical control point (HACCP) or OHS risk sharing market position planning cycles and timing cost and price analysis terms and conditions agreed intellectual property and technology rights value management continuous improvement




RANGE STATEMENT supply chain management infrastructural and capital outlay requirements organisational systems integration and compatibility.

Evaluation may include: stakeholder consultation confirmation that a procurement process is necessary development of a business case comparison of internal versus outsourced provision whether to buy or lease.

Store policy and procedures in relation to:

the acquisition and sale of products and services interaction with customers.


Competency fieldCompetency field Computer Operations and ICT Management







knowledge required to work effectively in a retail environment. It involves acting responsibly and in a non-discriminatory manner, developing retail industry knowledge, including industrial award or agreement relevant to the job role, maintaining personal hygiene and presentation, and prioritising tasks.

Application of the UnitApplication of the unit This unit may apply to all service personnel. It requires the team

member to demonstrate an understanding of workplace policies and legislation regarding work availability and rosters, work duties, and relevant awards or agreements. Demonstrated understanding of workplace culture, inclusive behaviour, effective management of personal presentation, hygiene, and time; and the ability to efficiently prioritise and complete tasks under instruction are also required.






Prerequisite units Nil






1.1 Provide notification of shift availability, or non-attendance for shift, according to set time frames and according to store policy and procedures.

1.2 Interpret staff rosters accurately.

1 Act responsibly.

1.3 Recognise and describe organisational culture.

2.1 Display non-discriminatory attitudes when interacting with customers, staff or management.

2 Act in a non-discriminatory manner.

2.2 Use non-discriminatory language.





3 Develop retail industry knowledge.

3.1 Identify and access sources of information on the retail industry.

3.2 Obtain information to assist with effective work performance and career planning within the retail industry.

3.3 Identify and interpret relevant awards and agreements.

3.4 Identify and analyse role of employee and employer associations in industrial relations system.

4 Maintain personal presentation.

4.1 Maintain personal dress and presentation in a neat and tidy manner.

4.2 Maintain personal hygiene according to store policy and legislation.

5 5.1Receive and act upon instructions.Follow routine instructions.

5.2 Use effective questioning to elicit information.

5.3 Assess, comprehend and act upon store information relevant to the particular task.

5.4 Plan and organise daily work routine within the scope of the job role.

5.5 Prioritise and complete tasks according to required timeframes.




interpersonal communication skills to: follow routine instructions through clear and direct communication




REQUIRED SKILLS AND KNOWLEDGE ask questions to identify and confirm requirements use language and concepts appropriate to cultural differences use and interpret non-verbal communication

ability to follow store policy and procedures maintaining personal presentation interpersonal communication skills, including:

non-discriminatory verbal and non-verbal communication listening, questioning and observation

literacy skills in reading and interpreting workplace documents.


store policy and procedures in regard to: workplace ethics shift availability or non-attendance staff rosters interpersonal conflict dealing with grievances personal animosity discriminatory behaviour harassment staff counselling and disciplinary procedures equal opportunity issues part-time, casual, full-time work, contract employment hygiene and self-presentation

store organisational structure structure of the retail industry rights and responsibilities of employers and employees in retail workplace responsibilities under an Australian apprenticeship contract of training (if applicable) major changes affecting retail workplaces following set routines and procedures relevant legislation and statutory requirements, such as:

equal opportunity legislation equal employment opportunity (EEO) legislation anti-discrimination legislation workplace relations industry awards and agreements.








responsibly applies store policy and procedures in regard to workplace ethics, including interpretation of staff rosters, notification of the availability for work, allocated duties and job description

recognises and describes the organisational culture of the workplace, including organisational structure, mission and goals

applies store policy and procedures and legislative requirements in regard to internal and external client contact, especially the use of non-discriminatory language and attitudes

knows employee's own rights and responsibilities in regard to awards and agreements

identifies and describes the role of various parties, including employer and employee associations

applies store policy and procedures in regard to personal dress, presentation, hygiene and code of conduct

consistently meets store scheduling routines and uses time effectively.




store or sample policy and procedures in regard to workplace ethics

store or sample job descriptions and organisational charts

store or sample documentation regarding mission and goals for the company

store or sample policy and procedures in regard to the rights and responsibilities of employers and employees in the workplace




EVIDENCE GUIDE awards and agreements government legislation on equal opportunity, equal

employment opportunity (EEO) and anti-discrimination

store or sample policies on OHS.


observation of performance in the workplace a role play third-party reports from a supervisor customer feedback research projects or case studies written or verbal questioning to assess knowledge and



Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example this unit can be assessed with the following units:

SIRXCOM001A Communicate in the workplace SIRXOHS001A Apply safe working practices SIRXCLM001A Organise and maintain work areas SIRXICT001A Operate retail technology








workplace ethics modes of communication store hours of operation completing work out of hours contact with customers job descriptions and responsibilities interaction with other team members interaction with supervision and management OHS.

Organisational culture may include:

organisational structure, including own position and role within the structure

chain of command workplace policy and procedures organisational values mission statement workplace goals.

Non-discriminatory attitudes may include:

age race colour national or ethnic origin sex pregnancy or marital status disability religion sexual preference.





RANGE STATEMENTbackgrounds and with varying physical and mental abilities.

Staff or management may: come from a range of social, cultural and ethnic backgrounds

have varying degrees of language and literacy levels.

Sources of information may include:

media reference books libraries unions industry associations industry publications internet information services personal observation and experience colleagues, supervisors and managers industry contacts, mentors and advisers.

Information may include: industry working conditions employee and employer rights and responsibilities environmental issues and requirements industrial relations issues and major organisation career opportunities within the industry the work ethic required to work in the industry industry expectations of staff quality assurance new products and services.

Legislation may include: federal, state or territory and local legislation food safety OHS.

Store information may: be written or verbal relate to store policy and procedures, including:

contact with customers job descriptions and responsibilities




RANGE STATEMENT interaction with other team members interaction with supervision and management.

Daily work routine may include: interacting with customers interacting with supervisors and other staff members handling telephone enquiries organising and maintaining work areas maintaining merchandise and displays preparing goods for delivery observing scheduled breaks assisting other team members working within required timelines.

Tasks may be: routine rostered non-routine.


Competency fieldCompetency field Working in Industry







knowledge required to maintain and order stock in a retail environment. It involves monitoring receipt and dispatch of goods, maintaining stock records, coordinating stocktake, identifying stock losses, processing orders and following up on orders.

Application of the UnitApplication of the unit This unit requires staff to exercise managerial responsibility to

monitor and coordinate stock levels, storage, distribution and reorder cycles; roster staff, organise and coordinate stocktakes, maintain accurate records and routinely report on inventory status to relevant personnel according to store policy and procedures.











1.1 Delegate responsibility for receipt and dispatch of goods to appropriate staff.

1.2 Implement store procedures in regard to receipt, dispatch and secure storage of goods.

1.3 Observe staff functions to ensure store procedures are followed and documentation is completed correctly.

1.4 Implement store procedures to ensure goods inspected for quantity and quality on receipt.

1 Monitor receipt and dispatch of goods

1.5 Act upon variations to quantity and quality of delivered goods according to store policy and procedures.

1.6 Supervise safe handling and storage of goods according to store policy.

2.1 Monitor and maintain stock levels at required levels.2 Maintain stock records.

2.2 Maintain, monitor and adjust stock reorder cycles as required.




ELEMENT PERFORMANCE CRITERIA2.3 Inform team members of their individual responsibilities

in regard to recording of stock.

2.4 Maintain stock storage and movement records according to store policy.

2.5 Record stock discrepancies and follow procedures according to store policy.

2.6 Monitor stock performance and identify and report fast and slow selling items according to store policy.

3 3.1 Interpret policy and procedures in regard to stocktaking and cyclical counts and explain to team members.

Coordinate stocktake or cyclical count.

3.2 Roster staff according to allocated budget and time constraints.

3.3 Allocate stocktaking tasks to individual team members.

3.4 Provide team members with clear directions for the performance of each task.

3.5 Allocate team members to ensure effective use of staff resources to complete task.

3.6 Produce accurate reports on stocktake data, including discrepancies, for management.

4 Identify stock losses. 4.1 Identify, record and assess losses against potential loss forecast on a regular basis.

4.2 Identify avoidable losses and establish reasons.

4.3 Recommend and implement possible solutions.

5 Process orders. 5.1 Process and raise orders for stock as requested according to store policy and procedures.

5.2 Maintain ordering and recording system.

5.3 Ensure availability of sample range according to buying plan.

5.4 Order pricing materials as required.

5.5 Record negotiated purchase and supply agreements and file for retrieval.





6 Follow up orders. 6.1 Monitor delivery process to meet agreed deadlines.

6.2 Handle routine supply problems or refer to management as required by store policy.

6.3 Maintain ongoing liaison with buyers, store or departments, warehouse and suppliers to ensure continuity of supply.

6.4 Distribute stock according to store or department allocation.




store stocktaking systems use of electronic recording equipment interpersonal communication skills to:

inform team members of their responsibilities and give instructions explain policies and procedures to staff allocate tasks and provide directions for performance of tasks liaise with buyers, store and departments, warehouse and suppliers through clear and

direct communication ask questions to identify and confirm requirements use language and concepts appropriate to cultural differences use and interpret non-verbal communication

time management negotiation skills report preparation and presentation literacy and numeracy skills in regard to:

stock control reports and documentation processing orders maintaining delivery and supply records stock distribution records maintaining stock ordering and recording systems.






store policy and procedures in regard to: stock control store merchandising system current and future stock levels bar codes, labels and price tags store stock recording system stock replenishment and reorder procedures inter- and intra-store and department transfers reporting of stock discrepancies and damage identifying and recording stock losses identifying and recording discrepancies existing suppliers quality control procedures and requirements receipt and dispatch of goods, including inspection for quality and quantity

relevant licensing requirements for moving stock mechanically relevant legislation and statutory requirements relevant industry codes of practice relevant OHS legislation and codes of practice principles and techniques for interpersonal communication skills.





consistently implements and monitors store policy and procedures regarding receipt, dispatch and secure storage of goods

regularly monitors staff implementation of store procedures and documentation in regard to receipt, dispatch and secure storage of goods

monitors stock levels, storage, movement and reorder




EVIDENCE GUIDEcycles on a regular basis.

organises and coordinates stocktake according to store policy and procedures

consistently raises and processes stock orders and maintains record system according to store policy and procedures

monitors delivery processes and distributes stock to ensure continuity of supply.




store policy and procedures for receipt and dispatch of goods

store procedures for stocktake OHS legislation and codes of practice industry codes of practice legislation and statutory requirements store merchandising and marketing policy and

procedures inter- and intra-store and department transfer

procedures store quality control procedures and requirements.


observation of performance in the workplace third-party reports from a supervisor written or verbal questioning to assess knowledge and




Assessing employability skills Employability skills are integral to effective performance in the workplace and are broadly consistent across industry




EVIDENCE GUIDEsectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts.Employability skills embedded in this unit should be assessed holistically in the context of the job role and with other relevant units that make up the skill set or qualification.



Appropriate staff may include: frontline staff relevant managers supervisor team leader specialist staff.

Staff may include: full-time, part-time, casual or contract staff people from a range of social, cultural and ethnic

backgrounds people with varying degrees of language and literacy

levels.


stock control stock control system recording procedures procedures for investigating discrepancies store merchandise and marketing pricing, labelling and packaging requirements quality control policy and procedures.

Handling and storage of goods stock characteristics




RANGE STATEMENTmay vary according to: industry codes of practice.

Records may be: manual digital.

Reports for management may include:

financial reports business documents informal reports stocktake reports.

Stocktaking may be: cyclical compliance driven.

Roster may include: varying levels of staff training staffing levels routine or busy trading conditions full-time, part-time or casual staff range of staff responsibilities.

Ordering and recording system may be:

manual digital.

Suppliers may include: existing contacts new contacts local suppliers overseas supplies.





Competency fieldCompetency field Inventory




SIRXMER005A Create a display



knowledge required to plan and implement a display for a retail business.

Application of the UnitApplication of the unit This unit requires the team member to identify requirements for

a display, develop display ideas and have them approved by relevant personnel and plan and build displays. In addition the unit requires the team member to maintain displays to meet the requirements of the product, the audience and the organisation. This unit may apply to floor and sales team members.











1.1 Identify purpose and audience for the display.

1.2 Identify products that will be displayed.

1 Identify the requirements of the display.

1.3 Identify organisation's requirements and research relevant information where required.

1.4 Identify resources required to create the display.

1.5 Identify and consider constraints or factors that may affect the creation of the display.

2.1 Generate ideas for the display using creative thinking techniques.

2 Develop display ideas.

2.2 Test ideas against display requirements and organisation's requirements.

2.3 Discuss display options with relevant personnel.

2.4 Modify display ideas and refine according to feedback and confirm with relevant personnel.





3 3.1 Develop ideas into a simple display plan.Plan and build displays. 3.2 Source resources, materials and products to meet plan

requirements.

3.3 Create display following the display plan.

3.4 Seek assistance from relevant personnel where required.

3.5 Review display and make refinements as required.

4 Maintain display. 4.1 Maintain display in a clean and tidy condition and replace products as necessary according to display plan.

