sir07 retail services training package...sir40207 certificate iv in retail management sir50107...

SIR07 Retail Services Training Package

Release: 1.3

Contents Date this document was generated: 26 May 2012

Approved of 101

© Commonwealth of Australia, 2012 Service Skills Australia

CONTENTS

Modification History ..........................................................................................................3 Preliminary Information ....................................................................................................3 Overview ..........................................................................................................................49 Qualifications Framework ................................................................................................63 Assessment Guidelines ......................................................................................................77 Competency Standards .....................................................................................................96

Modification History Date this document was generated: 26 May 2012

Approved of 101


Modification History

Version modification history

The version details of this endorsed Training Package are in the table below. The latest

information is at the top of the table.

Version Release date Comments

1.3 December

2010

The selection of imported units for the following qualifications

have been broadened to comply with NQC’s increased flexibility ruling:

SIR30107 Certificate III in Community Pharmacy

SIR40107 Certificate IV in Community Pharmacy

SIR50207 Diploma of Visual Merchandising

1.2 June 2010 Qualification rules updated to include the selection of units from accredited courses and other Training Packages as an elective.

1.1 March 2010 Imported units:

BSB01 Business Services Training Package replaced by updated versions from BSB07 Business Services Training

Package.

THH02 Hospitality Training Package replaced by updated versions from SIT07 V2 Tourism, Hospitality and Events

Training Package.

1 24 August

2007 Primary release

SIR07 was endorsed on 24 August 2007

Preliminary Information

Preliminary Information

Important note to users

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

used.

Preliminary Information Date this document was generated: 26 May 2012

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Check the version number before commencing training or assessment

This Training Package is Version 1.3 – 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 Skills Australia (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 Package’s national code (which remains the same during its

period of endorsement).

Version modification history

The version details of this endorsed Training Package are in the table below. The latest information is at the top of the table.

Version Release date Comments

1.3 December

2010 The selection of imported units for the following qualifications have been broadened to comply with NQC’s increased flexibility

ruling:




1.2 June 2010 Qualification rules updated to include the selection of units from accredited courses and other Training Packages as an elective.

1.1 March 2010 Imported units:

BSB01 Business Services Training Package replaced by updated versions from BSB07 Business Services Training Package.

THH02 Hospitality Training Package replaced by updated

versions from SIT07 V2 Tourism, Hospitality and Events Training Package.

1 24 August

2007 Primary release


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Summary of SIR07 V1.3 Retail Services Training Package

Summary of AQF qualifications in SIR07 V1.3 Retail Services Training Package

Code Title

SIR10107 Certificate I in Retail Services

SIR20107 Certificate II in Community Pharmacy

SIR20207 Certificate II in Retail

SIR20307 Certificate II in Wholesale


SIR30207 Certificate III in Retail

SIR30307 Certificate III in Wholesale


SIR40207 Certificate IV in Retail Management

SIR50107 Diploma of Retail Management


Summary of units of competency in SIR07 V1.3 Retail Services Training Package and their

prerequisite requirements

Code Title Prerequisite

Cross-Sector units

SIRXADM001A

Apply retail office procedures Nil

SIRXADM002

A

Coordinate retail office Nil

SIRXCCS001A

Apply point-of-sale handling procedures Nil


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SIRXCCS002A

Interact with customers Nil

SIRXCCS003A

Coordinate interaction with customers Nil

SIRXCCS004A

Develop business to business relationships Nil

SIRXCCS005

A

Manage business customers Nil

SIRXCCS006A

Maintain business to business relationships Nil

SIRXCLM001

A

Organise and maintain work areas Nil

SIRXCLM002A

Manage store facilities Nil

SIRXCOM001

A

Communicate in the workplace Nil

SIRXEBS001A

Acquire and retain online customers Nil

SIRXEBS002

A

Manage retail brands online Nil

SIRXEBS003A

Manage and promote business to business e-commerce solutions

Nil

SIRXEBS004

A

Select an e-business model Nil

SIRXFIN001A Balance point-of-sale terminal Nil

SIRXFIN002A Perform retail finance duties Nil

SIRXFIN003A Produce financial reports Nil

SIRXFIN004A Manage financial resources Nil

SIRXFIN005A Manage operations to budget Nil

SIRXFIN006A Manage prices Nil


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SIRXGLC001A

Monitor compliance with legal and legislative requirements affecting business

operations

Nil

SIRXGLC002A

Establish compliance with legal and legislative requirements

Nil

SIRXGLC003

A

Comply with legislative requirements

affecting business activities

Nil

SIRXHRM001A

Administer human resources policy Nil

SIRXHRM002

A

Recruit and select personnel Nil

SIRXICT001A Operate retail technology Nil

SIRXICT002A Use computers as part of business and e-commerce processes

Nil

SIRXICT003A Operate retail information technology

systems

Nil

SIRXICT004A Adopt mobile commerce applications to improve sales and service

Nil

SIRXIND001

A

Work effectively in a retail environment Nil

SIRXINV001A

Perform stock control procedures Nil

SIRXINV002

A

Maintain and order stock Nil

SIRXINV003A

Plan inventory levels Nil

SIRXINV004A

Buy merchandise Nil

SIRXINV005A

Control inventory Nil

SIRXINV006A

Develop purchasing strategies Nil


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SIRXMER001A

Merchandise products Nil

SIRXMER002A

Coordinate merchandise presentation Nil

SIRXMER003A

Monitor in-store visual merchandising display

Nil

SIRXMER004

A

Manage merchandise and store

presentation

Nil

SIRXMER005A

Create a display Nil

SIRXMER006

A

Present products Nil

SIRXMER007A

Demonstrate merchandising and category presentation skills

Nil

SIRXMGT001

A

Coordinate work teams Nil

SIRXMGT002A

Maintain employee relations Nil

SIRXMGT003

A

Lead and manage people Nil

SIRXMGT004A

Analyse and communicate information Nil

SIRXMGT005

A

Set strategic plans Nil

SIRXMGT006A

Initiate and implement change Nil

SIRXMPR001A

Profile a retail market Nil

SIRXMPR002A

Provide marketing and promotion program support

Nil

SIRXMPR003A

Conduct telemarketing Nil


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SIRXMPR004A

Market products Nil

SIRXMPR005A

Seize a business opportunity Nil

SIRXMPR006A

Manage promotional activities Nil

SIRXMPR007

A

Devise a strategic marketing plan Nil

SIRXMPR008A

Implement advertising and promotional activities

Nil

SIRXOHS001

A

Apply safe working practices Nil

SIRXOHS002A

Maintain store safety Nil

SIRXOHS003

A

Provide a safe working environment Nil

SIRXPRO001A

Maximise sales of branded products Nil

SIRXPRO002

A

Implement product recalls Nil

SIRXPRO003A

Review product or service performance Nil

SIRXPRO004

A

Maximise product sales and market share Nil

SIRXPRO005A

Manage distribution processes Nil

SIRXPRO006A

Forecast product performance Nil

SIRXPRO007A

Improve supply and distribution chains Nil

SIRXPRO008A

Access product and service performance data

Nil


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SIRXQUA001A

Develop innovative ideas at work Nil

SIRXQUA002A

Lead a team to foster innovation Nil

SIRXQUA003A

Create an innovative work environment Nil

SIRXQUA004

A

Set up systems that support innovation Nil

SIRXQUA005A

Maintain operational quality and productivity

Nil

SIRXQUA006

A

Benchmark and continuously improve

operational quality

Nil

SIRXRPK001A

Recommend health and nutritional products

Nil

SIRXRPK002

A

Recommend hair, beauty and cosmetic

products and services

Nil

SIRXRSK001A

Minimise theft Nil

SIRXRSK002

A

Maintain store security Nil

SIRXRSK003A

Apply store security systems and procedures

Nil

SIRXRSK004

A

Control store security Nil

SIRXSLS001A Sell products and services Nil

SIRXSLS002A Advise on products and services Nil

SIRXSLS003A Coordinate sales performance Nil

SIRXSLS004A Build relationships with customers Nil

SIRXSLS005A Manage sales and service delivery Nil

SIRXSLS006A Lead a sales team Nil


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SIRXSLS007A Train sales team members Nil

SIRXSLS008A Develop a sales strategy Nil

SIRXSLS009A Manage sales teams Nil

Community Pharmacy units

SIRPDIS001A Accept prescriptions and deliver medicine SIRPPKS001A Support the sale

of pharmacy and pharmacist-only medicines

SIRPDIS002A Deliver prescription medicines to

customers outside the pharmacy

Nil

SIRPDIS003A Assist in dispensary operations SIRPPKS001A Support the sale of pharmacy and pharmacist-only medicines