4.2 Make changes or alterations to the display as appropriate.




creative thinking skills interpersonal communication skills to:

communicate display ideas to others seek and accept feedback through clear and direct communication use language and concepts appropriate to cultural differences use and interpret non-verbal communication

representing ideas in the form of a simple display plan observing when display needs to be changed, updated or altered maintaining display.


basic design principles, including: colour




REQUIRED SKILLS AND KNOWLEDGE shape use of space flow of product

the audience for the display and what the display needs to communicate a variety of display options organisational requirements in terms of product display.





identifies the requirements for a new display creates a display plan that meets the requirements of

the product, the audience and the organisation plans and builds the display plan and maintains the

display.



a retail work environment relevant documentation, such as store policy and

procedures manuals display space a range of display products and materials.


observation of performance in the workplace third-party reports from a supervisor customer feedback written or verbal questioning to assess knowledge and




EVIDENCE GUIDEunderstanding.





Purpose of the display may include:

window display promotion sale new products new range.

Audience for the display may include:

new or repeat customers external and internal foot or vehicular traffic people of different ages people from a range of social, cultural and ethnic


people with varying degrees of language and literacy.




RANGE STATEMENT

Relevant information may be sourced from:

direct observation written reports colleagues internet magazines technical personnel marketing personnel.

Resources may include: labels and tickets materials equipment and technology fixtures and fittings staff time budget.

Constraints or factors may include:

time budget staff availability of materials space product characteristics.


product association brainstorming visualising telling stories creative writing lateral thinking mind mapping drawings using prompts.

Organisation's requirements may include:

organisational standards OHS branding store policy and procedures




RANGE STATEMENT aesthetics budget staff allocated space.

Display options may include: indoor or outdoor static or moving sound lighting.

Feedback may be sought and received:

verbally in writing in groups individually.

Relevant personnel may include: manager team leader external personnel with display creation expertise.

Display plan may include: simple sketches of planned display checklist of materials and equipment required.


Competency fieldCompetency field Merchandising







knowledge required to coordinate work teams in a retail environment. It involves monitoring and organising staffing levels, informing team members of expected standards of work, coaching and motivating the team and maintaining staffing records.

Application of the UnitApplication of the unit This unit requires the team member to consistently and

responsibly apply store policy and procedures and local statutory requirements in regard to the induction, rostering, coordination, coaching and motivation of work teams. It requires strong interpersonal communication skills. Those with managerial responsibility undertake this role.











1.1 Maintain staffing levels and rosters in designated areas within budget and according to store policy and procedures and legislative requirements.

1.2 Roster team according to anticipated sales peaks and statutory requirements.

1 Monitor and organise staffing levels.

1.3 Inform team members of individual rosters according to store policy and procedures.

1.4 Take corrective action as needed according to staff availability.

2.1 Inform team of expected standards of work and behaviour required by store policy in a manner and at a level and pace appropriate to the individual.

2 Inform team members.

2.2 Implement staff communication and motivation programs according to store policy.

2.3 Compare store targets to individual and team results.




ELEMENT PERFORMANCE CRITERIA2.4 Conduct staff meetings to address issues within area of

authority according to store policy.

2.5 Perform staff induction into teams according to store policy.

3 Coach on the job. 3.1 Identify opportunities to coach team members who are unfamiliar with specific procedures.

3.2 Make team members aware of the work application of the competency or job being taught.

3.3 Use a systematic approach, including explanation and demonstration where appropriate.

3.4 Encourage trainees by positive comments and feedback.

3.5 Design feedback during instruction to help trainees learn from their mistakes.

3.6 Encourage and guide trainees to evaluate their own performance and diagnose it for improvement.

3.7 Evaluate trainees' performance according to store policy and procedures.

4 Motivate the team. 4.1 Identify strengths and weaknesses of team against current and anticipated work requirements.

4.2 Encourage individuals within the team to contribute to discussion and planning of team objectives and goals.

4.3 Update and review team objectives and goals on a regular basis in consultation with relevant personnel.

4.4 Develop positive and constructive relationships with and between team members.

4.5 Treat all team members fairly, equally and with respect.

4.6 Accept responsibility for developing own competencies and identify realistic objectives.

5 Maintain staffing records.

5.1 Maintain staff records as required according to store policy and relevant awards and agreements.







interpersonal communication skills to: inform team members of rosters conduct staff meetings coach team members, including explaining and demonstrating provide feedback and encouragement through clear and direct communication ask questions to identify and confirm requirements give instructions and provide constructive feedback use language and concepts appropriate to cultural differences use and interpret non-verbal communication

literacy skills in regard to: reading and interpreting workplace documents reporting procedures.


store policy and procedures in regard to: workplace ethics work teams staffing rosters personnel records trainee assessment supervising new apprentices staff counselling and disciplinary procedures work and overtime periods meetings housekeeping

store organisational structure rights and responsibilities of employers and employees in retail workplace award and agreement requirements, including employment classifications, such as

full-time, part-time and casual forms of work in retail major changes affecting retail workplaces




REQUIRED SKILLS AND KNOWLEDGE principles and techniques in interpersonal communication relevant legislation and statutory requirements, such as:

equal employment opportunity (EEO) legislation anti-discrimination legislation industry awards and agreements

relevant OHS regulations.





consistently and responsibly applies store policy and procedures and ethical behaviour in regard to the coordination of staff

consistently applies store policies and procedures in regard to monitoring, organising, maintaining staffing levels, communicating with staff, mentoring, coaching and motivating staff

consistently and responsibly applies store policy and procedures in regard to the induction of new staff.

consistently and responsibly applies store policy and procedures in regard to maintaining staffing levels and coordinating work teams within budgetary constraints

consistently applies state and local statutory requirements and regulations, including relevant industry awards and agreements

consistently applies appropriate communication and interpersonal skills when motivating the team and informing staff of roles and responsibilities

reports suggestions for improvements in procedures to management.




EVIDENCE GUIDE




relevant documentation, such as:

legislation and statutory requirements awards and agreements job descriptions and responsibilities training programs store policy and procedures manuals

rostering and recording systemsa work team.


observation of performance in the workplace third-party reports from a supervisor answers to questions about specific skills and




SIRXMGT002A Maintain employee relations.








peak trading times special events promotion stocktakes refurbishment.


staffing requirements on the job training maintaining staffing records housekeeping.


OHS equal opportunity anti-discrimination workplace relations industry awards and agreements.

Team may include: full-time, part-time or casual staff staff under contract people with varying degrees of language and

literacy people from a range of cultural, social and ethnic


descriptions.

Statutory requirements may include:

minimum and maximum hours of work meal and other breaks leave entitlements




RANGE STATEMENT remuneration scales penalty rates relevant industry awards and agreements.

Work may include: selling merchandising housekeeping rostering maintaining equipment stocktaking.

Communication with team may be:

face-to-face written in languages other than English, Indigenous

languages or visual languages, such as sign language

individually or in groups.

Staff induction may include: formal training program one-to-one coaching.

Coaching may be done: frequently or infrequently formally or informally.

Procedures may relate to: modes of communication contact with customers job descriptions and responsibilities interaction with other team members interaction with supervision and management OHS.

Techniques for providing comments and feedback may include:

using appropriate, open and inclusive language speaking clearly and concisely using languages other than English, including




RANGE STATEMENTIndigenous languages and visual languages, such as sign language

non-verbal communication.

Methods of evaluation may include:

observation third-party reports customer feedback questioning.

Relevant personnel may include: team members supervisors managers.

Staff records: systems may be: manual electronic may relate to: attendance leave entitlements training discipline.


Competency fieldCompetency field Management and Leadership










knowledge required to lead and manage teams.

Application of the UnitApplication of the unit This unit involves developing and communicating team

objectives, developing and improving teams, delegating responsibility, consultation and actively supporting team members to achieve goals and store plans and targets.











1.1 Ensure leadership style reflects the store image and culture.

1.2 Create an environment in which team members are motivated to achieve high standards of performance.

1 Lead the team.

1.3 Analyse and evaluate personal leadership style in terms of effects on motivation and performance of team members.

2.1 Demonstrate high standards of personal performance.2 Lead by example.

2.2 Demonstrate willingness to confront difficult situations and problems.

2.3 Use honest, open consultation to facilitate communication with team members.

2.4 Deal with difficult situations fairly, openly and promptly according to store policy and procedures.

3 Develop and 3.1 Develop clear, accurate and relevant team objectives,




ELEMENT PERFORMANCE CRITERIAincluding expected performance standards.communicate team

objectives. 3.2 Ensure objectives are achievable within designated time limits and according to resources available.

3.3 Explain objectives clearly and at a level and pace appropriate to team members.

3.4 Regularly review objectives according to team or store policy changes.

3.5 Encourage team members to provide feedback on objectives and to clarify areas of uncertainty.

4 Establish, develop and improve teams.

4.1 Access relevant information to develop plans based on accurate assessment of current competencies and career aspirations according to current and future store requirements.

4.2 Assist and encourage individuals to take responsibility for their self-development.

4.3 Ensure team building and development plans contain clear, realistic objectives.

4.4 Minimise unproductive friction between team members.

4.5 Take collaborative approach with team members, colleagues and management to establish constructive relationships.

4.6 Encourage team members to offer ideas, views or suggestions.

4.7 Recognise suggestions offered by team members, and provide explanations if proposals rejected.

4.8 Recognise outstanding achievements.

4.9 Ensure promises and undertakings to team are realistic and honoured.

4.10 Give team members appropriate support in areas that may affect work performance and morale.

5 Develop self. 5.1 Identify own current competencies and development needs according to current position description and future career aspirations.

5.2 Develop realistic, achievable and challenging objectives and regularly review them.




ELEMENT PERFORMANCE CRITERIA5.3 Accept responsibility for achieving self-development

objectives.

5.4 Regularly review own progress and performance with appropriate personnel.

5.5 Use feedback received to improve future performance.

6 6.1 Clearly define team and individual responsibilities and limits of responsibility according to store policy.

Delegate responsibility and authority.

6.2 Provide information in a manner and at a pace appropriate for the individual.

6.3 Ensure delegation is unambiguous, explicit and able to be carried out within a designated timeframe.

6.4 Negotiate resources and implementation methods effectively with team members.

6.5 Ensure support and resources available are accessible and sufficient for the needs of the operation.

6.6 Review delegation regularly and revise as required.

7 Consult with team. 7.1 Clearly and concisely communicate policies, plans, problems and solutions to team according to store policy.

7.2 Demonstrate active and clear communication to team on store policy and operational issues.

7.3 Clearly establish meeting purposes.

7.4 Present information clearly.

7.5 Encourage positive contributions from all members of group.

7.6 Allocate discussion time to items according to importance, urgency or complexity.

7.7 Ensure leadership style is appropriate for purpose and membership of group.

7.8 Record decisions accurately and act upon them as required.

7.9 Perform written and verbal communication in a clear and concise manner according to store policy.





8 Support the team. 8.1 Actively support staff, colleagues and management within store policy guidelines in situations involving store policies or operations.

8.2 Actively support team members in achievement of realistic goals.

8.3 Actively focus team members towards store plans and targets.




presenting information conflict resolution leadership skills interpersonal communication skills to:

consult with team members deal with difficult situations develop and communicate team objectives including encouraging feedback encourage ideas, views or suggestions from team members review own progress and performance with appropriate personnel provide information on responsibilities negotiate resources and implementation methods through clear and direct

communication ask questions to identify and confirm requirements give instructions and constructive feedback use language and concepts appropriate to cultural differences use and interpret non-verbal communication

literacy skills in regard to communicating ideas and information.






store policy and procedures in regard to: job role and responsibilities people management staff development leadership team and company objectives

principles and techniques in interpersonal communication skills, including: conflict resolution negotiation consultation team building training and mentoring delegation

Training Packages and competency standards relevant legislation.





establishes effective and collaborative teams to achieve common objectives

manages teams to perform effectively and collaboratively by: using a leadership style that supports store

image, culture and business strategic direction creating an environment to achieve high

standards maintaining effective communication with staff leading by example




EVIDENCE GUIDE consulting honestly and openly dealing with difficult situations fairly, openly

and promptly evaluates, analyses and enhances own

leadership style evaluates and improves the effective

performance of teams leads teams in an effective, open, consultative

and supportive manner delegates appropriate responsibility and

authority to team members.




store policy and procedures on people management and staff development

team and company objectives a team.


observation of performance in the workplace third-party reports from a supervisor customer feedback written or verbal questioning to assess knowledge

and understanding review of portfolios of evidence and third-party



Assessing employability skills Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work




EVIDENCE GUIDEfunctions and contexts.Employability skills embedded in this unit should be assessed holistically in the context of the job role and with other relevant units that make up the skill set or qualification.



Store image and culture may relate to:

range of products and services personal and store presentation organisational structure, including own position and

role within the structure chain of command workplace policy and procedures organisational values mission statement workplace goals.

Team members may: come from a variety of social, cultural or ethnic backgrounds

vary in literacy and numeracy skills vary in competencies.

Difficult situations and problems may include:

unsafe work practices dealing with difficult customers dealing with customer complaints resolving staff conflict managing emergency situations.




RANGE STATEMENT

Communication may include: verbal individuals or groups formal or informal meetings written correspondence, memos email, fax, telephone use of languages other than English including local

community languages, Indigenous languages and visual languages such as sign language.


staff development, people management and leadership style

conflict resolution and grievance procedures.

Resources may include: training materials equipment relevant information.

Feedback may be sought and given:

verbally in languages other than English including local

community languages, Indigenous languages and visual languages such as sign language

in writing in groups individually.

Sources of relevant information may include:

personal observation and experience colleagues, supervisors and managers personnel documentation and files unions industry associations industry publications internet information services industry contacts, mentors and advisers.




RANGE STATEMENT

Competencies may include: customer service skills communication skills conflict resolution skills team building skills industry specific skills.

Appropriate personnel may include:

supervisor and manager team members.

Methods used to record decisions may include:

manual digital allocated proformas.









knowledge required to profile a retail market.

Application of the UnitApplication of the unit This unit involves reviewing the image of the store, researching

market demands, profiling store customers and implementing methods to attract customers to the store.








Employability skills The required outcomes described in this unit contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements.




1.1 Analyse the components of the store image.

1.2 Access and analyse relevant store documentation in relation to store image.

1 Review the image of the store.

1.3 Promote the store image in an appropriate manner.

2.1 Select an appropriate area for research of market demands.

2 Research market demands for the store. 2.2 Use appropriate market research techniques according to

store policy.

2.3 Plan market research according to store policy and procedures.

2.4 Collect, analyse and present data in an appropriate manner.

3 3.1 Research the demography of the store's customers.Profile the store's customers. 3.2 Develop a demographic profile.




ELEMENT PERFORMANCE CRITERIA3.3 Access information about changing trends and relate to

customer demands.

4 4.1 Access and analyse information about the customer.

4.2 Generate ideas to develop methods for attracting customers.

Implement methods to attract customers to store.

4.3 Select and develop a suitable idea in collaboration with others in the organisation.

4.4 Present and discuss the idea with relevant personnel.

4.5 Evaluate the idea to ensure that it meets the requirements for the target customers.




interpersonal communication skills to: carry out market research generate ideas and discuss with relevant personnel through clear and direct

communication ask questions to identify and confirm requirements use language and concepts appropriate to cultural differences use and interpret non-verbal communication

literacy and numerical skills related to: reading and understanding store policy and procedures research data analysis generating reports

collaboration and teamwork.






store policy and procedures in regard to: accessing documentation promoting store image

market research methods evaluation methods creative thinking techniques techniques in interpersonal communication.





analyses components of the store image by accessing relevant store documentation

promotes the store image in an appropriate manner researches market demands using appropriate

market research techniques accurately profiles store customers generates ideas for attracting customers to store selects and develops a suitable idea in collaboration

with others presents and discusses idea with supervisor evaluates idea to ensure that it meets requirements

for target customers implements the idea according to store policies and

budgetary requirements.








store policy and procedures manualsstore documentation in relation to store imagemarket data.


observation of the candidate in the workplace third-party reports from a supervisor case studies research reports written or verbal questioning to assess knowledge










RANGE STATEMENT

Components of the store image may include:

logo products services layouts displays tickets visual merchandising promotional events and themes.

Store documentation may include:

sales reports customer surveys market research.

Appropriate areas for research may focus on:

location consumer product brand price layout advertising.

Market research techniques may include:

interviews observations surveys questionnaires.

Store policy may relate to: marketing market research.

Data may include: internal: customer orders, random surveys, complaints, returns

external: ABS statistics, books, newspaper reports, supplier information.




RANGE STATEMENT

Customers may include: new or repeat contacts external and internal contacts business customers or individuals customers with routine or special requests people from a range of social, cultural and ethnic


Demographic profile may include:

age buying power family structures employment patterns education levels tourism mobility occupations marital status cultural and ethnic background income levels population size.

Changing trends may include: tourism immigration technology selling approaches leisure time environmental issues discount operators quality demands advances in technology.

Customer demands may vary according to:

preference health factors age cultural group dietary issues




RANGE STATEMENT price.

Ideas may be generated using techniques such as:

product association brainstorming visualising telling stories creative writing lateral thinking mind mapping, drawings using prompts.

Methods for attracting customers may include:

advertising seasonal promotions new product launches public relations publicity.

Relevant personnel may include: team leader supervisor manager.

Methods used to evaluate ideas may include:

developing checklists discussing the process with colleagues or

supervisors writing a report of the outcomes.





Competency fieldCompetency field Marketing and Public Relations






Unit DescriptorUnit descriptor This unit encompasses the National Occupational Health and

Safety Commission (NOHSC) guidelines for occupational health and safety. It describes the performance outcomes, skills and knowledge required to maintain a safe work environment for staff, customers and others. It involves observing basic safety and emergency procedures.

Application of the UnitApplication of the unit This unit may apply to all retail personnel. It requires the team

member to consistently apply safe working practices, including identifying and reporting faults and problems, according to OHS legislation and store policies. Knowledge of store policies and procedures with regard to emergency situations, evacuation or accident and illness should also be demonstrated.











1.1 Follow and maintain safety procedures to achieve a safe work environment according to all relevant OHS legislation, including codes of practice, relating to particular hazards in the industry or workplace.

1.2 Identify and report unsafe working practices, including faulty plant and equipment according to store policy and procedures.

1 Observe basic safety procedures.

1.3 Manage dangerous goods and substances according to store policy and relevant legislation.

1.4 Identify potential manual handling risks and manage tasks according to store policy.

1.5 Report work-related incidents and accidents to designated personnel.

1.6 Demonstrate consultative processes and follow procedures for OHS.

2 Observe basic 2.1 Follow fire and emergency procedures, including store




ELEMENT PERFORMANCE CRITERIAevacuation, according to store policy and legislation.emergency

procedures. 2.2 Identify designated personnel responsible for first aid and evacuation procedures.

2.3 Accurately identify safety alarms.




interpersonal communication skills to: report unsafe work practices, faulty plant and equipment and incidents and

accidents through clear and direct communication share information use and interpret non-verbal communication

locating and using safety alarms, fire extinguishers and emergency exits identifying hazardous goods and substances interpreting symbols used for OHS signage storing and using chemicals and hazardous substances handling broken or damaged equipment manual handling procedures using personal protective gear and equipment appropriate waste disposal literacy skills in regard to reading and interpreting instructions numeracy skills in regard to estimating weights, size, quantities and mixtures.


store policies and procedures, in regard to: OHS and emergency procedures state and territory legislation and regulations rights and responsibilities of designated personnel responsible for health and safety

in the workplace relevant industry codes of practice




REQUIRED SKILLS AND KNOWLEDGE management of OHS, including:

communication and consultation processes reporting procedures manual handling procedures interpreting symbols for OHS signage

first aid procedures identification of hazards in the workplace, including:

managing broken or of faulty equipment storage of dangerous goods and hazardous substances fire, chemical and electrical hazards spills and leakage of materials waste slip, trips and falls

controlling risks through the hierarchy of control, including: eliminating hazards isolating hazards use of engineering controls use of administrative controls appropriate use of personal protective clothing.


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.



applies safe working practices, in all areas of the store, according to OHS legislation and codes of practice

applies appropriate store policies and procedures and legislative requirements in regard to following basic safety procedures and for reporting faults and problems to relevant person, department or committee




EVIDENCE GUIDE identifies hazardous situations and rectifies where

appropriate, or reports to the relevant personnel according to store policy and procedures

reads, interprets and applies manufacturer instructions for storage and use of hazardous goods

knows store policies and procedures with regard to emergency situations, evacuation, or accident and illness in the store.



a real or simulated work environment suitable equipment and materials for lifting relevant documentation, such as:

store policy and procedures manuals manufacturer instructions and operation

manuals OHS regulations legislation and statutory requirements industry codes of practice.


observation of performance in the workplace a role play third-party reports from a supervisor customer feedback written or verbal questioning to assess knowledge




SIRXCOM001A Communicate in the workplace SIRXIND001A Work effectively in a retail

environment




EVIDENCE GUIDE SIRXCLM001A Organise and maintain work areas SIRXICT001A Operate retail technology.




Safety procedures may include: hazard identification, e.g. workplace inspections evacuation involving staff or customers emergency, fire and accident procedures personal safety procedures stress management procedures for the use of personal protective

clothing and equipment issue resolution procedures reporting incidents and accidents in the workplace.

Unsafe working practices may deal with but are not restricted to:

sharp cutting tools and instruments electricity and water damaged packing material or containers toxic substances inflammable materials and fire hazards




RANGE STATEMENT lifting practices spillages, waste and debris ladders trolleys broken or damaged equipment glue guns stress.

Checking plant and equipment may include:

guarding of machinery sharp cutting tools and instruments broken or damaged equipment damaged packing material or containers.

Store policy and procedures related to OHS may deal with:

federal, state or territory and local OHS legislation basic safety procedures emergency procedures safe manual handling and lifting dangerous goods customers and staff equipment and tools premises stock.

Safe manual handling practices may include:

lifting or shifting practices use of equipment such as ladders and trolleys job procedures.

Designated personnel may include:

safety representative supervisor team leader manager.

Consultative processes may include:

minutes from staff meetings, OHS meetings identification of health and safety representatives suggestions from staff for improving tasks and




RANGE STATEMENTprocedures.

Emergency procedures may relate to:

sickness accidents fire storms and cyclones store evacuation armed hold-up.


Competency fieldCompetency field Occupational Health and Safety






Unit DescriptorUnit descriptor This unit is based on the National Occupational Health and

Safety Commission (NOHSC) guidelines and describes the performance outcomes, skills and knowledge required to maintain store safety in a retail environment.

Application of the UnitApplication of the unit This unit involves informing and involving team members with

regard to OHS, monitoring and maintaining a safe work environment, implementing emergency procedures, identifying the need for OHS training, and maintaining OHS records.











1.1 Clearly and accurately explain store policy and procedures in regard to OHS and emergency procedures to team members.

1.2 Ensure access for team members to store OHS policy and procedures.

1 Inform team members.

1.3 Clearly and accurately explain relevant provisions of OHS legislation and codes of practice to team members.

1.4 Regularly provide clear and accurate information on identified hazards and risk control procedures to team members.

2.1 Provide opportunities and processes for team members to consult and contribute on OHS issues according to store policy.

2 Involve team members.

2.2 Promptly resolve issues raised or refer to relevant personnel according to store policy.

2.3 Promptly convey outcomes of issues raised on OHS




ELEMENT PERFORMANCE CRITERIAmatters to team members.

3 Monitor and maintain a safe work environment.

3.1 Implement store policy and procedures with regard to identification, prevention and reporting of potential hazards.

3.2 Take prompt action to deal with hazardous events according to store policy.

3.3 Investigate unsafe or hazardous events to identify cause and report any inadequacies in risk control measures or resource allocation for risk control to relevant personnel.

3.4 Implement and monitor control measures to prevent recurrence and minimise risks of unsafe and hazardous events according to store policy and the hierarchy of control.

3.5 Handle and store hazardous goods according to store policy and OHS regulations.

3.6 Maintain equipment according to store policy and OHS regulations.

3.7 Monitor team performance to ensure use of safe manual handling techniques.

4 Implement emergency procedures.

4.1 Implement store emergency policy and procedures promptly in the event of an emergency.

5 Identify need for OHS training.

5.1 Identify OHS training needs, specifying gaps between OHS competencies required and those held by team members.

5.2 Organise and arrange training according to store policy.

6 Maintain OHS records. 6.1 Complete and maintain OHS records regarding occupational injury and disease according to store policy and legislative requirements.

6.2 Use information from records to identify hazards and monitor risk control procedures according to store policy.







interpersonal communication skills to: provide information, coaching and feedback to team members involve team members refer issues to appropriate personnel through clear and direct communication use and interpret non-verbal communication motivate and lead a team

locating and using safety alarms, fire extinguishers and emergency exits identifying hazardous goods and substances interpreting symbols used for OHS signage identifying broken or damaged equipment manual handling procedures literacy and numeracy skills in regard to:

interpreting and applying OHS regulations reading and understanding store policy and procedures generating reports.


job role and responsibilities store policies and procedures, in regard to:

OHS emergency procedures unsafe or hazardous goods handling and storage disposal bomb threat procedures store evacuation

manual handling and safe lifting techniques possible fire and safety hazards sickness and accident procedures




REQUIRED SKILLS AND KNOWLEDGE location of nearest first aid assistant or facility hierarchy of risk control:

elimination of hazards engineering controls to reduce risk administrative controls use of personal protective equipment

relevant OHS legislation and codes of practice principles and techniques in interpersonal communication.





applies and monitors store policy, industry codes of practice, relevant legislation and statutory requirements in regard to OHS and emergency procedures

applies and monitors safe working practices in the handling and moving of stock, according to OHS legislation and codes of practice

interprets and monitors the implementation of manufacturer instructions with regard to handling stock and using relevant equipment

applies and monitors safe working practices in the handling, storage and disposal of unsafe or hazardous materials

identifies OHS training needs and maintains OHS records.



a real or simulated work environment relevant equipment, such as:




EVIDENCE GUIDE stock moving equipment alarm systems first aid equipment firefighting equipment communication equipment

relevant documentation, such as: OHS legislation store evacuation procedures store policy and procedures manuals incident reporting forms.


observation of performance in the workplace a role play third-party reports from a supervisor customer feedback written or verbal questioning to assess knowledge

and understanding.


SIRXRSK002A Maintain store security.








OHS emergency procedures reporting procedures issue resolution procedures.


sickness accidents fire store evacuation involving staff or customers product recall and contamination bomb threat cyclones flooding dealing with dangerous customers.

Team members may include: new or existing staff full-time, part-time, casual or contract people with varying levels of language and literacy people from a range of cultural, social and ethnic

backgrounds.