SIRPDIS004A Assist in dispensary stock control SIRPPKS001A Support the sale of pharmacy and pharmacist-only medicines

SIRPDIS003A Assist in dispensary operations

SIRPDIS005A Assist in preparing dose administration

containers

SIRPPKS001A Support the sale


SIRPDIS003A Assist in

dispensary operations

SIRPDIS006A Assist in preparing extemporaneous prescriptions

SIRPPKS001A Support the sale of pharmacy and

pharmacist-only medicines


SIRPMER001

A

Market and promote pharmacy products

and services area

Nil

SIRPPKS001A Support the sale of pharmacy and pharmacist-only medicines

Nil

SIRPPKS002A Identify, locate and sell products related to

allergies


of pharmacy and


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SIRPPKS003A Identify, locate and sell analgesic and

anti-inflammatory products



SIRPPKS004A Identify, locate and sell baby and infant products



SIRPPKS005A Identify, locate and sell cough and cold products



SIRPPKS006A Identify, locate and sell eye, ear and oral care products



SIRPPKS007A Identify, locate and sell products for gastro-intestinal conditions


SIRPPKS008A Identify, locate and sell first aid and wound

care products



SIRPPKS009A Identify, locate and sell products for skin

and fungal conditions



SIRPPKS010A Assist in the management of pharmacy and




SIRPPKS011A Provide information, products and services on asthma



SIRPPKS012A Provide information, products and services on blood pressure



SIRPPKS013A Provide information, products and services on complementary medicine



SIRPPKS014A Provide information, products and services SIRPPKS001A Support the sale


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on diabetes of pharmacy and pharmacist-only medicines

SIRPPKS015A Provide information, products and services on diet, nutrition and weight management


SIRPPKS016A Provide information, products and services

to support home health care




on pregnancy and maternal health




on smoking cessation



SIRPPKS019A Provide information, products and services on women’s and men’s health



SIRPPKS020A Provide information, products and services on wound care



Retail units

SIRRFSA001A

Apply retail food safety practices Nil

SIRRFSA002

A

Monitor food safety program SIRRFSA001A Apply retail

food safety practices

SIRRIND001A Work effectively as a visual merchandiser Nil

SIRRMER001A

Merchandise food products SIRRFSA001A Apply retail food safety practices

SIRRMER002

A

Pack and display meat products SIRRFSA001A Apply retail


SIRRMER003A

Prepare and display fast food items SIRRFSA001A Apply retail food safety practices

SIRRMER004 Prepare and display bakery products SIRRFSA001A Apply retail


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A food safety practices

SIRRMER005

A

Produce retail visual illustrations Nil

SIRRMER006A

Manufacture visual merchandising support structures

Nil

SIRRMER007A

Apply lettering Nil

SIRRMER008A

Produce working drawings Nil

SIRRMER009A

Produce perspective drawings, plans and elevations

Nil

SIRRMER010

A

Design, construct and maintain props and

merchandisers

Nil

SIRRMER011A

Develop concept visuals Nil

SIRRMER012

A

Maintain display lighting and brief lighting

designers

Nil

SIRRMER013A

Design and produce store plans and floor layouts

Nil

SIRRMER014

A

Manage visual merchandising projects Nil

SIRRMER015A

Design merchandisers Nil

SIRRMER016

A

Style merchandise for photography Nil

SIRRMER017A

Design and produce merchandising and in-store presentations

Nil

SIRRMER018

A

Develop and apply strategies for

merchandising and corporate presentation

Nil

SIRRMER019A

Present design concepts Nil


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SIRRMER020A

Create and implement exhibition space Nil

SIRRRPK001A

Advise on food products and services SIRRFSA001A Apply retail food safety practices

SIRRRPK002A

Advise on meat products SIRRFSA001A Apply retail food safety practices

SIRRRPK003

A

Advise on fast food products SIRRFSA001A Apply retail


SIRRRPK004A

Advise on bakery products SIRRFSA001A Apply retail food safety practices

SIRRRPK005

A

Advise on seafood products SIRRFSA001A Apply retail


SIRRRPK006A

Recommend liquor products SITHFAB009A Provide responsible service of alcohol

(co-requisite)

SIRRRPK007A

Recommend and fit clothing or footwear products and services

Nil

SIRRRPK008

A

Recommend jewellery products and

services

Nil

SIRRRPK009A

Recommend toddler and baby products Nil

SIRRRPK010A

Recommend home and home improvement products and services

Nil

SIRRRPK011A

Recommend books or newsagency services Nil

SIRRRPK012A

Recommend business and leisure products and services

Nil

SIRRRPK013

A

Hire and sell video and DVD products and

services

Nil

SIRRRPK014A

Recommend specialised products and services

Nil

SIRRPOS001 Process postal outlet transactions Nil


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A

SIRRPOS002

A

Handle mail received in a retail

environment

Nil

SIRRPOS003A

Deliver mail in a retail environment Nil

SIRRPOS004A

Handle customer interviews and applications

Nil

Wholesale units

SIRWFIN001A

Complete debtor process Nil

SIRWFIN002A

Manage debtor processes Nil

SIRWIND001A

Confirm wholesale business practices Nil

SIRWINV001A

Process purchases Nil

SIRWINV002

A

Administer supply into a business Nil

SIRWINV003A

Monitor inventory capacity to meet demand

Nil

SIRWSLS001

A

Sell products and services to business

customers

Nil

SIRWSLS002A

Build sales relationships Nil

SIRWSLS003

A

Optimise customer and territory coverage Nil

SIRWSLS004A

Process product and service data Nil

SIRWSLS005

A

Analyse and achieve sales targets Nil

SIRWSLS006 Build sales of branded products Nil


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A

Imported units of competency in SIR07 V1.3 Retail Services Training Package

Code Title Origin

BSBADM409A

Coordinate business resources BSB07 Business Services Training Package

BSBADM502B

Manage meetings BSB07 Business Services Training Package

BSBADV512A

Develop an advertising strategy and brief

BSB07 Business Services Training Package

BSBCUS401A Coordinate the implementation of customer service strategies


BSBFIA302A Process payroll BSB07 Business Services Training

Package

BSBFIM501A Manage budgets and financial plans BSB07Business Services Training Package

BSBFRA301B Work within a franchise BSB07 Business Services Training

Package

BSBFRA401B Manage compliance with franchisee obligations and legislative requirements


BSBFRA402B Establish a franchise BSB07 Business Services Training

Package

BSBFRA403B Manage relationship with franchisor BSB07 Business Services Training Package

BSBFRA404B Manage a multiple site franchise BSB07 Business Services Training

Package

BSBFRA501B Establish a franchise operation BSB07 Business Services Training Package

BSBFRA502B Manage a franchise operation BSB07 Business Services Training

Package


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Code Title Origin

BSBFRA503B Manage establishment of new sites or regions


BSBFRA504B Manage relationships with franchisees BSB07 Business Services Training Package

BSBFRA505B Manage closure of a franchise BSB07 Business Services Training Package

BSBHRM502

A

Manage human resource management

information systems

BSB07 Business Services Training

Package

BSBHRM506A

Manage recruitment selection and induction processes


BSBINM202A Handle mail BSB07 Business Services Training

Package

BSBINM401A Implement workplace information system


BSBINM501A Manage an information or knowledge

management system


Package

BSBINN201A Contribute to workplace innovation BSB07 Business Services Training Package

BSBITS401A Maintain business technology BSB07 Business Services Training

Package

BSBLED501A Develop a workplace learning environment


BSBMGT403

A

Implement continuous improvement BSB07Business Services Training

Package

BSBMGT502B

Manage people performance BSB07 Business Services Training Package

BSBMGT502B

Manage people performance BSB07 Business Services Training Package

BSBMGT515A

Manage operational plan BSB07 Business Services Training Package

BSBMGT516A

Facilitate continuous improvement BSB07 Business Services Training Package


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Code Title Origin

BSBMKG501B

Identify and evaluate marketing opportunities


BSBMKG502B

Establish and adjust the marketing mix BSB07 Business Services Training Package

BSBMKG502B

Establish and adjust the marketing mix BSB07 Business Services Training Package

BSBMKG507

A

Interpret market trends and

developments


Package

BSBMKG514A

Implement and monitor marketing activities


BSBMKG608

A

Develop organisational marketing

objectives


Package

BSBOHS501B Participate in the coordination and maintenance of a systematic approach

to managing OHS


BSBOHS502B Participate in the management of the OHS information and data systems


BSBOHS503B Assist in the design and development

of OHS


Package

BSBPRO401A Develop product knowledge BSB07 Business Services Training Package

BSBPUR301B Purchase goods and services BSB07 Business Services Training Package

BSBPUR401B Plan purchasing BSB07 Business Services Training Package

BSBPUR402B Negotiate contracts BSB07 Business Services Training Package

BSBPUR403B Conduct international purchasing BSB07 Business Services Training

Package

BSBREL402A Build client relationships and business networks


BSBRES401A Analyse and present research BSB07 Business Services Training


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Code Title Origin

Package

BSBSMB401A Establish legal and risk management

requirements of small business


Package

BSBSMB404A Undertake small business planning BSB07Business Services Training Package