OHS policy and procedures may relate to:

reporting procedures issue resolution procedures basic safety procedures emergency procedures safe manual handling and lifting dangerous goods customers staff equipment and tools




RANGE STATEMENT premises stock.

Hazards may include: unguarded equipment electricity and water fires chemical spills sharp cutting tools and instruments broken or damaged equipment damaged packing material or containers manual handling stress.

Opportunities and processes for team members to consult and contribute may include:

staff meetings OHS meetings identification of health and safety representatives suggestions from staff for improving existing tasks

and procedures.

Resource allocation may include:

people materials equipment and technology finances time.

Relevant personnel may include: safety representative supervisor team leader manager.

Hierarchy of control may include:

elimination of hazards substitution isolating hazards use of engineering controls use of administrative controls




RANGE STATEMENT appropriate use of personal protective clothing and

equipment.

Hazardous goods may include: electrical equipment chemicals flammable goods waste.

Equipment may include: point of sale terminals printers EFTPOS terminals computers wrapping and packing equipment such as shrink

wrapping equipment for carrying or moving merchandise equipment for storage of merchandise, including

refrigerators weighing machines thermometers security tag systems trolley return equipment.

Safe manual handling techniques may include:

lifting or shifting practices use of equipment such as ladders and trolleys job procedures.

Store emergency policy and procedures may relate to:

alarm systems and procedures firefighting procedures store evacuation procedures for staff and customers transport arrangements for sick or injured persons medical attention procedures events likely to endanger staff, contractors,

customers or visitors product recall and contamination.




RANGE STATEMENT

Training may include: first aid emergency procedures evacuation procedures manual handling techniques stress management reporting procedures.

Records may include: manual electronic departmental centralised.


OHS regulations privacy legislation workers' compensation regulations federal, state or territory and local legislation.






SIRXOHS003A Provide a safe working environment



knowledge required to develop and implement policies and procedures relating to OHS issues. It is based on the National Occupational Health and Safety Commission (NOHSC) guidelines.

Application of the UnitApplication of the unit This unit involves consulting with staff, assessing and

controlling risks, establishing and maintaining record systems and evaluating policies and procedures. Senior management personnel are responsible for this function.











1.1 Develop store policy and procedures based upon a commitment to OHS and with regard to relevant legislation.

1.2 Clearly define and allocate OHS responsibilities and duties, and include in job descriptions and duty statements for all relevant positions.

1 Develop policies to establish and maintain a safe working environment.

1.3 Promptly and consistently identify, seek or provide financial and human resources for the operation of the OHS system.

1.4 Ensure information on the OHS system is readily accessible and clearly explained to staff.

1.5 Establish procedures to identify existing and potential hazards.

1.6 Establish and maintain procedures to facilitate the reporting of all safety-related incidents.

1.7 Develop control measures according to the hierarchy of control.




ELEMENT PERFORMANCE CRITERIA1.8 Establish systems to encourage staff members to identify

and report matters likely to affect workplace safety.

2.1 Establish and maintain appropriate consultation processes in consultation with staff according to OHS legislation and store policy.

2 Consult with staff.

2.2 Promptly deal with and resolve issues raised through consultation according to store policy.

2.3 Clearly and promptly provide information to staff on outcomes of consultation.

3 3.1 Establish and maintain policy and procedures to facilitate identification and prevention of hazards.

3.2 Establish and maintain procedures to ensure safe handling and storage of hazardous goods.

3.3 Establish and maintain procedures to ensure equipment is maintained and stored safely according to store policy.

3.4 Establish and maintain procedures to ensure safe lifting or shifting and manual handling techniques are employed by staff.

Establish and maintain a safe working environment.

3.5 Establish and maintain store emergency procedures.

4 Assess risks. 4.1 Assess risks presented by identified hazards according to OHS legislation and codes of practice.

4.2 Develop procedure for ongoing risk assessment and integrate with systems of work and procedures.

4.3 Monitor staff activities to ensure risk assessment procedure is adopted effectively.

4.4 Address risk identification and assessment at planning, design and evaluation stages of workplace changes to prevent creation of new hazards.

5 Control risks. 5.1 Develop measures to control assessed risks according to the hierarchy of control and implement according to store policy, OHS legislation and codes of practice.

5.2 Establish and implement interim or contingency measures when control measures are not immediately




ELEMENT PERFORMANCE CRITERIApracticable, until permanent control measures are implemented.

6.1 Identify potentially hazardous events.6

6.2 Develop procedures to control risks associated with hazardous events and meet legislative requirements, in consultation with appropriate emergency services.

Establish and maintain policies for hazardous events.

6.3 Provide appropriate information and training to all employees to enable implementation of the correct procedures in all relevant circumstances.

7 Train staff. 7.1 Develop and implement OHS training program to ensure all staff are trained in OHS issues.

8 Establish and maintain record system.

8.1 Establish and monitor system for maintaining OHS records to facilitate identification of patterns of occupational injury and disease according to store policy.

9 Evaluate policies and procedures.

9.1 Assess effectiveness of the OHS system and related policies, procedures and programs according to store policy.

9.2 Develop and implement improvements to the OHS system to ensure more effective achievement of store policy.

9.3 Assess compliance with OHS legislation and codes of practice to ensure that legal OHS standards are maintained.








interpersonal communication skills to: define and allocate OHS responsibilities and duties explain information on the OHS system and provide information and training for

staff through clear and direct communication ask questions to identify and confirm requirements share information give instructions use language and concepts appropriate to cultural differences use and interpret non-verbal communication

consultation processes identifying and preventing safety hazards, including fire, chemical and electrical

hazards negotiation skills using safety alarms, fire extinguishers and emergency exits developing processes and procedures literacy skills in regard to:

researching, analysing and interpreting a broad range of written material preparing reports documenting results

numeracy skills in relation to: finance and risk assessment.


store policy and procedures, in regard to: OHS and emergency procedures, taking into account state and local government

regulations and codes of practice emergency evacuation of store events likely to endanger staff or customers hierarchy of control in emergency situations place of consultative committees recording system for accidents, illness and incidents

relevant legislation and statutory requirements, including OHS legislation and codes of practice

relevant industry codes of practice first aid procedures handling and storage procedures for hazardous and non-hazardous goods and




REQUIRED SKILLS AND KNOWLEDGEequipment

procedures for spills, leakage of materials, accidents and sickness safe lifting and manual handling procedures waste disposal methods, including hazardous substances.





maintains, manages and applies safe working practices, including necessary resources, control measures and risk assessments, in all areas of the store, according to relevant legislation

maintains, manages and applies emergency procedures according to store policy and procedures

develops and manages store policy and procedures in regard to the consistent application by staff members of safe working practices, for the provision of services and safe use of products

establishes and maintains consultative processes in regard to OHS

allocates and manages staff responsibility for OHS guidelines

develops and implements staff training programs that relate to OHS, and health and hygiene legislation and industry codes of practice

establishes and maintains systems for maintaining OHS records

evaluates, reviews and makes recommendations for improvements with regard to store policy and procedures in OHS and store emergency procedures.




EVIDENCE GUIDE




OHS legislation and codes of practice store policy and procedures manuals industry codes of practice enterprise agreements in regard to consultative

committees staff members emergency equipment.


observation of performance in the workplace a role play third-party reports from a supervisor written or verbal questioning to assess knowledge





SIRXHRM002A Recruit and select personnel.

Assessing employability skills Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts.Employability skills embedded in this unit should be assessed holistically in the context of the job role and with other relevant units that make up the skill set or




EVIDENCE GUIDEqualification.




OHS emergency procedures use of technology job roles and responsibilities delegation.

Relevant legislation may include:

OHS regulations privacy legislation Work Care or Work Cover regulations federal, state and local health and hygiene.

Staff may include: new or existing staff full-time, part-time, casual or contract people with varying levels of language and literacy people from a range of cultural, social and ethnic

backgrounds people with a range of job roles and

responsibilities.

Hazards may include: unguarded equipment electricity and water fires chemical spills sharp cutting tools and instruments broken or damaged equipment or technology




RANGE STATEMENT damaged packing material or containers manual handling stress.

Reporting procedures may be: manual digital or electronic scheduled standardised.

Hierarchy of control may include:

elimination of hazards substitution isolating hazards use of engineering controls use of administrative controls appropriate use of personal protective clothing and

equipment.

Consultation processes may involve:

minutes from health and safety meetings suggestions for improvements put forward by

employees staff meetings, management meetings.

Hazardous goods may include: electrical equipment chemicals flammable goods waste.

Equipment may include: manual handling equipment steps and ladders electrical equipment including:

retail technology cleaning equipment food storage equipment food warming and preparation equipment electrical tools




RANGE STATEMENT hand tools knives and scissors manual cleaning equipment.


locating and using alarms events likely to endanger staff or customers sickness accidents fire store evacuation chemical spills bomb threat armed robbery.

Risk assessment may include: conducting regular reviews of injury or accident registers

consultation processes, including discussions with employees

assessment of individual tasks and job design.

Training may include: on-the-job, off-the job training or a combination of both

induction training training for specific hazards identified in the

industry fire and emergency evacuation training ongoing professional development training,

including OHS implications.

OHS issues may include: customers and staff, equipment, premises and stock sickness and accident reporting procedures storage and use of flammable materials safe lifting and manual handling procedures store evacuation chemical containment first aid procedures




RANGE STATEMENT range of responsibilities or job description,

including general duty of care of employees and employers

workplace inspection and safety audits checking equipment prior to and during work reporting process for and issues resolution, injury

or accidents.

Records may include: workplace inspection and audit reports training records for new employees training records for existing employees manufacturer instructions, including MSDS

maintenance records revision of policies and procedures to ensure

relevance through audits against state and territory legislation and regulations.









knowledge required to systematically generate and develop innovative ideas in the workplace.

Application of the UnitApplication of the unit This unit requires the skills to interpret or observe a need and

develop a detailed idea. It involves the creative generation and discussion of a number of ideas or solutions, accepting positive and negative feedback, and testing ideas in order to establish and present a workable outcome that meets the needs of the end user.











1.1 Observe the need for innovation within workplace context.

1.2 Challenge assumptions about products and processes to identify opportunities for innovation.

1 Interpret the need for innovation.

1.3 Project possible future contexts and environments for the innovation.

1.4 Define end user requirements.

1.5 Identify resources and constraints.

1.6 Research factors and ethical considerations that may impact on the idea.

1.7 Access relevant organisational knowledge.

2.1 Conceptualise ideas using a range of creative thinking techniques.

2 Generate ideas.

2.2 Apply relevant knowledge to explore a range of




ELEMENT PERFORMANCE CRITERIAapproaches.

2.3 Seek stimulation from alternative sources.

2.4 Test ideas against brief and other factors.

2.5 Select preferred option.

3 3.1 Develop ideas in conjunction with relevant people.Collaborate with others. 3.2 Seek and accept feedback from relevant people in an

appropriate fashion.

3.3 Modify ideas according to feedback.

3.4 Maintain and utilise a network of peers to discuss ideas.

4 4.1 Analyse ideas from different perspectives. Analyse and reflect on ideas. 4.2 Use appropriate strategies to capture reflections.

4.3 Examine ideas to ensure they meet context requirements, best practice and future needs.

4.5 Allow time for the development and analysis of ideas.

5 Represent ideas. 5.1 Select an appropriate communication technique for the target audience.

5.2 Develop the presentation of the idea with the audience in mind.

5.3 Present the idea to educate and inform the client.

5.4 Modify the idea according to client feedback.

6 Evaluate ideas. 6.1 Review ideas using appropriate evaluation methods to ensure they meet required needs.

6.2 Modify ideas as required.







interpersonal communication skills to: collaborate with others and represent ideas through clear and direct communication ask questions to identify and confirm requirements use language and concepts appropriate to cultural differences use and interpret non-verbal communication

research skills networking lateral thinking the ability to analyse self and external factors time management skills.


relevant technical knowledge broad industry and market knowledge organisational culture social, environmental and work culture impacts principles of innovation.





interprets the need for innovation in the workplace identifies resources and constraints and researches




EVIDENCE GUIDEaffecting factors when generating innovative ideas

generates ideas using creative thinking techniques tests ideas against brief and other relevant factors presents and discusses ideas with relevant people seeks feedback and modifies ideas accordingly analyses and reflects on ideas to ensure they meet

end user requirements presents ideas using appropriate communication

methods reviews and modifies idea using appropriate

evaluation methods.



a real or simulated work environment relevant documentation, such as store policy and

procedures manuals a range of communication equipment.


observation of performance in the workplace third-party reports from a supervisor a detailed case study written or verbal questioning to assess knowledge




Assessing employability skills Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts.Employability skills embedded in this unit should be




EVIDENCE GUIDEassessed holistically in the context of the job role and with other relevant units that make up the skill set or qualification.



Innovation may include: generating new ideas or solutions developing new uses for old ideas and making them

useful or a means of improvement.

End user requirements may refer to:

who will be using the end product why the product or process is needed how will it be used advantages will it provide where it will be used.

Resources and constraints may include:

time required costs equipment human resources work culture management practice technology needed.

Factors and ethical considerations may include:

aesthetic requirements functionality information available OHS environmental considerations.




RANGE STATEMENT

Organisational knowledge may include:

technical knowledge information gained from books and audiovisual

resources knowledge from different work areas information from work colleagues work processes product materials systems tools working conditions.

Feedback may be: formal or informal verbal in writing in groups individual.


brainstorming visualising making associations building on associations telling stories creative writing lateral thinking games mind mapping, drawings six thinking hats using prompts.

Stimulation from alternative sources may include:

reading books and industry journals talking with colleagues and friends visiting art galleries and museums going to industry workshops networks.




RANGE STATEMENT

Relevant people may include: colleagues team members supervisors managers the client.

Maintaining a network of peers may include:

participating in forums participating in industry training attending workshops becoming a member of a network.

Capture of reflections may include:

mind mapping assessing alternatives drawing comparisons imagining possible outcomes imagining best and worst case scenarios.

Communication techniques may include:

writing a proposal building a model showing a film presenting a talk preparing a report drawing a diagram.

The audience may include: external contacts internal contacts, such as management and other

team members groups or individuals people from a range of social, cultural and ethnic


Presentation of ideas may helping the client visualise and understand the idea




RANGE STATEMENTinclude: actively listening

asking questions accepting others opinions explaining the proposal clarifying details.

Formal review of the idea may involve:

checking that the idea can be implemented that it meets the client and end user needs best practice financial requirements resource requirements.

Evaluation methods may include:

developing checklists discussing the process with colleagues or

supervisors writing a report of the outcomes.


Competency fieldCompetency field Quality and Innovation







knowledge required to lead a workplace team in ways that foster innovative work practices.

Application of the UnitApplication of the unit This unit covers the skills needed by individuals leading work

teams on individual projects or for work in general. The skills encompass the requirements for encouraging innovation within individual team members as well as a team as a whole. They include how to put a team together and keep it working well, how to structure work and monitor progress, how to ensure the team members have the information and skills they need and how to apply innovative work skills to the leadership role.











1.1 Analyse the performance requirements for the team.

1.2 Gather information about team members.

1 Organise team to maximise innovation.

1.3 Acknowledge strengths and weaknesses of individual team members.

1.4 Assign team roles to ensure a match between work requirements and individual team members' capacities.

1.5 Select team members to foster cross-fertilisation of ideas.

2.1 Structure and organise work to enable innovation.2 Organise work assignments within team to facilitate innovative work practices.

2.2 Communicate work assignments to team members in ways that encourage and reinforce team-based innovation.

2.3 Allocate tasks and activities to ensure the best use of team skills.

2.4 Ensure work assignments include timelines that allow for




ELEMENT PERFORMANCE CRITERIAinnovation.

3 3.1 Encourage team members to work collaboratively on work assignments.

Provide guidance and coaching to team members on innovation in the workplace.

3.2 Encourage team members to share work information, knowledge and experiences in their day-to-day work.

3.3 Encourage team members to seek external stimuli and knowledge and to set up and maintain networks.

3.4 Provide appropriate guidance to team members on the use of innovation in the workplace.

3.5 Coach team members to ensure they have the enabling skills to implement innovation in the workplace.

4 Provide a model of innovative work practice.

4.1 Share case studies and examples of the use and benefits of innovative work practices within teams with team members.

4.2 Ensure examples of the way innovative skills can be applied in the workplace are provided by the team leader.

4.3 Demonstrate the qualities of an effective team member, as team leader in working with the team.

4.4 Promote and reinforce the value placed by the organisation on innovation.

5 5.1 Actively encourage team members to reflect on team activities and opportunities for improvement and innovation.

Monitor the team's ongoing use of innovative work practices. 5.2 Evaluate team activities based on feedback from team

members, management, clients and other interested people.

5.3 Receive suggestions for work improvements in a positive manner, and act on them where appropriate.

5.4 Review and record evidence of the application of innovative work skills, and present findings as appropriate.

5.5 Review the innovation process and discuss and constructively analyse both positive and negative




ELEMENT PERFORMANCE CRITERIAoutcomes.

6 6.1 Debrief team members after work and training and evaluation exercises.

Provide feedback on the use of innovative work skills. 6.2 Discuss feedback from review processes within the team

and use it to inform future planning.

6.3 Celebrate successful innovations and reward the team appropriately.

6.4 Discuss problems in the use of innovation in a constructive way.




ability to apply innovative work skills in own work interpersonal communication skills to:

communicate work assignments provide guidance and coaching and provide feedback through clear and direct

communication ask questions to identify and confirm requirements share information give instructions use language and concepts appropriate to cultural differences use and interpret non-verbal communication

leadership skills motivational skills counselling and consoling skills conflict resolution skills evaluation skills matching staff competencies to task requirements.






innovative work skills leadership principles techniques for evaluating team performance an understanding of group dynamics in a team coaching and learning principles.





organises team to maximise innovation, including gathering information on team members, assigning team roles and selecting team members

organises work assignments within team to foster innovation

provides guidance and coaching to team members on innovation in the workplace

provides a model of innovative work practice monitors the team's ongoing use of innovative work

practice.




procedures manuals a range of communication equipment a team.




EVIDENCE GUIDE


observation of performance in the workplace third-party reports from a supervisor written or verbal questioning to assess knowledge







Team may include: small work team store team corporate team.

Information may include: work preferences past jobs




RANGE STATEMENT interests working styles lifestyle preferences.

Team members may: come from a variety of social, cultural or ethnic backgrounds


Methods used to communicate may include:

writing a proposal building a model showing a film presenting a talk preparing a report drawing a diagram.

Ways to encourage and reinforce team-based innovation may include:

supportive communication allowing follow-through with ideas providing enough but not too much guidance and

structure providing training and learning opportunities.

External stimuli and knowledge may come from:

technical experts other organisations journals the internet networks.

Guidance may include: coaching mentoring counselling skills training modelling.




RANGE STATEMENT

Qualities of an effective team member may include capacity to be:

fair responsible collaborative reflective sympathetic equitable hardworking.


verbally in writing through presentations at informal and formal meetings.

Clients may include: new and existing clients internal or external clients customers with a range of social, cultural and ethnic

backgrounds and physical and mental abilities customers with routine or special needs.

Evidence may include: feedback from team members or other staff feedback from clients or work-based managers work-related statistics and reports.

Suggestions for work improvements may be received from:

supervisors team members peers clients the learners subject experts.

Training and evaluation may: relate to:

existing staff competencieslevel of competencies required by staff

be supervised by:




RANGE STATEMENT supervisor or manager training coordinator external consultant.

Rewards and promotion of innovation may include:

positive feedback presentation to peers and higher management

prizes certificates positive reinforcement through articles in

newsletters.









knowledge required to create a work environment that enables and supports the application of innovative practices in the workplace.

Application of the UnitApplication of the unit This unit requires the team leader to create a work environment

that fosters innovation, and includes consideration of working conditions and practices, management practices, physical layout and training and education.











1.1 Establish working conditions that encourage the application of innovation in the workplace.

1.2 Implement processes to maximise the use of innovation in work activities.

1 Implement work practices and procedures to support innovation.

1.3 Introduce and maintain workplace procedures to foster the application of innovation in the workplace.

1.4 Facilitate collaborative work arrangements to foster innovation.

2.1 Actively support and guide the development of new ideas.2 Implement management practices to support innovation.

2.2 Ensure all ideas are positively received and constructive advice provided.

2.3 Establish and maintain relationships based on mutual respect and trust between management and staff.

2.4 Exemplify innovative work practice in the way management approaches work and team




ELEMENT PERFORMANCE CRITERIAresponsibilities.

3 Promote innovation in the workplace.

3.1 Acknowledge staff suggestions, improvements and innovation.

3.2 Celebrate and promote innovation by appropriate means.

3.3 Promote and reinforce the value placed by management on innovation in spite of the potential risks.

4 4.1 Decorate the physical environment to maximise creativity.

Create a physical environment that supports innovation. 4.2 Design work spaces to encourage the cross-fertilisation of

ideas as well as the application of innovation at work skills.

4.3 Design work spaces to provide for the development of relationships between all members of the workplace.

5 5.1 Share relevant information, knowledge and skills within the organisation.

Provide information and learning opportunities to foster innovation. 5.2 Provide formal learning opportunities to help develop

skills needed for innovation at work.

5.3 Create active learning opportunities in which managers and staff can learn from the experience of others.




interpersonal communication skills to: discuss and provide constructive feedback on ideas establish and maintain relationships and share information through clear and direct




REQUIRED SKILLS AND KNOWLEDGEcommunication

ask questions to identify and confirm requirements use language and concepts appropriate to cultural differences use and interpret non-verbal communication

leadership skills encouraging and supporting achievements of team members accessing, interpreting and sharing information researching information.


innovation at work skills basic management principles the ways workplace climate can affect employees' attitudes and performance coaching and learning opportunities for employees and how they can be used to

improve the skills in the use of innovative work practices factors that can motivate staff to apply innovative work practices ways of rewarding performance in the workplace.





organises procedures to support innovation in the workplace

encourages collaborative work arrangements implements management practices that support

innovation provides encouragement for innovation rewards suggestions, improvements and innovation

in the workplace through celebration and promotion by appropriate means




EVIDENCE GUIDE creates a physical environment that supports

innovation establishes strategies to promote innovative work

practice provides information and learning opportunities to

foster innovation.




procedures manuals a range of communication equipment a work team.


observation of performance in the workplace third-party reports from a supervisor written or verbal questioning to assess knowledge










Working conditions may include:

flexible working hours family friendly leave entitlements time provided for ideas generation study leave social leave.

Processes to encourage the application of innovation in the workplace may include:

collecting data future scanning seeking feedback networking making suggestions creative thinking collaborating.

Work activities may include: the development of new products processes services programs tools work practices.

Workplace procedures may relate to:

staff meetings training performance management project management client relations briefing processes.

Collaborative work working in teams or partnerships




RANGE STATEMENTarrangements may include: working with supplier organisations

working in different sections.

Management and staff may: come from a variety of social, cultural or ethnic backgrounds


Acknowledgement may include: congratulating team providing newsletter stories using idea to help generate other ideas acknowledgement from management.

Ways to celebrate and promote innovation may include:

positive feedback presentation to peers and higher management

prizes certificates articles in newsletters.

Physical environment may include:

work station arrangements work space design and décor relaxation areas eating areas external areas location of work sections.

Sources of relevant information may include:

contact with others inside or outside the store customers staff publications business journals newspapers conferences and courses internet statistics




RANGE STATEMENT observation market research.

Learning opportunities may include:

formal training or education informal learning coaching and mentoring job rotation information seminars on-line learning conferences policy and procedures reports.









knowledge required to conceptualise and design new systems that develop and foster innovation in the workplace.

Application of the UnitApplication of the unit This unit applies to managers and senior members of staff. It

involves assessing the potential for innovative practice within an organisation, setting goals, identifying barriers and generating options for innovative systems; and trialling, evaluating and implementing new innovative systems in the workplace.











1.1 Identify reasons for incorporating innovation into organisation systems.

1.2 Clarify goals of a new innovative system.

1 Conduct research into organisation systems.

1.3 Research innovative systems in other organisations.

1.4 Analyse current organisational systems to identify gaps or barriers to innovation.

1.5 Identify staff who can support and foster innovation in the new systems.

2.1 Conceptualise ideas for innovative work systems that will foster innovation using individual and group techniques.

2 Generate innovative system options.

2.2 Evaluate and discuss the range of ideas with other team members and colleagues.

2.3 Select a system idea that meets the workplace requirements and which is both feasible and innovative.





3 Develop plan for the innovative system.

3.1 Analyse the organisational structure to identify the impact of the new system on people, resources and finances.

3.2 Consult staff throughout the organisation who will be involved with, or affected by, the new system.

3.3 Clarify financial impact of the new system and allocate funds and resources.

3.4 Develop marketing or promotional strategy to educate the organisation on the new system.

3.5 Evaluate competencies of staff who will use the system and plan a learning and development strategy.

4 Trial the innovative work system.

4.1 Present innovative system to staff and gather preliminary feedback.

4.2 Trial new system with a group within the organisation.

4.3 Monitor and take action to streamline the trial where required.

5 Review the trial of the innovative system

5.1 Review the innovative system in relation to its goals and the ways in which it fosters innovation in the workplace.

5.2 Adjust the innovative system to reflect evaluation feedback.




interpersonal communication skills to: collaborate with others and represent ideas through clear and direct communication




REQUIRED SKILLS AND KNOWLEDGE ask questions to identify and confirm requirements use language and concepts appropriate to cultural differences use and interpret non-verbal communication

ability to interpret and analyse organisational requirements for work systems evaluation of staff competencies ability to plan the implementation of new systems ability to organise and implement training and learning activities to prepare team

members and managers to implement a new work system research skills.


principles of new systems leadership and management theory an understanding of ways in which the system can contribute to innovation in the

workplace various options for the system creative thinking techniques.





establishes the reasons why innovative systems are required

establishes the goals of a new innovative system analyses current organisational systems to identify

gaps and barriers to innovation generates a number of options for innovative

systems, seeks feedback, evaluates ideas and selects an appropriate idea to develop further

develops a plan to implement the new system, including staff required, financial impact,




EVIDENCE GUIDEmarketing and the evaluation of competencies

trials and monitors the innovative work system reviews the trial of the innovative work system and

makes adjustments to reflect evaluation feedback.




policy and procedures manuals information on the internal and external

operating environment a range of communication equipment.


observation of performance in the workplace third-party reports from a supervisor review of portfolios of evidence written or verbal questioning to assess knowledge










Reasons for incorporating innovation into the organisation may include:

high staff turnover customer dissatisfaction continuous improvement increasing competitiveness.