BSBSUS501A Develop workplace policy and procedures for sustainability


BSBWOR204A

Use business technology BSB07 Business Services Training Package

BSBWOR301A

Organise personal work priorities and development


BSBWOR404

A

Develop work priorities BSB07 Business Services Training

Package

BSBWOR501A

Manage personal work priorities and professional development


BSBWRK509

A

Manage industrial relations BSB07 Business Services Training

Package

CUFMEM06A Design a multimedia product CUF01 Film, TV, Radio and Multimedia Training Package

CUFMEM14A Create, manipulate and incorporate 2D

graphics

CUF01 Film, TV, Radio and

Multimedia Training Package

CUVCRS03A Produce computer-aided drawings CUV03 Visual Arts, Craft and Design Training Package

CUVDES01A Apply colour theory in response to a

brief

CUV03 Visual Arts, Craft and

Design Training Package

CUVDES02A Apply the design process to 2-dimensional work in response to a brief

CUV03 Visual Arts, Craft and Design Training Package

CUVDES03A Apply the design process to 3-dimensional work in response to a brief


CUVDSP04A Research and apply the history of CUV03 Visual Arts, Craft and


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Code Title Origin

design to design practice Design Training Package

CUVPHI05A Use a 35mm SLR camera or digital

equivalent

CUV03 Visual Arts, Craft and

Design Training Package

CUVVSP11A Apply techniques to produce digital images


HLTCSD306B Respond effectively to difficult or challenging behaviour

HLT07 Health Training Package

ICTCC121A Use enterprise information systems ICT02 Telecommunications Training Package

ICTCC241A Process sales ICT02 Telecommunications Training Package

ICTCC320A Use multiple information systems ICT02 Telecommunications Training

Package

ICTCC341A Provide sales solutions to customers ICT02 Telecommunications Training Package

SFIDIST202B Retail fresh, frozen and live seafood SFI04 Seafood Industry Training

Package

SITHCCC001A

Organise and prepare food SIT07 Tourism Hospitality and Events Training Package

SITHCCC003

A

Receive and store kitchen supplies SIT07 Tourism Hospitality and

Events Training Package

SITHFAB009A

Provide responsible service of alcohol SIT07 Tourism Hospitality and Events Training Package

SITHFAB010

A

Prepare and serve non-alcoholic

beverages

SIT07 Tourism Hospitality and


SITHFAB012A

Prepare and serve espresso coffee SIT07 Tourism Hospitality and Events Training Package

SITXOHS002

A

Follow workplace hygiene procedures SIT07 Tourism Hospitality and


TAAASS301A Contribute to assessment TAA04 Training and Assessment Training Package


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Code Title Origin

TAAASS401A Plan and organise assessment TAA04 Training and Assessment Training Package

TAADEL301A Provide training through instruction and demonstration of work skills

TAA04 Training and Assessment Training Package

TAADEL402A Facilitate group-based learning TAA04 Training and Assessment Training Package

TAADEL404A Facilitate work-based learning TAA04 Training and Assessment

Training Package

TAADEL502A Facilitate action learning projects TAA04 Training and Assessment Training Package

TAATAS504A Facilitate group processes TAA04 Training and Assessment

Training Package

TDTA1197B Package goods TDT02 Transport and Distribution Training Package

TDTA1297B Pick and process orders TDT02 Transport and Distribution

Training Package

TDTA2197B Despatch stock TDT02 Transport and Distribution Training Package

TDTD1097B Operate a forklift TDT02 Transport and Distribution

Training Package

TDTD1397B Move materials mechanically using automated equipment

TDT02 Transport and Distribution Training Package

TDTD197B Shift materials safely using manual

handling methods

TDT02 Transport and Distribution

Training Package

Summary mapping of SIR07 V1.3 Retail Services Training Package to WRP02 Community

Pharmacy, WRR02 Retail and WRW01 Wholesale Training Packages

Mapping of units of competency

Code Relates to Nature of relationship

Cross-Sector units

SIRXADM001 WRRCA2B Apply retail office Updated and equivalent to


Approved of 101



A procedures WRRCA2B

SIRXADM002

A

WRRCA4B Coordinate retail office Updated and equivalent to

WRRCA4B

SIRXCCS001A

WRRCS2B Apply point-of-sale handling procedures

Updated and equivalent to WRRCS2B

SIRXCCS002A

WRRCS3B Interact with customers Updated and equivalent to WRRCS3B

SIRXCCS003A

WRRCS4B Coordinate interaction with customers

Updated and equivalent to WRRCS4B

SIRXCCS004A

WRWWS403A Develop business to business relationships

Updated and equivalent to WRWWS403A

SIRXCCS005

A

WRWWS504A Manage business

customers

Updated and equivalent to

WRWWS504A

SIRXCCS006A

WRWWS302A Maintain business to business relationships

Updated and equivalent to SIRWCCS001A

SIRXCLM001

A

WRRM2B Perform routine

housekeeping duties


WRRM2B

SIRXCLM002A

WRRO6B Manage store facilities Updated and equivalent to WRRO6B

SIRXCOM001

A

WRRCS1B Communicate in the

workplace

Unit based on WRRCS1B but not

equivalent.

Element 4: Maintain personal presentation deleted and moved to

SIRXIND001A Work effectively in a retail environment.

Element 5. Follow routine instructions deleted and moved to SIRXIND001A Work effectively in

a retail environment.

Element 7: Use retail numbers in the

workplace deleted. Retail mathematical calculations, etc. explicitly included in relevant units.

SIRXEBS001 WRRO15A Acquire and retain Updated and equivalent to


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A online customers WRRO15A

SIRXEBS002

A

WRRO14A Manage retail brands

online


WRRO14A

SIRXEBS003A

WRWOP406A Manage and promote business to business e-commerce solutions

Updated and equivalent to WRWOP406A

SIRXEBS004

A

WRRO12A Select an e-business

model


WRRO12A

SIRXFIN001A WRRF1B Balance point-of-sale terminal

Updated and equivalent to WRRF1B

SIRXFIN002A WRRF2B Perform retail finance

duties

Updated and equivalent to WRRF2B

SIRXFIN003A WRRF3B Produce financial reports Updated and equivalent to WRRF3B

SIRXFIN004A WRRPL1B Manage financial resources

Updated and equivalent to WRRLP1B

SIRXFIN005A WRWFN403A Manage operations

to budget


WRWFN403A

SIRXFIN006A WRWFN504A Manage prices Updated and equivalent to WRWFN504A

SIRXGLC001

A

WRWOP403A Monitor compliance

with legal and legislative requirements impacting business requirements


WRWOP403A

SIRXGLC002A

WRWOP510A Establish compliance with legal and legislative requirements


SIRXGLC003

A

WRWOP201A Comply with

legislative requirements impacting business operations


WRWOP201A

SIRXHRM001

A

WRRPM1B Administer human

resources policy


WRRPM1B

SIRXHRM002A

WRRPM2B Recruit and select personnel

Updated and equivalent to WRRPM2B


Approved of 101



SIRXICT001A WRRCA1B Operate retail equipment

Updated and equivalent to WRRCA1B

SIRXICT002A WRWSL203A Use computers as part of business and e-commerce processes

Updated and equivalent to WRWSL203A

SIRXICT003A WRRCA5B Operate retail

information technology systems


WRRCA5B

SIRXICT004A WRRO13A Adopt mobile commerce applications to improve

sales and service

Updated and equivalent to WRRO13A

SIRXIND001A

WRRER1B Work effectively in a retail environment

Unit based on WRRER1B but not equivalent

SIRXIND001A has the following additional elements:

3. Develop retail industry knowledge

4. Maintain personal presentation

5. Follow routine instructions.

SIRXINV001

A

WRRI1B Perform stock control

procedures

Unit based on WRRI1B but not

equivalent

The following WRRI1B elements have been deleted

2. Rotate stock. This has been included as a PC under Element 1 in

SIRXINV001A

3. Participate in stocktake

4. Reorder stock

Dispatch goods. This has been included as a PC under Element 1 in

SIRXINV001A.

SIRXINV002A

WRR15A Maintain and order stock Updated and equivalent to WRR15A

SIRXINV003A

WRWI402A Plan inventory levels Updated and equivalent to WRWI402A

SIRXINV004 WRRI4B Buy merchandise Unit based on WRR14B but not


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A equivalent.