Organisation systems may include:

human resources management team management organisational structures product development marketing training and assessment.

Goals may include: winning more business diversifying the business increasing staff numbers changing the culture of the organisation generating more income.

Innovative systems may include: product review systems human resources quality management innovation reward systems team management project management learning and development systems.

Gaps or barriers may include: hierarchical system of management staff not being involved in decisions people not communicating with each other or




RANGE STATEMENTsharing information

managers who do not accept new ideas teams who work in rigid and inflexible ways.

Methods to identify staff may include:

surveys or questionnaires job profile analysis observations.

Conceptualisation methods may include:

process analysis cost-benefit analysis brainstorming value analysis SWOT analysis review of approaches and procedures used by

competitors visual imagining jotting words flow charts mind maps other creative thinking strategies.

Workplace requirements may relate to:

training performance management project management client relations briefing processes.

Resources may include: people materials equipment and technology budget time.

Methods of consulting staff may interviews team meetings




RANGE STATEMENTinclude: email

memos informal interactions.

Learning and development may include:

formal training or education informal learning coaching and mentoring job rotation information seminars on-line learning conferences.


verbally in writing through presentations at informal and formal meetings.

Review may involve: checking system implementation meeting client and end user needs best practice financial requirements resource requirements.









knowledge required to minimise theft in a retail environment. It involves applying routine store security, taking appropriate action to minimise theft and maintaining security of cash, registers or terminals and keys.

Application of the UnitApplication of the unit This unit applies to frontline service personnel. It requires the

team member to apply store policy and procedures and industry codes of practice in regard to store security and theft prevention, reporting theft or suspicious behaviour to relevant personnel and monitoring stock, work areas, customers and staff to minimise opportunities for theft.











1.1 Apply store security systems and procedures according to store policy.

1.2 Handle and secure cash according to store policy and procedures.

1 Apply routine store security.

1.3 Observe and deal with suspect behaviour by customers according to store policy and legislative requirements.

1.4 Deal with internal and external theft according to store policy and legislative requirements.

1.5 Store products and equipment in a secure manner.

2.1 Take appropriate action to minimise theft by applying store procedures and legislative requirements.

2 Minimise theft.

2.2 Match merchandise to correct price tags.

2.3 Maintain surveillance of merchandise according to store policy and legislative requirements.




ELEMENT PERFORMANCE CRITERIA2.4 Check customers' bags as required at point of sale

according to store policy and legislative requirements.

2.5 Maintain security of cash, cash register and keys according to store policy.

2.6 Maintain security of stock, cash and equipment in regard to customers, staff and outside contractors according to store policy and legislative requirements.

2.7 Deal with suspected or potential thieves according to store policy and procedures.




literacy and numeracy skills in: recording of stolen items reporting of theft.


store policy and procedures in regard to: security checking customers' bags and purchases reporting problems and faults

relevant legislation and statutory requirements, particularly in regard to checking customers' bags and purchases

Trade Practices and Fair Trading Acts store merchandising system security procedures relating to cash and non-cash transactions location and operation of store security equipment reporting procedures for internal and external theft or suspicious circumstances.








consistently applies store policy and procedures and legislative requirements, including industry codes of practice in regard to store security and theft prevention in a range of contexts and situations

consistently applies store policy and procedures in regard to following security procedures and for reporting theft or suspicious behaviour to relevant personnel

monitors stock, work area, customers and staff to minimise opportunities for theft.




store policy and procedures manuals legislation and statutory regulations industry codes of practice Trade Practices and Fair Trading Acts

relevant security equipment point-of-sale equipment.


observation of performance in the workplace a simulated work environment third-party reports from a supervisor customer feedback answers to questions about specific skills and

knowledge




EVIDENCE GUIDE review of portfolios of evidence and third-party




SIRXCCS002A Interact with customers SIRXINV001A Perform stock control procedures SIRXFIN001A Balance point-of-sale terminal.




Security systems and procedures may deal with:

customers staff keys visitors, sales representatives, contractors and

vendors stock records cash, credit cards




RANGE STATEMENT equipment, including:

alarm systems video surveillance mirrors security tags

locked and secure areas premises armed hold-up.


security surveillance of merchandise reporting problems and faults.

Customers may include: people from a range of social, cultural and ethnic backgrounds and with varying physical and mental abilities.


privacy and confidentiality laws Trade Practices and Fair Trading Acts consumer law awards and agreements property offences credit laws reporting procedures criminal law.

Staff may include: management other staff members full-time, part-time and casual staff people from a range of social, cultural and ethnic






Competency fieldCompetency field Risk Management and Security




SIRXSLS001A Sell products and services



knowledge 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.

Application of the UnitApplication of the unit This competency applies to frontline sales personnel. It requires

the recognition and demonstration of verbal and non-verbal communication skills to determine customer requirements, sell the benefits of products and services, overcome objections and close sales. Personal evaluation is utilised to maximise sales in accordance with industry codes of practice, relevant legislation and store policy.











1.1 Demonstrate knowledge of the use and application of relevant products and services according to store policy and legislative requirements.

1 Apply product knowledge.

1.2 Develop product knowledge by accessing relevant sources of information.

2.1 Determine and apply timing of customer approach.2 Approach customer.

2.2 Identify and apply effective sales approach.

2.3 Convey a positive impression to arouse customer interest.

2.4 Demonstrate knowledge of customer buying behaviour.

3 Gather information. 3.1 Apply questioning techniques to determine customer buying motives.




ELEMENT PERFORMANCE CRITERIA3.2 Use listening skills to determine customer

requirements.

3.3 Interpret and clarify non-verbal communication cues.

3.4 Identify customers by name where possible.

3.5 Direct customer to specific merchandise.

4 Sell benefits. 4.1 Match customer needs to appropriate products and services.

4.2 Communicate knowledge of products features and benefits clearly to customers.

4.3 Describe product use and safety requirements to customers.

4.4 Refer customers to appropriate product specialist as required.

4.5 Answer routine customer questions about merchandise accurately and honestly or refer to senior sales staff.

5 5.1 Identify and accept customer objections.Overcome objections. 5.2 Categorise objections into price, time and

merchandise characteristics.

5.3 Offer solutions according to store policy.

5.4 Apply problem solving to overcome customer objections.

6 Close sale. 6.1 Monitor, identify and respond appropriately to customer buying signals.

6.2 Encourage customer to make purchase decisions.

6.3 Select and apply appropriate method of closing sale.

7 Maximise sales opportunities.

7.1 Recognise and apply opportunities for making additional sales.




ELEMENT PERFORMANCE CRITERIA7.2 Advise customer of complementary products or

services according to customer's identified need.

7.3 Review personal sales outcomes to maximise future sales.




selling techniques, including: opening techniques recognising buying signals strategies to focus customer on specific merchandise add-ons and complementary sales overcoming customer objections closing techniques

verbal and non-verbal communication skills handling difficult customers negotiation skills sales performance appreciation questioning, listening and observation literacy skills in regard to:

reading and understanding product information reading and understanding store policies and procedures recording information

numeracy skills in regard to: handling payment for goods weighing and measuring goods.


store policies and procedures, in regard to: selling products and services




REQUIRED SKILLS AND KNOWLEDGE allocated duties and responsibilities

store merchandise and service range specific product knowledge for area or section relevant legislation and statutory requirements relevant industry codes of practice customer types and needs, including:

customer buying motives customer behaviour and cues individual and cultural differences demographics, lifestyle and income types of customer needs, e.g. functional, psychological.





applies product knowledge and uses appropriate sales approach to sell the benefits of products and services, overcome objections and close sales

uses questioning, listening and observation skills to determine customer requirements

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.

Context of and specific Assessment must ensure access to:




EVIDENCE GUIDEresources for assessment a retail work environment

relevant documentation, such as policy and procedures manuals

a range of customers with different requirements a range of merchandise and products appropriate to

the retail workplace product labels and sources of product information.


observation of the candidate in the workplace third-party reports from a supervisor customer feedback answers to questions about specific skills and






The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the




RANGE STATEMENTperformance criteria is detailed below.


interaction with customers selling products and services.


Trade Practices and Fair Trading Acts tobacco laws liquor laws lottery legislation industry codes of practice OHS sale of second-hand goods sale of X and R rated products trading hours transport, storage and handling of goods.

Product knowledge may include: warranties features and benefits use-by dates handling and storage requirements stock availability safety features price.

Relevant sources of information may include:

internet staff members store or supplier product manuals product profiles videos demonstrations labels store tours.

Customers may include: new or repeat contacts




RANGE STATEMENT external and internal contacts customers with routine or special requests people from a range of social, cultural and ethnic


Sales transactions may be completed:

face to face over the telephone online.

Routine customer questions may relate to:

price and price reductions quality availability features and benefits.

Problem solving may be affected by:

store policies and procedures resource implications.


Competency fieldCompetency field Sales




SITXCOM005A Make presentations



knowledge required to prepare for and deliver effective presentations to a group of people. It requires the ability to plan presentations that are tailored to the audience needs and to deliver interesting and coherent presentations using appropriate aids, equipment and public speaking techniques.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the UnitApplication of the unit This unit describes a complex communication skill for those

working within the service industries and applies to the full range of industry sectors and environments. The presentations described by this unit are formal and structured in nature. They may be internal or external and may include such things as sales presentations, training delivery, presentations within meetings, presentation of a bid or proposal, conference addresses and formal staff briefings.Senior operational personnel or sales and marketing supervisors and managers who operate autonomously are involved in making formal presentations.






Employability Skills InformationEmployability 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 is packaged will assist in identifying employability skills requirements.




1.1 Plan presentation in advance allowing adequate time for appropriate research and preparation.

1.2 Research and select material based on presentation objective, audience characteristics, nature of the occasion, style of venue and any special needs of the audience.

1.3 Organise material in a clear and logical order and structure.

1 Prepare for presentations.

1.4 Select and create or organise appropriate supporting materials and visual aids using appropriate




ELEMENT PERFORMANCE CRITERIAtechnology and within required timeframes.

2.1 Observe protocols appropriate to the audience and nature of the occasion.

2 Make presentations.

2.2 Enhance the quality of the presentation through appropriate use of public speaking techniques.

2.3 Use visual aids and other presentation equipment correctly to enhance presentation.

2.4 Involve the audience in the presentation and encourage feedback where possible.

2.5 Assess audience needs and responses during the presentation and make adjustments to presentation accordingly.

2.6 Complete presentation within the nominated timeframe.

2.7 Seek feedback on presentation to incorporate in any future presentation preparation.




interpretation of the audience characteristics and information needs use of appropriate technology and software programs to create suitable support materials

that relate to the delivery of presentations microphone techniques, as and when applicable to the context of delivering the

presentation e.g. for a conference address high-level literacy and communication skills to facilitate the gathering and analysis of

complex information and to interpret this for accessible communication to the group high-level verbal communication skills to present in an informative, engaging, educational

and enjoyable manner and to interpret and answer group questions.


methods for planning presentations, including structure and timing of effective




REQUIRED SKILLS AND KNOWLEDGEpresentations

knowledge and application of public speaking techniques, including: use of voice, including tone, volume, diction and expression appropriate eye contact appropriate body language impact of dress use of humour

features of typical equipment and software programs used to deliver presentations subject matter for presentation.





delivery of logical, well-structured presentations that show effective use of public speaking techniques and equipment

ability to tailor the presentation to specific audience needs, contexts and delivery situations

preparation and delivery of multiple presentations covering various topics that meet the needs of different audiences to ensure consistency of performance.



presentation of information within a commercially realistic delivery environment, such as in a large meeting room or in a conference venue

use of industry-current equipment and support aids for presentation, which will vary according to the operational context of delivering the presentation, e.g. a microphone will be essential equipment for a large venue

presentation to and interaction with a group of a size




EVIDENCE GUIDEand nature that would be expected for the relevant topic or context.

Methods of assessment A range of assessment methods should be used to assess the practical skills and knowledge required to make presentations. The following examples are appropriate for this unit:

direct observation of presentations made by the candidate

evaluation of presentation notes and supporting materials prepared by the candidate

evaluation of feedback forms that describe the audience's enjoyment of the presentation

questioning audience members on their response to the candidate's ability to present information in an interesting way

case studies to assess ability to tailor presentations for different audience needs, different subject matter and different delivery locations

written and oral questioning or interview to test knowledge of public speaking techniques and features of presentation equipment



SITXADM004A Plan and manage meetings SITXMGT006A Establish and conduct business

relationships SITXMPR003A Plan and implement sales activities SITXMPR004A Coordinate marketing activities.

Assessing employability skills Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts.Employability skills embedded in this unit should be




EVIDENCE GUIDEassessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.



Audience characteristics may relate to:

age gender seniority or status commercial or other relationship familiarity with presentation topic culture disability.

Special needs may include: provision of an interpreter provision of presentation materials in alternative

formats, such as large print provision of assistive technology, such as audio loops use of pictures, diagrams, cartoons and photographs.

Supporting materials and visual aids may include:

slides overheads PowerPoint presentations handouts props videos.

Public speaking techniques must include appropriate use of:

voice eye contact body language




RANGE STATEMENT dress humour.

Presentation equipment may include:

microphone overhead projector slide projector video monitor computer.