SIRXINV001A has additional

content:

Element 2. Analyse factors

impacting on stock levels and range requirements

SIRXINV005

A

WRRO5B Control inventory Updated and equivalent to WRR05B

SIRXINV006A

WRWPS504A Develop purchasing strategies

Updated and equivalent to WRWPS504A

SIRXMER001A

WRRM1B Merchandise products Updated and equivalent to WRRM1B

SIRXMER002A

WRRM3B Coordinate merchandise presentation

Updated and equivalent to WRRM3B

SIRXMER003A

WRRM5A Monitor in-store visual merchandising display

Updated and equivalent to WRRM5A

SIRXMER004

A

WRRO1B Manage merchandise and

store presentation

Updated and equivalent to WRRO1B

SIRXMER005A

WRRM6A Create a display for small business

Unit based on WRRVM6A but not equivalent.

SIRXMER005A content simplified so that unit is applicable to floor staff across a range of retail and wholesale

businesses.

SIRXMER006A

WRRVM5A Present products Updated and equivalent to WRRVM5A

SIRXMER007

A

WRRVM10A Demonstrate

merchandising and category presentation skills


WRRVM10A

SIRXMGT001

A

WRRER2B Coordinate work teams Updated and equivalent to

WRRER2B

SIRXMGT002A

WRRER 3B Maintain employee relations

Updated and equivalent to WRRER3B

SIRXMGT003 WRRPM3B Lead and manage Updated and equivalent to


Approved of 101



A people WRRPM3B

SIRXMGT004

A

WRRINF1B Analyse and

communicate information


WRRFIN1B

SIRXMGT005A

WRRPL2B Set strategic plans Updated and equivalent to WRRPL2B

SIRXMGT006A

WRRPL3B Initiate and implement change

Updated and equivalent to WRRPL3B

SIRXMPR001A

WRRO7A Profile a retail market Updated and equivalent to WRRO7A

SIRXMPR002A

WRWMK201A Provide marketing and promotion program support

Updated and equivalent to WRWMK201A

SIRXMPR003

A

WRWMK202A Conduct

telemarketing


WRWMK202A

SIRXMPR004A

WRWMK404A Market products Updated and equivalent to WRWMK404A

SIRXMPR005

A

WRWMK405A Seize a business

opportunity


WRWMK405A

SIRXMPR006A

WRWMK506A Manage promotional activities


SIRXMPR007

A

WRWMK508A Devise a strategic

marketing plan


WRWMK508A

SIRXMPR008A

WRWMK303A Implement advertising and promotional

activities


SIRXOHS001A

WRRLP1B Apply safe working practices


SIRXOHS002A

WRRLP3B Maintain store safety Updated and equivalent to WRRLP3B

SIRXOHS003A

WRRO3B Provide a safe working environment


SIRXPRO001A

WRWPL403A Maximise sales of branded products

Updated and equivalent to WRWPL403A


Approved of 101



SIRXPRO002A

WRWOP405A Implement product recalls


SIRXPRO003A

WRWPL504A Review product/service performance


SIRXPRO004A

WRWPL505A Maximise product sales and market share


SIRXPRO005

A

WRWPL506A Manage distribution

process


WRWPL506A

SIRXPRO006A

WRWPL507A Forecast product performance


SIRXPRO007

A

WRWPL508A Improve supply and

distribution chains


WRWPL508A

SIRXPRO008A

WRWPL201A Access product and service performance data


SIRXQUA001

A

WRRO8A Develop innovative ideas

at work

Unit updated and equivalent to

WRRO8A

SIRXQUA002A

WRRO9A Lead a team to foster innovation

Unit updated and equivalent to WRRO9A

SIRXQUA003

A

WRRO10A Create an innovative

work environment


WRRO10A

SIRXQUA004A

WRRO11A Set up systems that support innovation

Unit updated and equivalent to WRRO11A

SIRXQUA005

A

WRWOP402A Maintain operational

quality and productivity


WRWOP402A

SIRXQUA006A

WRWOP509A Benchmark and continuously improve operational quality

Unit updated and equivalent to WRWOP509A

SIRXRPK001

A

WRRSS16B Recommend health

and nutritional products


WRRSS16B

SIRXRPK002A

WRRSS15B Recommend hair, beauty and cosmetic products and

services

Updated and equivalent to WRRSS15B


Approved of 101



SIRXRSK001A

WRRLP2B Minimise theft Updated and equivalent to WRRLP2B

SIRXRSK002A

WRRLP4B Maintain store security Updated and equivalent to WRRLP4B

SIRXRSK003A

WRRLP5B Apply store security systems and procedures


SIRXRSK004

A

WRRO4B Control store

security/loss

Unit based on WRRO4B but not

equivalent.

SIRXRSK004A has an additional

Element 2. Minimise stock loss or dissipation and associated content including mathematical calculations,

analyse and stock controls.

SIRXSLS001A WRRS1B Sell products and services Updated and equivalent to WRRS1B

SIRXSLS002A WRRS2B Advise on products and services

Updated and equivalent to WRRS2B

SIRXSLS003A WRRS3B Coordinate sales

performance


SIRXSLS004A WRRS4B Build relationships with customers


SIRXSLS005A WRRO2B Manage sales and service

delivery


SIRXSLS006A WRWSL407A Lead a sales team Updated and equivalent to WRWSL407A

SIRXSLS007A WRWSL408A Train sales team

members


WRWSL408A

SIRXSLS008A WRWMK507A Develop a sales strategy


SIRXSLS009A WRWSL509A Manage sales teams Updated and equivalent to

WRWSL509A

Community Pharmacy units

SIRPDIS001A WRPDIS101A Accept prescriptions Unit based on WRPDIS101A but not


Approved of 101



for dispensing equivalent.

SIRPDIS001A includes an additional

element:

Deliver medicines to customers

within the community pharmacy.

SIRPDIS002A WRPDIS202A Delivery of medication

Unit based on WRPDIS202A but not equivalent.

SIRPDIS002A relates specifically to delivery of prescription medicines to customers outside the pharmacy. It

deletes the element:

Deliver medication to patient within

the pharmacy.

SIRPDIS003A WRPDIS303A Assist in dispensary operations

Unit based on WRPDIS303A but not equivalent. SIRPDIS003A incorporates:

WRPDIS304A Assist in dispensary administration

Element 1 of WRPDIS306A Assist in dispensary housekeeping/maintenance.

SIRPDIS004A WRPDIS305A Assist in dispensary

stock control


WRPDIS305A

SIRPDIS005A WRPDIS307A Assist in preparing dose administration containers

Unit based on WRPDIS307A but not equivalent.

SIRPDIS005A also incorporates:

WRPDIS304A Assist in dispensary administration

Element 1 of WRPDIS306A Assist in dispensary

housekeeping/maintenance.

SIRPDIS006A New unit

SIRPMER001A

WRPMAR301A Market and promote a pharmacy

products/services area

Unit updated and equivalent to WRPMAR301A

SIRPPKS001A New unit Covers privacy and confidentiality of


Approved of 101



customer information (removed from product units to reduce duplication)

SIRPPKS002A WRPPK210A Apply product knowledge for allergy conditions

Unit updated and equivalent to WRPPK210A

SIRPPKS003A WRPPK201A Apply product knowledge for analgesic and

anti-inflammatory needs


SIRPPKS004A WRPPK202A Apply product knowledge for baby/infant care

needs


SIRPPKS005A WRPPK203A Apply product knowledge for cough and cold needs


SIRPPKS006A WRPPK205A Apply product

knowledge for eye, ear and oral care needs


WRPPK205A

SIRPPKS007A WRPPK206A Apply product knowledge for gastro-intestinal

needs


SIRPPKS008A WRPPK208A Apply product knowledge for injury and wound

care needs


SIRPPKS009A WRPPK211A Apply product knowledge for skin and fungal

conditions


SIRPPKS010A New unit

SIRPPKS011A WRPPK316A Provide health care advice, products and services on asthma needs


SIRPPKS012A WRPPK317A Provide health care advice, products and services on blood pressure needs


SIRPPKS013A WRPPK318A Provide health care

advice, products and services on complementary medicine


WRPPK318A

Includes understanding of

evidence-based assessment of


Approved of 101



efficacy.


advice, products and services on diabetes needs


WRPPK319A

SIRPPKS015A New Unit SIRPPKS015A covers content of WRPPK204A Apply product

knowledge of diet and nutrition needs, and extends the unit to

include weight management product range.

SIRPPKS016A WRPPK207A Apply knowledge for home health care needs

Unit based on WRPPK207A but not equivalent.

SIRPPKS016A involves a more detailed knowledge of common

conditions supported by home health care aids and equipment and understanding of features and

benefits of the range of equipment and aids available. As a result this

revised unit is now packaged at AQF 3.

SIRPPKS017A WRPPK320A Provide health care advice, products and services on

pregnancy/maternal health needs


SIRPPKS018A WRPPK321A Provide health care advice, products and services on

smoking cessation

Unit updated and equivalent to WRPPK321A. Covers understanding

of symptoms and known health effects of smoking.

SIRPPKS019A WRPPK214A Apply product

knowledge for women’s and men’s health needs

Unit based on WRPPK214A but not

equivalent.

SIRPPKS019A defines a different and more specific range of

conditions than WRPPK214A and a more detailed set of knowledge to

support sale of related products. As a result this revised unit is now packaged at AQF 3.


advice, products and services on


WRPPK322A


Approved of 101



wound care

Retail units

SIRRFSA001

A

WRRLP6C Apply retail food safety

practices

Unit based WRRLP6C on but not

equivalent.

Updated to better comply with current food safety legislative

requirements.

SIRRFSA002A

WRRLP7C Monitor food safety plan/program

Unit based on WRRLP7C but not equivalent.

Updated to better comply with current food safety legislative requirements.

SIRRIND001A WRRVM1A Work effectively as a visual merchandiser

Unit based on WRRVM1A but not equivalent.

Additional learning and team

performance criteria added.

SIRRMER001A

WRRFM1B Merchandise food products

Updated and equivalent to WRRFM1B

SIRRMER002

A

WRRFM2B Pack and display meat

products


WRRFM2B

SIRRMER003A

WRRFM3B Prepare and display fast food items

Updated and equivalent to WRRFM3B

SIRRMER004

A

WRRFM5B Prepare and display

bakery products


WRRFM5B

SIRRMER005A

WRRVM2A Produce retail visual illustrations

Updated and equivalent to WRRVM2A

SIRRMER006A

WRRVM3A Manufacture visual merchandising support structures


SIRRMER007A

WRRVM4A Apply lettering Updated and equivalent to WRRVM4A

SIRRMER008A

WRRVM6A Produce working drawings


SIRRMER009 WRRVM7A Produce perspective Updated and equivalent to


Approved of 101



A drawings, plans and elevations WRRVM7A

SIRRMER010

A

WRRVM8A Design, construct and

maintain props and merchandisers


WRRVM8A

SIRRMER011A

WRRVM9A Develop concept visuals


SIRRMER012A

WRRVM11A Maintain display lighting and brief lighting designers


SIRRMER013A

WRRVM12A Design and produce store plans and floor layouts


SIRRMER014A

WRRVM13A Manage visual merchandising projects


SIRRMER015

A

WRRVM14A Design

merchandisers


WRRVM14A

SIRRMER016A

WRRVM15A Style merchandise for photography


SIRRMER017

A

WRRVM16A Design and produce

merchandising and in-store presentations


WRRVM16A

SIRRMER018

A

WRRVM17A Develop and apply

strategies for merchandising and corporate presentation


WRRVM17A

SIRRMER019A

WRRVM18A Present design concepts


SIRRMER020A

WRRVM19A Create and implement exhibition space


SIRRRPK001A

WRRFS1B Advise on food products and services

Updated and equivalent to WRRFS1B

SIRRRPK002

A

WRRFS2B Advise on meat

products


WRRFS2B

SIRRRPK003A

WRRFS3B Advise on fast food products


SIRRRPK004 WRRFS5B Advise on bakery Updated and equivalent to


Approved of 101



A products WRRFS5B

SIRRRPK005

A

WRRFS6B Advise on seafood

products


WRRFS6B

SIRRRPK006A

WRRFS4B Recommend liquor products


SIRRRPK007A

WRRSS1B Recommend and fit clothing and accessories.

WRRSS2B Recommend and fit footwear products and accessories

Unit based on WRRSS1B and WRRSS2B but not equivalent.

SIRXPK007A Recommend and fit clothing or footwear products and

services has been developed as a rationalisation of these 2 units. It has been designed so that it may

contextualised to meet either of the previous unit outcomes.

SIRRRPK008

A

WRRSS3B Recommend jewellery



WRRSS3B

SIRRRPK009A

WRRSS17B Recommend toddler/baby products


SIRRRPK010

A

WRRSS4B Recommend electrical


WRRSS5B Recommend furniture products

WRRSS6B Recommend floor covering products and services

WRRSSSS7B Recommend hardware products and services

WRRSS18B Recommend soft

furnishings/fabrics/manchester/ haberdashery/products and services.

Unit based on WRRSS4B,

WRRSS5B, WRRSS6B, WRRSS7B, WRRSS18B; but not equivalent.

SIRRRPK010A Recommend home

and home improvement products and services has been developed as a

rationalisation of these units. It has been designed so that it may be contextualised to meet any of the

previous unit outcomes.

SIRRRPK011

A

WRRSS12B Recommend and sell

books and advise on reader services

WRRSS13B Recommend newsagency products and services

Unit based on WRRSS12B,

WRRSS13B but not equivalent.

SIRXPK011A Recommend books or newsagency services, has been

developed as a rationalisation of these 2 units. It has been designed so

that it may contextualised to meet either of the previous unit outcomes.


Approved of 101



SIRRRPK012A

WRRSS8B Recommend cameras, photographic equipment and

services

WRRSS9B Recommend computer


WRRSS10B Recommend sporting products and services

WRRSS19B Recommend music/audio products and services

Unit based on WRRSS8B, WRRSS9B, WRRSS10B,

WRRSS19B but not equivalent.

SIRRRPK012A Recommend

business and leisure products and services, has been developed as a rationalisation of these units. It has

been designed so that it may be contextualised to meet any of the

previous unit outcomes.

SIRRRPK013A

WRRSS14B Hire and sell video products and services


SIRRRPK014

A

WRRSS20A Recommend

specialised products and services


WRRSS20A

SIRRPOS001A

WRRRP4A Process postal outlet transactions

Updated and equivalent to WRRRP4A

SIRRPOS002

A

WRRRP2A Handle mail received in

a retail environment


WRRRP4A

SIRRPOS003A

WRRRP3A Deliver mail in a retail environment


SIRRPOS004A

WRRRP1A Handle customer interviews and applications


Wholesale units

SIRWFIN001A

WRWFN201A Complete debtor processes

Updated and equivalent to WRWFN201A

SIRWFIN002A

WRWFB302A Manage debtor processes

Updated and equivalent to WRWFB302A

SIRWIND001

A

WRWWS201A Confirm wholesale

business practices


WRWWS201A

SIRWINV001A

WRWPS201A Process purchases Updated and equivalent to WRWPS201A

SIRWINV002

A

WRWPS302A Administer supply

into a business


WRWPS302A

SIRWINV003 WRWI301A Monitor inventory Updated and equivalent to


Approved of 101



A capacity to meet demand WRWI301A

SIRWSLS001

A

WRWSL201A Sell products and

services to business customers


WRWSL201A

SIRWSLS002A

WRWSL202A Build sales relationships


SIRWSLS003A

WRWSL304A Optimise customer and territory coverage


SIRWSLS004A

WRWPL302A Process product and service data


SIRWSLS005A

WRWSL305A Analyse and achieve sales targets


SIRWSLS006

A

WRWSL306A Build sales of

branded products


WRWSL306A

SIR07 Mapping of imported units of competency

Version 1 Code and title Version 2 Code and title Comment in relation to Version 1