Competency fieldCompetency field Communication and Teamwork







knowledge required to manage business relationships with customers or suppliers. It requires the ability to establish and maintain business relationships, conduct formal negotiations and make and manage agreements or contracts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the UnitApplication of the unit This unit describes a complex administrative skill for those

working within the service industries and applies to the full range of industry sectors and environments. The business agreements or contracts and negotiations described by this unit are formal and structured in nature and cover significant commercial dealings. They may relate to such things as corporate accounts, service contracts, agency agreements, venue contracts, rate negotiations, preferred product agreements, supply agreements and marketing agreements. The establishment and management of business relationships require the application of significant analytical, communication, negotiation and relationship building skills. This role is generally undertaken by senior operational personnel or sales and marketing personnel who work autonomously and are responsible for making strategic decisions on purchasing or marketing activities for an organisation and for overseeing the maintenance of contracts or agreements. Managers and owner-operators of small businesses would also undertake this activity.






Employability Skills InformationEmployability 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 is packaged will assist in identifying employability skills requirements.




1.1 Establish relationships within appropriate cultural context in a manner that promotes goodwill and trust between the organisation, its customers and suppliers.

1.2 Build trust and respect in business relationships through use of effective communication skills and techniques.

1 Build business relationships.

1.3 Identify and take up opportunities to maintain regular




ELEMENT PERFORMANCE CRITERIAcontact with customers and suppliers.

2.1 Conduct negotiations in a professional manner within relevant cultural context.

2.2 Conduct negotiations in the context of current organisation marketing focus.

2.3 Maximise benefits for all parties in the negotiation through use of established negotiation techniques and in context of establishing long-term relationships.

2.4 Incorporate feedback and input from colleagues into the negotiation where appropriate.

2 Conduct negotiations.

2.5 Communicate results of negotiations to appropriate colleagues and stakeholders within appropriate timeframes.

3.1 Confirm agreements in writing, using formal contracts where appropriate and according to organisation requirements.

3.2 Check and gain appropriate approvals for all aspects of formal agreements according to organisation procedures.

3 Make formal business agreements.

3.3 Identify the need for and seek specialist advice in the development of contracts where appropriate.

4.1 Proactively seek, review and act upon information needed to maintain sound business relationships.

4.2 Honour agreements within the scope of individual responsibility, complying with agreed terms and meeting key performance indicators (KPIs).

4.3 Make adjustments to agreements in consultation with customer or supplier and share information with appropriate colleagues.

4 Foster and maintain business relationships.

4.4 Nurture relationships through regular contact and use of effective interpersonal and communication styles.







high-level negotiation skills and techniques appropriate to negotiations that may be of significant commercial value

high-level interpersonal and communication skills to establish and nurture ongoing relationships

high-level literacy skills to outline specific written requests clearly and succinctly; read complex agreements, conditions and contracts; and confirm formal details in writing

numeracy skills to prepare statistics, KPIs or usage figures that might relate to the negotiation of costs and calculate any costs related to agreements and contracts.


detailed knowledge of KPIs for the industry, industry structure and interrelationships, industry networks, information sources, sources of supply, and in-depth knowledge of distribution and marketing networks

principles of negotiation, stages in the negotiating process and different techniques that can be applied

legal issues that affect negotiations and contracts in the relevant industry sector general and working knowledge of contracts and basic understanding of contract law.





project or work activities that show the candidate's ability to successfully establish and maintain business relationships, conduct formal negotiations and make and manage agreements and contracts for a specific business operation




EVIDENCE GUIDE detailed knowledge of KPIs for the industry, industry

structure and interrelationships, industry networks, information sources, and distribution and marketing networks

knowledge and understanding of role of contracts within a given business operation

project or work activities conducted over a commercially realistic period of time so that the planning and relationship-building aspects of this unit can be assessed.



that the candidate has accessed a fully equipped office environment using appropriate computers, printers, communication technology, information programs and software to facilitate the processes involved in establishing and conducting business relationships

access to an operation for which business relationships would be managed, or access to comprehensive and sufficient information about that operation to allow the candidate to fully establish and maintain business relationships, conduct formal negotiations and make and manage agreements and contracts

use of materials that support the negotiation process such as preparatory facts, statistics, KPIs, product usage rates, request letters, and written confirmation of agreements and contracts

use of plain English contract law information interaction with individuals or businesses that have a

genuine or potential interest in negotiating and relationship-building for a commercial relationship.

Methods of assessment A range of assessment methods should be used to assess the practical skills and knowledge required to establish and conduct business relationships. The following examples are appropriate for this unit:

direct observation of the candidate participating in verbal negotiations

evaluation of negotiations and business relationships or agreements conducted or made by the candidate

evaluation of reports prepared by the candidate to detail




EVIDENCE GUIDEthe way in which a negotiation activity was planned and conducted and lessons to be learned for future activities

review of negotiating documents prepared by the candidate, including preparatory facts, statistics, KPIs, product usage rates, request letters and written confirmation of agreements

case studies to assess application of different techniques to different negotiating scenarios

written and oral questioning or interview to test knowledge, such as industry structure and interrelationships, negotiating principles and techniques and legal compliance issues



SITXINV003A Manage and purchase stock SITXMPR003A Plan and implement sales activities SITXMPR004A Coordinate marketing activities SITTPPD001A Research, assess and develop tourism

products SITTPPD003A Source and package tourism products.

Assessing employability skills Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts.Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.

BSBMGT617A Develop and implement a business plan






Opportunities to maintain regular contact with customers and suppliers may include:

informal social occasions industry functions association membership cooperative promotions program of regular telephone contact.

Negotiation techniques may include:

identification of KPIs, goals and limits clarification of needs of all parties identifying points of agreement and points of

difference preparatory research of facts, statistics, KPIs and

product usage rates active listening and questioning non-verbal communication techniques appropriate language bargaining developing options confirming agreements appropriate cultural behaviour.












knowledge required to plan and organise the assessment process, including recognition of prior learning (RPL), in a competency-based assessment system. It also includes the development of simple assessment instruments.

Application of the UnitApplication of the unit This unit typically applies to assessors and workplace

supervisors with assessment planning responsibilities; and trainers or other assessors responsible for planning assessment, including RPL.The unit is suitable for those with an existing assessment strategy which documents the overall framework for assessment.










1. Determine assessment approach

1.1.Identify candidate and confirm purposes and context of assessment/RPL with relevant people according to legal, organisational and ethical requirements

1.2.Identify and access benchmarks for assessment/RPL and any specific assessment guidelines

2. Prepare the assessment plan

2.1.Determine evidence and types of evidence needed to demonstrate competence, according to the rules of evidence

2.2.Select assessment methods which will support the collection of defined evidence, taking into account the context in which the assessment will take place

2.3.Document all aspects of the assessment plan and confirm with relevant personnel

3. Develop assessment instruments

3.1.Develop simple assessment instruments to meet target group needs

3.2.Analyse available assessment instruments for their suitability for use and modify as required

3.3.Map assessment instruments against unit or course requirements

3.4.Write clear instructions for candidate about the use of the instruments

3.5.Trial draft assessment instruments to validate content and applicability, and record outcomes






Required skills

cognitive interpretation skills to: interpret competency standards and other assessment documentation, including

material relating to reasonable adjustment identify opportunities for integrated competency assessment contextualise competency standards to the operating assessment environment,

including RPL consider access and equity needs of diverse candidates

technology skills to use appropriate equipment and software to communicate effectively with others

research and evaluation skills to: obtain competency standards, assessment tools and other relevant assessment

resources research candidate characteristics and any reasonable adjustment needs evaluate feedback, and determine and implement improvements to processes

literacy skills to read and interpret relevant information to design and facilitate assessment and recognition processes

communication skills to discuss assessment, including RPL processes with clients and other assessors

interpersonal skills to: demonstrate sensitivity to access and equity considerations and candidate

diversity promote and implement equity, fairness, validity, reliability and flexibility in

planning an assessment processes

Required knowledge





ethical and legal requirements of an assessor competency-based assessment, including:

work-focused criterion-referenced standards-based evidence-based

different purposes of assessment and different assessment contexts, including RPL how to read and interpret the identified competency standards as the benchmarks

for assessment how to contextualise competency standards within relevant guidelines four principles of assessment and how they guide the assessment process purpose and features of evidence, and different types of evidence used in

competency-based assessments, including RPL 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



Overview of assessment Assessment must address the scope of this unit and reflect all components of the unit. Arange of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. 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.


Evidence of the ability to:

plan and organise the assessment process on a minimum of two occasions

collect evidence that demonstrates: documented assessment plans having covered a range of assessment events




EVIDENCE GUIDE

catering for a number of candidates different competency standards or accredited curricula an RPL assessment contextualisation of competency standards and the

selected assessment tools, where required incorporation of reasonable adjustment strategies development of simple assessment instruments for use

in the process organisational arrangements.


Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided. Assessment must ensure access to training products, such as training packages and accredited course documentation.

Method of assessment


For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).



Purposes of assessment/ RPL may include:

recognising current existing competence of candidates

determining if competence has been achieved following learning

establishing candidate progress towards achievement of competence

determining language, literacy and numeracy needs of candidates

certifying competence through a qualification or Statement of Attainment




RANGE STATEMENT

licensing or regulatory requirements.

Context of assessment/ RPL may include:

environment in which the assessment/RPL will be carried out, including real or simulated workplace

opportunities for collecting evidence in a number of situations

relationships between competency standards and: evidence to support RPL work activities in the candidate's workplace learning activities

who carries out the assessment/RPL.

Organisational, legal and ethical requirements may include:

assessment system policies and procedures assessment strategy requirements reporting, recording and retrieval systems for

assessment, including RPL quality assurance systems business and performance plans access and equity policies and procedures collaborative and partnership arrangements defined resource parameters mutual recognition arrangements industrial relations systems and processes, awards,

and enterprise agreements Australian Quality Training Framework registration scope human resources policies and procedures legal requirements, including:

anti-discrimination equal employment opportunity job role, responsibilities and conditions

relevant industry codes of practice confidentiality and privacy requirements OHS considerations, including:

ensuring OHS requirements are adhered to during the assessment process

identifying and reporting OHS hazards and concerns to relevant personnel.

Benchmarks for assessment/RPL may include:

criterion against which the candidate is assessed or prior learning recognised, which may be: competency standard/unit of competency assessment criteria of course curricula




RANGE STATEMENT

performance specifications of an enterprise or industry

product specifications.

Types of evidence may include:

direct indirect supplementary.

Rules of evidence ensure that evidence collected is:

valid sufficient authentic reliable.

Assessment methods are the particular techniques used to gather 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 and role-plays projects presentations activity sheets

questioning, for example: written questions, e.g. on a computer interviews self-assessment verbal questioning questionnaires oral or written examinations (applicable at

higher AQF levels) portfolios of evidence, for example:

collection of work samples compiled by candidate

product with supporting documentation historical evidence journal or log book information about life experience

review of products, for example: testimonials and reports from employers and

supervisors evidence of training authenticated prior achievements




RANGE STATEMENT

interview with employer, supervisor, or peer.

Assessment plan may include:

overall planning document describing: what is to be assessed when assessment is to take place where assessment is to take place how assessment is to take place.

Simple assessment instruments may include:

instruments developed by an assessor as part of formative or summative assessment activities, including: profiles of acceptable performance measures templates and proformas specific questions or activities evidence and observation checklists checklists for the evaluation of work samples recognition portfolios candidate self-assessment materials

instruments developed elsewhere that have been modified by the assessor for use with a particular client group.

Available assessment instruments may include:

commercially available instruments those created by others inside the registered training

organisation.

Map assessment means: showing a clear relationship between the evidence and the requirements of the unit.

Unit Sector(s)Unit sector Assessment

Competency fieldCompetency field











knowledge required to assess the competence of a candidate.

Application of the UnitApplication of the unit This unit typically applies to assessors.