E = equivalent

N = not equivalent

BSBADM308A Process payroll

BSBFIA302A Process payroll

E


BSBADM308A

BSBADM502A Manage meetings

BSBADM502B Manage meetings

E


BSBADM502A

BSBADV601A Create an advertising brief

BSBADV512A Develop an advertising strategy and brief

N

New Unit - Based on, but not equivalent to BSBADV601A Create

an advertising brief

BSBCMN205A Use business technology

BSBWOR204A Use business technology

E


BSBCMN205A


Approved of 101




E = equivalent

N = not equivalent

BSBCMN212A Handle mail

BSBINM202A Handle mail

E


BSBCMN212A - minor change

BSBCMN301A Exercise initiative in a

business environment

BSBINN201A Contribute to workplace

innovation

N

New Unit - Based on, but not

equivalent to BSBCMN301A

BSBCMN304A Contribute to personal skill

development and learning

BSBWOR301A Organise personal work priorities and development

E

Deleted and merged into BSBWOR301A Organise personal

work priorities and development

BSBCMN402A Develop work priorities

BSBWOR404A Develop work priorities

E


BSBCMN402A Develop work priorities

BSBCMN405A Analyse

and present research

information

BSBRES401A Analyse

and present research information

E



BSBCMN406A Maintain business technology

BSBITS401A Maintain business technology

E


BSBCMN406A

BSBCMN407A Coordinate business

resources

BSBADM409A Coordinate business

resources

E


BSBCMN407A

BSBCMN410A Coordinate

implementation of

customer service strategies

BSBCUS401A Coordinate

implementation of

customer service strategies

E




Approved of 101




E = equivalent

N = not equivalent

BSBFLM406B Implement workplace

information system

BSBINM401A Implement workplace

information system

E


BSBFLM406B

- minor change

BSBFLM409B Implement

continuous

improvement

BSBMGT403A

Implement continuous

improvement

E

Unit updated and equivalent to BSBFLM409B

- minor change

BSBFLM501B Manage

personal work

priorities and professional

development

BSBWOR501A Manage

personal work

priorities and professional

development

E


- minor change

BSBFLM503B Manage effective workplace

relationships

BSBMGT502B Manage people performance

E

Deleted as covered by


BSBFLM505B Manage operational plan

BSBMGT515A Manage operational plan

E


BSBFLM505B

- minor change

BSBFLM506B Manage

workplace information systems

BSBINM501A Manage an

information or knowledge management system

E

Deleted and incorporated into BSBINM501A Manage an information or knowledge

BSBFLM509B Facilitate

continuous

improvement

BSBMGT516A Facilitate

continuous

improvement

E


- minor change

BSBFLM511B Develop a BSBLED501A Develop a E


Approved of 101




E = equivalent

N = not equivalent

workplace learning

environment

workplace learning

environment


BSBFRA301A Work

within a franchise

BSBFRA301B Work

within a franchise

E

Unit updated and equivalent to BSBFRA301A

BSBFRA401A Manage

compliance with

franchisee obligations and legislative

requirements

BSBFRA401B Manage

compliance with

franchisee obligations and legislative

requirements

E


BSBFRA402A Establish a franchise

BSBFRA402B Establish a franchise

E


BSBFRA402A

BSBFRA403A Manage relationship with

franchisor

BSBFRA403B Manage relationship with

franchisor

E


BSBFRA403A

BSBFRA404A Manage a multiple site

franchise

BSBFRA404B Manage a multiple site

franchise

E


BSBFRA501A Establish a

franchise operation

BSBFRA501B Establish a

franchise operation

E


BSBFRA502A Manage a

franchise operation

BSBFRA502B Manage a

franchise operation

E


BSBFRA503A Manage

establishment of new

sites or regions

BSBFRA503B Manage

establishment of new

sites or regions

E



Approved of 101




E = equivalent

N = not equivalent

BSBFRA504A Manage relationships with

franchisees

BSBFRA504B Manage relationships with

franchisees

E


BSBFRA504A

BSBFRA505A Manage closure of a franchise

BSBFRA505B Manage closure of a franchise

E


BSBFRA505A

BSBHR502A Manage human resource

management information

systems

BSBHRM502A Manage human resources

management information

systems

E

Unit updated and equivalent to BSBHR502A -

minor change

BSBHR504A Manage industrial relations

policies and processes

BSBWRK509A Manage industrial relations

E


BSBHR504A -

minor change

BSBHR506A Manage

recruitment selection

and induction processes

BSBHRM506A Manage

recruitment, selection

and induction processes

E

Unit updated and equivalent to BSBHR506A -

minor change

BSBMGT501A Market

services and

concepts to internal

customers

BSBMKG502B Establish

and adjust the marketing mix

E

Deleted as covered by BSBMKG502B Establish and adjust

the marketing mix

BSBMGT502A Manage people performance


E


BSBMGT502A - minor change

BSBMGT504A Manage budgets and

financial plans

BSBFIM501A Manage budgets and financial plans

E

Deleted as covered by BSBFIM501A Manage budgets and financial plans


Approved of 101




E = equivalent

N = not equivalent

BSBMGT507A Manage environmental

performance

BSBSUS501A Develop

workplace policy and

procedures for sustainability

E

Deleted as covered by a new

common unit in sustainability, BSBSUS501A Develop

workplace policy and procedures for sustainability

BSBMKG403A Analyse market data

BSBREL402A Build client relationships and

business networks

E

Deleted and replaced partly by


and BSBMKG507A Interpret market trends and developments

BSBMKG403A Analyse market data

BSBMKG507A Interpret market trends and

developments

E



and BSBMKG507A Interpret market trends and developments

BSBMKG404A Forecast market and

business needs

BSBMKG507A Interpret market trends and

developments

E

Deleted and replaced by

BSBMKG507A Interpret market trends and developments

BSBMKG501A Evaluate

marketing

opportunities

BSBMKG501B Identify

and evaluate

marketing opportunities

E


BSBMKG501A - minor change

BSBMKG502A Establish

and adjust the

marketing mix

BSBMKG502B Establish

and adjust the

marketing mix

E


BSBMKG502A - minor change

BSBMKG503A Develop a marketing

BSBMKG502B Establish and adjust the marketing

E



Approved of 101




E = equivalent

N = not equivalent

communications plan mix BSBMKG502B Establish and adjust the marketing mix and

BSBMKG608A Develop organisational marketing objectives

BSBMKG503A Develop a

marketing

communications plan

BSBMKG608A Develop

organisational marketing objectives

E

Deleted and replaced partly by BSBMKG502B Establish and adjust the marketing mix and

BSBMKG608A Develop organisational marketing objectives

BSBMKG505A Review

marketing

performance

BSBMKG514A

Implement and monitor marketing

activities

E

Deleted and replaced by a new unit BSBMKG514A Implement and monitor marketing

activities

BSBOHS501A Participate in the coordination

and maintenance of a systematic approach to

managing OHS

BSBOHS501B Participate in the coordination

and maintenance of a systematic approach to

managing OHS

E


BSBOHS501A

BSBOHS502A Participate in the management

of the OHS information

and data systems

BSBOHS502B Participate in the

management of the OHS

information and

data systems

E


BSBOHS502A

BSBOHS503A Assist in

the design and

development of OHS participative

arrangements

BSBOHS503B Assist in

the design and

development of OHS participative

arrangements

E


BSBOHS503A

BSBPUR301A Purchase BSBPUR301B Purchase E


Approved of 101




E = equivalent

N = not equivalent

goods and services goods and services Unit updated and equivalent to BSBPUR301A

BSBPUR401A Plan

purchasing

BSBPUR401B Plan

purchasing

E

Unit updated and equivalent to BSBPUR401A

BSBPUR402A Negotiate

contracts

BSBPUR402B Negotiate

contracts

E


BSBPUR403A Conduct

international

purchasing

BSBPUR403B Conduct

international

purchasing

E


BSBSBM401A Establish business and legal

requirements

BSBSMB401A Establish legal and risk

management requirements of small business

E


BSBSBM401A

BSBSBM404A Undertake

business planning

BSBSMB404A Undertake

small business

planning

E


BSBSBM404A

BSBSLS301A Develop product knowledge

BSBPRO401A Develop product knowledge

E


BSBSLS301A

- minor change

THHBKA01B Organise

and prepare food

SITHCCC001A

Organise and prepare

food

E

Updated and equivalent to THHBKA01B

THHBKA03B Receive

and store kitchen supplies

SITHCCC003A

Receive and store

kitchen supplies

E

Updated and equivalent to THHBKA03B


Approved of 101




E = equivalent

N = not equivalent

THHBFB09B Provide responsible service of

alcohol

SITHFAB009A Provide

responsible service of

alcohol

E


THHBFB09B

THHBFB10B Prepare and serve non-alcoholic

beverages

SITHFAB010B Prepare

and serve non-alcoholic

beverages

E


THHBFB10B

THHBFB12B Prepare and serve espresso coffee

SITHFAB012A Prepare

and serve espresso coffee E

Updated and equivalent to THHBFB12B

THHGHS01B Follow workplace hygiene procedures

SITXOHS002A Follow

workplace hygiene

procedures

E

Updated and equivalent to THHGHS01B

Mapping of qualifications


N/A WRP10102 Certificate I in Community Pharmacy

This qualification no longer exists, reflecting the decision that

entry-level vocational skills for this role are more appropriately aligned

at Certificate II.

Those RTOs wishing to issue a Certificate I qualification are able to

contextualise SIR10107.

SIR10107 WRR10102 Certificate I in Retail Operations

Replaces WRR10102; the intent of the qualification remains unchanged.

The total number of units required to achieve this qualification has remained 5.

Units updated but content and qualifications packaging unchanged.


Approved of 101



SIR20107 WRP20102 Certificate II in Community Pharmacy

Replaces WRP20102; the intent of the qualification remains unchanged.

The total number of units required to achieve this qualification has

decreased from 26 to 22.

Total number of core units has decreased from 23 to 19.

Total number of elective units required has remained the same.

SIR20207 WRR20102 Certificate II in Retail

Operations

Replaces WRR20102; the intent of

the qualification remains unchanged. Existing units updated and additional

electives added.


remained 14.

Core reduced from 10 to 9 units

Total electives increased from 4 to 5.

SIR20307 WRW20101 Certificate II in Wholesale Operations

Replaces WRW20101; the intent of the qualification remains unchanged.

The total number of units required to

achieve this qualification has increased from 11 to 14

Core increased from 9 to 10 units

Total electives increased from 2 to 4.

SIR30107 WRP30102 Certificate III in Community Pharmacy



increased from 12 to 34.

prerequisite units have been embedded in the core of the

qualification.

Total number of core units has


Total number of elective units has increased from 9 to 13.


Approved of 101



SIR30207 WRR30102 Certificate III in Retail Supervision

WRR30202 Certificate III in Retail Operations

A new integrated qualification that replaces both WRR30102 and

WRR30202 with updated existing operations and supervision units and

additional electives.




Electives increased from 4 to 7 units.

SIR30307 WRW30101 Certificate III in Wholesale Operations

Replaces WRW30101; the intent of the qualification remains unchanged.

The total number of units required to achieve this qualification has decreased from 18 to 10 through the

elimination of nested core units.


Electives remain at 7 units.

SIR40107 WRP40102 Certificate IV in Community Pharmacy


The total number of units required to

achieve this qualification has increased from 20 to 33.

prerequisite units have been embedded in the core of the qualification.

Total number of core units has increased from 7 to 22.

Total number of elective units has decreased from 13 to 11.

SIR40207 WRR40102 Certificate IV in Retail Management

WRW40101 Certificate IV in Wholesale Management

A new integrated qualification that replaces both WRR40102 and

WRW40101 with updated existing units and a broad range of electives.

The intent of the change is to offer a management qualification that may be flexibly applied in a range of

small, medium and large retail, integrated retail and wholesale or


Approved of 101



wholesale workplaces as per current industry practice.

The total number of units required to achieve this qualification has been

reduced to 10 from WRR40102 (12 units) and WRW40101 (26 units).

Core units have been reduced to 3

units from WRR40102 (6 units) and WRW40101(15 units).

Elective units have changed to 7 units from WRR40102 (6 units) and WRW40101 (11 units)

SIR50107 WRR50102 Diploma of Retail Management

WRW50101 Diploma of Wholesale

Management

A new integrated qualification that replaces both WRR50102 and WRW50101 with updated existing

units and a broad range of electives. The intent of the change is to offer a

management qualification that may be flexibly applied in a range of small, medium and large retail,

integrated retail and wholesale or wholesale workplaces as per current industry practice.

The total number of units required to achieve this qualification has been

reduced to 9 units, from WRR50102 (16 units) and WRW50101 (33 units)

Core units have been reduced to 2

units from WRR50102 (10 units) and WRW50101 (17 units)

Elective units have been increased to 7 units from WRR50102 (6 units) and decreased from

WRW50101 (16 units).

SIR50207 WRR50202 Diploma of Visual Merchandising

Equivalent to WRR50102 as the intent of the qualification remains

unchanged. Content and qualifications packaging remain

unchanged.


Overview Date this document was generated: 26 May 2012

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remained 32.

Explanation of the review date

The review date (shown on the title page and in the footer of each page) indicates when the Training Package is expected to be reviewed in the light of changes such as changing

technologies and circumstances. The review date is not an expiry date. Endorsed Training Packages and their components remain current until they are reviewed or replaced.

Overview

Overview

Overview of Training Packages

What is a Training Package?

A Training Package is an integrated set of nationally endorsed Competency Standards, Assessment Guidelines and Australian Qualifications Framework (AQF) qualifications for a

specific industry, industry sector or enterprise. Each Training Package:

provides a consistent and reliable set of components for training, and recognising and

assessing people’s skills, and may also have optional support materials enables nationally recognised qualifications to be awarded through direct assessment of

workplace competencies encourages the development and delivery of flexible training which suits individual and

industry requirements

encourages learning and assessment in a work-related environment which leads to verifiable workplace outcomes.

How do Training Packages fit within the National Training Framework?

The National Training Framework is made up of the nationally agreed quality arrangements

for the vocational education and training sector, the Australian Quality Training Framework (AQTF), and Training Packages endorsed by the National Training Quality Council (NTQC).

How are Training Packages developed?

Training Packages are developed by Industry Skills Councils or enterprises to meet the identified training needs of specific industries or industry sectors. To gain national endorsement of Training Packages, developers must provide evidence of extensive research,

consultation and support within the industry area or enterprise.


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How do Training Packages encourage flexibility?

Training Packages describe the skills and knowledge needed to perform effectively in the workplace without prescribing how people should be trained.

Training Packages acknowledge that people can achieve vocational competency in many ways by emphasising what the learner can do, not how or where they learned to do it. For example, some experienced workers might be able to demonstrate competency against the

units of competency, and even gain a qualification, without completing a formal training program.

With Training Packages, assessment and training may be conducted at the workplace, off the job, at a training organisation, during regular work, or through work experience, work placement, work simulation or any combination of these.

Who can deliver and assess using Training Packages?

Training and assessment using Training Packages must be conducted by a registered training organisation (RTO) that has the qualifications or specific units of competency on its scope of

registration, or that works in partnership with another RTO as specified in the AQTF Standards for Registered Training Organisations.

Training Package components

Training Packages are made up of mandatory components endorsed by the NTQC and

optional support materials.

Training Package endorsed components

The nationally endorsed components include the Competency Standards, Assessment Guidelines and Qualifications Framework. These form the basis of training and assessment in

the Training Package and, as such, they must be used.


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Competency Standards

Each unit of competency identifies a discrete workplace requirement and includes the

knowledge and skills that underpin competency as well as language, literacy and numeracy; and occupational health and safety requirements. The units of competency must be adhered to in training and assessment to ensure consistency of outcomes.

Assessment Guidelines

The Assessment Guidelines provide an industry framework to ensure all assessments meet industry needs and nationally agreed standards as expressed in the Training Package and the

Standards for Registered Training Organisations. The Assessment Guidelines must be followed to ensure the integrity of assessment leading to nationally recognised qualifications.

Qualifications Framework

Each Training Package provides details of those units of competency that must be achieved to

award AQF qualifications. The rules around which units of competency can be combined to make up a valid AQF qualification in the Training Package are referred to as the ‘packaging rules’. The packaging rules must be followed to ensure the integrity of the nationally

recognised qualifications issued.

Training Package support materials

The endorsed components of Training Packages are complemented and supported by optional

support materials that provide for choice in the design of training and assessment to meet the needs of industry and learners. Training Package support materials can relate to single or multiple units of competency, an

industry sector, a qualification or the whole Training Package. They tend to fall into one or more of the categories illustrated below.

Training Package support materials are produced by a range of stakeholders such as RTOs,

individual trainers and assessors, private and commercial developers and government agencies.

Where such materials have been quality assured through a process of ‘noting’ by the NTQC, they display the following official logo. Noted support materials are listed on the National Training Information Service (NTIS) website, together with a detailed description and

information on the type of product and its availability (www.ntis.gov.au).


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It is not compulsory to submit support materials for noting; any resources that meet the

requirements of the Training Package can be used.

Training Package, qualification and unit of competency codes

There are agreed conventions for the national codes used for Training Packages and their components. Always use the correct codes, exactly as they appear in the Training Package,

and with the title always following the code.

Training Package codes

Each Training Package has a unique five-character national code assigned when the Training

Package is endorsed, for example SIR07 V1.3. The first three characters are letters identifying the Training Package industry coverage and the last two characters are numbers identifying

the year of endorsement.

Qualification codes

Within each Training Package, each qualification has a unique eight-character code, for example SIR10107. The first three letters identify the Training Package; the first number identifies the qualification level (noting that arabic numbers are not used in qualification titles

themselves); the next two numbers identify the position in the sequence of the qualification at that level; and the last two numbers identify the year in which the qualification was endorsed.

(Where qualifications are added after the initial Training Package endorsement, the last two numbers may differ from other Training Package qualifications as they identify the year in which those particular qualifications were endorsed.)

Unit of competency codes

Within each Training Package, each unit of competency has a unique code. The unit of

competency codes are assigned when the Training Package is endorsed, or when new units of competency are added to an existing endorsed Training Package. A typical code is made up of 12 characters, normally a mixture of uppercase letters and

numbers, as in SIRPPKS001A. The first three characters signify the Training Package (SIR07 V1.3 Retail Services Training Package in the above example) and up to eight characters,

relating to an industry sector, function or skill area, follow. The last character is always a letter and identifies the unit of competency version. The ‘A’ in the example above indicates that this is the original unit of competency. An incremented version identifier usually means

that minor changes have been made. Typically this would mean that wording has changed in the range statement or evidence guide, providing clearer intent. Where changes are made that

alter the outcome, a new code is assigned and the title is changed.