1. Prepare for assessment

1.1.Interpret assessment plan and confirm organisational, legal and ethical requirements for conducting assessment with relevant people

1.2.Access and interpret relevant benchmarks for assessment and nominated assessment tools to confirm the requirements for evidence to be collected

1.3.Arrange identified material and physical resource requirements according to assessment system policies and procedures

1.4.Organise specialist support required for assessment1.5.Explain, discuss and agree details of the assessment

plan with candidate

2. Gather quality evidence

2.1.Use agreed assessment methods and tools to gather, organise and document evidence in a format suitable for determining competence

2.2.Apply the principles of assessment and rules of evidence in gathering quality evidence

2.3.Determine opportunities for evidence gathering in actual or simulated activities through consultation with the candidate and relevant personnel

2.4.Determine opportunities for integrated assessment activities and document any changes to assessment instruments where required

3. Support the candidate 3.1.Guide candidates in gathering their own evidence to support recognition of prior learning (RPL)

3.2.Use appropriate communication and interpersonal skills to develop a professional relationship with the candidate that reflects sensitivity to individual differences and enables two-way feedback

3.3.Make decisions on reasonable adjustments with the candidate, based on candidate's needs and characteristics





3.4.Access required specialist support in accordance with the assessment plan

3.5.Address any OHS risk to person or equipment immediately

4. Make the assessment decision

4.1.Examine collected evidence and evaluate it to ensure that it reflects the evidence required to demonstrate competence

4.2.Use judgement to infer whether competence has been demonstrated, based on the available evidence

4.3.Make assessment decision in line with agreed assessment procedures and according to agreed assessment plan

4.4.Provide clear and constructive feedback to candidate regarding the assessment decision and develop any follow-up action plan required

5. Record and report the assessment decision

5.1.Record assessment outcomes promptly and accurately

5.2.Complete and process an assessment report according to agreed assessment procedures

5.3.Inform other relevant parties of the assessment decision according to confidentiality conventions

6. Review the assessment process

6.1.Review the assessment process in consultation with relevant people to improve own future practice

6.2.Document and record the review according to relevant assessment system policies and procedures



Required skills





analysis and interpretation skills to: break down competency standards interpret assessment tools and other assessment information, including those

used in RPL identify candidate needs make judgements based on assessment of available evidence

observation skills to: recognise candidate's prior learning determine candidate's performance identify when candidate may need assistance during the assessment processes

research and evaluation skills to: access required human and material resources for assessment access assessment system policies and procedures access RPL policies and procedures evaluate evidence evaluate assessment process

cognitive skills to: weigh up the evidence and make a judgement consider and recommend reasonable adjustments

decision-making skills to: recognise a candidate's prior learning make a decision on a candidate's competence

literacy skills to: read and interpret relevant information to conduct assessment prepare required documentation and records or reports of assessment outcomes

in required format communication and interpersonal skills to:

explain the assessment, including RPL process give clear and precise instructions ask effective questions provide clarification discuss process with other relevant people give appropriate feedback discuss assessment outcome use language appropriate to candidate and assessment environment establish a working relationship with candidate

Required knowledge





competency-based assessment, including: vocational education and training as a competency-based system criterion-referenced assessment as distinct from norm-referenced assessment competency standards as the basis of qualifications structure and application of competency standards principles of assessment and how they are applied rules of evidence and how they are applied range of assessment purposes and assessment contexts, including RPL different assessment methods, including suitability for gathering various types

of evidence, suitability for content of units, and resource requirements and associated costs

reasonable adjustments and when they are applicable types and forms of evidence, including assessment tools that are relevant to

gathering different types of evidence used in competency-based assessment, including RPL

potential barriers and processes relating to assessment tools and methods assessment system, including policies and procedures established by the

industry, organisation or training authority RPL policies and procedures established by the organisation cultural sensitivity and equity considerations relevant policy, legislation, codes of practice and national standards, including

commonwealth and state or territory legislation that may affect training and assessment in the vocational education and training sector, such as: copyright and privacy laws in terms of electronic technology security of information plagiarism training packages and competency standards licensing requirements industry and workplace requirements duty of care under common law recording information and confidentiality requirements anti-discrimination, including equal employment opportunity, racial vilification

and disability discrimination workplace relations industrial awards and enterprise agreements

OHS responsibilities associated with assessing competence, such as: requirements for reporting hazards and incidents emergency procedures procedures for use of relevant personal protective equipment





safe use and maintenance of relevant equipment sources of OHS information






assess competence of a number of candidates within the vocational education and training context against different units of competency or accredited curricula, following the relevant assessment plan

assess at least one candidate for RPL consider reasonable adjustment and the reasons for decisions in

at least one assessment cover an entire unit of competency and show:

the application of different assessment methods and tools involving a range of assessment activities and events

two-way communication and feedback how judgement was exercised in making the assessment

decision how and when assessment outcomes were recorded and

reported assessment records and reports completed in accordance with

assessment system and organisational, legal and ethical requirements

how the assessment process was reviewed.


Evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be




EVIDENCE GUIDE

provided.






Assessment plan may include:

overall planning, describing: what is to be assessed when assessment is to take place where assessment is to take place how assessment is to take place.

Benchmarks for assessment:

refer to a criterion against which the candidate is assessed

may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, or product specifications.

Assessment tools may include:

both the instrument and the procedures for gathering and interpreting evidence in accordance with designated assessment methods

instruments to be used for gathering evidence, such as: profile of acceptable performance measures templates and proformas specific questions or activities evidence and observation checklists checklists for evaluating work samples candidate self-assessment materials

procedures, information and instructions for the assessor and candidate relating to the use of assessment




RANGE STATEMENT

instruments and assessment conditions.

Specialist support may include:

assistance by third party, such as carer or interpreter support from specialist educator provision of developed online assessment activities support for remote or isolated candidates and assessors support from subject matter or safety experts advice from regulatory authorities assessment teams and panels support from lead assessors advice from policy development experts.

Assessment methods include:

particular techniques used to gather different types of evidence, such as: direct observation structured activities oral or written questioning portfolios of evidence review of products third-party feedback.

Individual differences may include:

English language, literacy and numeracy barriers physical impairment or disability intellectual impairment or disability medical condition that may impact on assessment, such

as arthritis, epilepsy, diabetes and asthma learning difficulties mental or psychological disability religious and spiritual observances cultural images and perceptions age gender.

Feedback may include: ensuring assessment/RPL process is understood ensuring candidate concerns are addressed enabling questions and answers confirming outcomes identifying further evidence to be provided discussing action plans confirming gap training needed providing information regarding available appeal

processes suggesting improvements in evidence gathering and

presentation.




RANGE STATEMENT

Consultation may involve:

moderation with other assessors, or training and assessment coordinators

discussions with client, team leaders, managers, RPL coordinators, supervisors, coaches and mentors

technical and subject experts English language, literacy and numeracy experts.










knowledge required to participate in an assessment validation process.

Application of the UnitApplication of the unit This unit typically applies to assessors participating in

assessment validation. It does not address leading the validation process.










1. Prepare for validation 1.1.Discuss and confirm the approach to validation according to defined purposes, context, and relevant assessment system policies and procedures

1.2.Analyse relevant benchmarks for assessment and agree on the evidence needed to demonstrate competence

1.3.Arrange materials for validation activities

2. Contribute to validation process

2.1.Demonstrate active participation in validation sessions and activities using appropriate communication skills

2.2.Participate in validation sessions and activities by applying the principles of assessment and rules of evidence

2.3.Check all documents used in the validation process for accuracy and version control

3. Contribute to validation outcomes

3.1.Collectively discuss validation findings to support improvements in the quality of assessment

3.2.Discuss, agree and record recommendations to improve assessment practice

3.3.Implement changes to own assessment practice, arising from validation



Required skills





planning skills to participate in validation activities within agreed timeframes problem-solving skills to identify information that is inconsistent, ambiguous or

contradictory evaluation skills to:

determine evidence requirements from competency standards review assessment process, methods and tools review collected evidence

communication skills to share information in validation meetings

Required knowledge

how to interpret competency standards and other related assessment information to determine the evidence needed to demonstrate competence, including: criterion-referenced assessment as distinct from norm-referenced assessment various reasons for carrying out validation and the different approaches to

validation that may be appropriate before, during and after assessment critical aspects of validation, including validation of assessment processes,

methods and products relevant OHS legislation, codes of practice, standards and guidelines, impacting

on assessment legal and ethical requirements of assessors, particularly in relation to validation

activities principles of assessment rules of evidence




Critical aspects for Evidence of the ability to:




EVIDENCE GUIDE

assessment and evidence required to demonstrate competency in this unit

actively participate in a minimum of two validation sessions or meetings which, in combination, address the critical aspects of validation using different validation approaches and activities

clearly explain purposes of validation and the legal and ethical responsibilities of assessors

collate documentation relating to validation process in a logical manner

demonstrate communication and liaison with relevant people provide feedback and interpret documentation in validation

sessions record contribution to validation findings.


Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided. Assessment must ensure access to:

assessment reports and records other documentation relevant to validation.






Assessment system policies and procedures may include:

candidate selection rationale and purpose of competency-based assessment assessment records, and data and information

management recognition of current competency, recognition of prior

learning and credit arrangements assessment reporting procedures




RANGE STATEMENT

assessment appeals candidate grievances and complaints validation evaluation and internal audit costs and resourcing access and equity, and reasonable adjustment partnership arrangements links with human resource or industrial relations system links with overall quality management system.

Benchmarks for assessment:

refers to criterion against which the candidate is assessed

may be one or more units of competency or assessment criteria of course curricula.

Materials may include: assessment tools samples of collected evidence documentation outlining the basis of assessment

decisions reports and records of assessment decisions samples of benchmarks of appropriate evidence Assessment Guidelines of the relevant training packages information from the evidence guide of the relevant

units of competency.

Validation activities may include:

analysing and reviewing: assessment tools collected evidence assessment decisions and records of assessment

outcomes other aspects of assessment policies, processes and

outcomes recording evidence of validation processes and

outcomes.

Participation may include comparison and evaluation of:

assessment practices assessment plans interpretation of units of competency assessment methods and tools assessment decisions collected evidence.













knowledge required to conduct individual and group instruction and demonstrate work skills, using existing learning resources in a safe and comfortable learning environment. The unit covers the skills and knowledge required to determine the success of both the training provided and one's own personal training performance. It emphasises the training as being driven by the work process and context.

Application of the UnitApplication of the unit This unit supports a wide range of applications across any

workplace setting and so can be used by any organisation. Its use is not restricted to training organisations.



TAEDEL301A Provide work skill instruction Date this document was generated: 18 September 2012







1. Organise instruction and demonstration

1.1.Gather information about learner characteristics and learning needs

1.2.Confirm a safe learning environment1.3.Gather and check instruction and demonstration

objectives and seek assistance if required1.4.Access and review relevant learning resources and

learning materials for suitability and relevance, and seek assistance to interpret the contextual application

1.5.Organise access to necessary equipment or physical resources required for instruction and demonstration

1.6.Notify learners of details regarding the implementation of the learning program and/or delivery plan

2. Conduct instruction and demonstration

2.1.Use interpersonal skills with learners to establish a safe and comfortable learning environment

2.2.Follow the learning program and/or delivery plan to cover all learning objectives

2.3.Brief learners on any OHS procedures and requirements prior to and during training

2.4.Use delivery techniques to structure, pace and enhance learning

2.5.Apply coaching techniques to assist learning2.6.Use communication skills to provide information,

instruct learners and demonstrate relevant work skills

2.7.Provide opportunities for practice during instruction





and through work activities2.8.Provide and discuss feedback on learner

performance to support learning

3. Check training performance

3.1.Use measures to ensure learners are acquiring and can use new technical and generic skills and knowledge

3.2.Monitor learner progress and outcomes in consultation with learner

3.3.Review relationship between the trainer/coach and the learner and adjust to suit learner needs

4. Review personal training performance and finalise documentation

4.1.Reflect upon personal performance in providing instruction and demonstration, and document strategies for improvement

4.2.Maintain, store and secure learner records according to organisational and legal requirements



Required skills





verbaland non-verbal communication techniques, such as: asking relevant and appropriate questions providing explanations demonstrating using listening skills providing information clearly

safety skills to implement OHS requirements, by acting and responding safely in order to: identify hazards conduct prestart-up checks if required observe and interpret learner behaviour that may put people at risk

time-management, skills to: 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 programs and plans read and analyse learner information

technology skills to operate audio-visual and technical equipment interpersonal skills to:

engage, motivate and connect with learners provide constructive feedback maintain appropriate relationships establish trust use appropriate body language maintain humour demonstrate tolerance manage a group recognise and be sensitive to individual difference and diversity

observation skills to: monitor learner acquisition of new skills, knowledge and competency

requirements assess learner communication and skills in interacting with others identify learner concerns recognise learner readiness to take on new skills and tasks





Required knowledge

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 and learning materials training techniques that enhance learning and when to use them introductory knowledge of learning principles and learning styles key OHS issues in the learning environment, including:

roles and responsibilities of key personnel responsibilities of learners relevant policies and procedures, including hazard identification, risk

assessment, reporting requirements, safe use of equipment and emergency procedures

risk controls for the specific learning environment



Overview of assessment Assessment must address the scope of this unit and reflect all components of the unit. A range of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. 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.



carry out aminimum of three training sessions, involving demonstrating and instructing particular work skills for different groups; with each session addressing: different learning objectives a range of techniques and effective communication skills

appropriate to the audience.

Context of and specific Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be




EVIDENCE GUIDE

resources for assessment provided.






Learner characteristics may include:

language, literacy and numeracy levels learning styles past learning and work experiences specific needs workplace culture.

Safe learning environment may include:

exit requirements personal protective equipment safe access safe use of equipment.

Instruction and demonstration objectives may include:

competencies to be achieved generic and technical skills, which may be:

provided by the organisation developed by a colleague individual or group objectives learning outcomes.

Learning resources may include:

any material used to support learning, such as: learner and user guides trainer and facilitator guides example training programs specific case studies professional development materials




RANGE STATEMENT

assessment materials a variety of formats those produced locally those acquired from other sources.

Learning materials may include:

handouts for learners materials sourced from the workplace, e.g. workplace

documentation, operating procedures, and specifications.

Details may include: location and time outcomes of instruction or demonstration reason for instruction or demonstration who will be attending instruction session.

OHS procedures may include:

emergency procedures hazards and their means of control incident reporting use of personal protective equipment safe work practices safety briefings site-specific safety rules.

Delivery techniques may include:

coaching demonstration explanation group or pair work providing opportunities to practise skills and solve

problems questions and answers.

Coaching may include: learning arrangements requiring immediate interaction and feedback

on-the-job instruction and 'buddy' systems relationships targeting enhanced performance short-term learning arrangements working on a one-to-one basis.

Measures may include: informal review or discussion learner survey on-the-job observation review of peer coaching arrangements.




Unit Sector(s)Unit sector Delivery and facilitation