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Training Package, qualification and unit of competency titles

There are agreed conventions for titling Training Packages and their components. Always use the correct titles, exactly as they appear in the Training Package, and with the code always

placed before the title.

Training Package titles

The title of each endorsed Training Package is unique and relates the Training Package’s

broad industry coverage.

Qualification titles

The title of each endorsed Training Package qualification is unique. Qualification titles use

the following sequence:

firstly, the qualification is identified as either Certificate I, Certificate II, Certificate III, Certificate IV, Diploma or Advanced Diploma

this is followed by the words ‘in’ for Certificates I to IV and ‘of’ for Diploma and Advanced Diploma

then the industry descriptor follows, for example Telecommunications if applicable, the occupational or functional stream follows in brackets, for example

(Computer Systems).

For example:

SIR10107 Certificate I in Retail Services

SIR20207 ertificate II in Retail.

Unit of competency titles

Each unit of competency title is unique. Unit of competency titles describe the competency

outcome concisely, and are written in sentence case. For example:

SIRPPKS001A Support the sale of pharmacy-only medicine SIRPPK002A Identify, locate and sell products related to allergies

Overview of SIR07 V1.3 Retail Services Training Package

The SIR07 V1.3 Retail Services Training Package represents review, redevelopment,

rationalisation and integration of three previous Training Packages. These are:

WRP02 Community Pharmacy Training Package (initially endorsed in 2002) WRR02 Retail Training Package (initially endorsed in 1997, and reviewed in 2002)

WRW01 Wholesale Training Package (initially endorsed in 2001)

In April 2005 the reviews of both the WRR02 Retail Training Package and WRW01

Wholesale Training Package commenced; and in June 2005 the review of the WRP02 Community Pharmacy Training Package began. These reviews were each directed by a National Industry Reference Group and involved input from a diverse range of employers,

employer bodies, employees, unions, public and private registered training organisations and state training authorities. The findings of these reviews have informed significant change

leading to the development of one integrated Retail Services Training Package.


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This version has been funded by the Department of Education, Science and Training (DEST)

and developed by the Services Industries Skills Council through another round of extensive consultation with industry, registered training organisations, key government regulators of the

retail, wholesale and community pharmacy industries, and state and territory training authorities. Initial consultation involved a review of the previous versions of the Community Pharmacy,

Retail and Wholesale Training Packages and collection of comments on the contents and effectiveness of delivery and assessment. Validation has involved the dissemination of all

contents of the reviewed Training Package to ensure the enhanced product is suitable to meet the needs of all users and provide industry with quality training and assessment outcomes. Changes within industry since 2001–02 and within the policy framework for the development

of Training Packages have resulted in the following key changes:

The three stand-alone industry packages have been merged to one single package, now

known as the Retail Services Training Package. Employability Skills are now explicitly embedded in units as the result of a major industry

and Department of Education, Science and Training (DEST) initiative.

Units of competency are now presented using the new DEST template designed to ensure consistency across all Training Packages. The new Application Statement provides clear

information about how the unit can apply to different contexts, locations, and job roles, who performs the function described by the unit and at what level. The Critical Aspects statements provide focused information on essential assessment evidence to be collected

and the Context of and Specific Resources for Assessment Statements detail the required environmental location and resources.

Units of competency have been updated and enhanced to:

ensure that new technology, legislation and industry trends are fully covered provide clearer advice on the scope and level of knowledge, literacy and communication skills

required reflect industry’s requests to more clearly and explicitly outline stringent assessment requirements in the Evidence Guide component

A new coding system has been applied to all units and qualifications. Qualifications have been rationalised and improved to ensure they are increasingly flexible to

meet industry’s increasing need for multi-skilled workers, especially relevant for small business operators. Many also allow for specialisations to reflect the needs of traditional industry sectors and specialist job functions.

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 to this Training Package.

Components of the SIR07 V1.3 Training Package

The SIR07 V1.3 Retail Services Training Package consists of three major components

endorsed by the National Training Quality Council. The three components have been designed to establish the criteria and guidelines against which Retail Services qualifications are awarded. All components have been developed through a consultative process with

industry in conjunction with other critical stakeholders.


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Qualifications

The Qualifications Framework sets out the requirements for attainment of qualifications in

retail services industries. There are 11 qualifications, ranging from Certificate I to Diploma. A combination of the deletion and integration of qualifications has resulted in the overall reduction of 4 qualifications across Community Pharmacy, Retail and Wholesale. This has

been achieved via:

deletion of WRP10102 Certificate I in Community Pharmacy

replacement of WRR30102 Certificate III in Retail Supervision and WRR30202 Certificate III in Retail Operations by an integrated Certificate III qualification.

replacement of WRR40102 Certificate IV in Retail Management and WRW40101

Certificate IV in Wholesale Management by an integrated Certificate IV qualification. replacement of the WRR50102 Diploma of Retail Management and the WRW50101

Diploma of Wholesale Management by an integrated Diploma qualification.

Details of the transition from qualifications in WRP02, WRR02 and WRW01 to SIR07 V1.3 may be found in the Preliminary information in this volume of the Training Package.


The Assessment Guidelines provide the framework for assessment of units of competency in

SIR07 V1.3 Retail Services Training Package. They are designed to ensure that assessment activities are consistent with the AQTF Standards for Registered Training Organisations and

that assessment processes are valid, reliable, flexible and fair.


The Competency Standards represent the skills and knowledge applied at work and identified

by the industry as appropriate across the full range of retail services industry workplaces. The Retail Services Competency Standards comprise 258 units of competency:

27 Community Pharmacy units of competency 91 Cross-Sector Retail Services units of competency 41 Retail units of competency

12 Wholesale units of competency 86 units of competency imported from the following Training Packages:

51 units from BSB07 Business Services Training Package

2 units from the CUF01 Film, TV, Radio and Multimedia Training Package 7 units from CUV03 Visual Arts, Craft and Design Training Package.

1 unit from HLT07 Health Training Package 5 units from the ICT02 Telecommunications Training Package

6 units from the SIT07 Tourism Hospitality and Events Training Package 1 unit from SFI04 Seafood Industry Training Package 7 units from TAA04 Training and Assessment Training Package

6 units from TDT02 Transport and Distribution Training Package

Unit coding

The following examples show how codes apply to units in SIR07 V1.3 Retail Services Training Package.


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Units that are exclusive to an industry sector are allocated a code as follows.

Example 1: Community Pharmacy unit

Unit code:

ISC identifier

2 alpha

Training Package

identifier 1 alpha

Sector 1 alpha

Functional area/field

3 alpha

Number 3 numbers

Version identifier

1 alpha

SI R P DIS 003 A

Service

Industries

Retail

Services

Pharmacy

sector

Dispensary 3rd in

sequence

Version A

Unit title: Assist in dispensary operations

Example 2: Retail unit: Unit code:

ISC identifier

2 alpha

Training Package

identifier 1 alpha

Sector 1 alpha

Functional area/field

3 alpha

Number 3 numbers

Version identifier 1

alpha

SI R R MER 001 A

Service

Industries Retail Services

Retail sector Merchandising 1st in sequence

Version A

Unit title: Merchandise food products

Units applicable to sectors and occupations other than for those that they were initially developed

Example 3: Cross-Sector unit This unit is currently included in qualifications in Community Pharmacy, Beauty, Floristry,

Retail and Wholesale. Unit code:

ISC

identifier

2 alpha

Training

Package identifier

1 alpha

Sector

1 alpha

Functional

area/field 3 alpha

Number 3

numbers

Version

identifier 1 alpha

SI R X IND 001 A

Service

Industries Retail Services

Cross sector Working in industry

1st in sequence

Version A

Unit title: Work effectively in a retail environment


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Overview of the Retail Services Industries

The retail services industries are distinct, with clear differences in the role each plays within the supply chain. These industries are highly diverse in terms of the range of products and

services offered and the size and distribution of enterprises. They are represented by micro through to multinational companies. The industries are dominated in overall number by small business, although in the retail industry in particular, this dominance is led by a small number

of major companies. Three key sectors of the retail services industries are addressed in this Training Package; their

characteristics are outlined below.

Community Pharmacy

The industry context

Community pharmacies are highly regulated. Legislation restricting the number of pharmacies

a pharmacist can own is reflected by an industry dominated by small businesses. While single-pharmacy owner-operators remain by far the dominant model, there are other models in operation including the Friendly Societies. These are medium-size businesses. The model

accounts for only a small proportion (around 2%) of pharmacies and was developed prior to the current restrictions on ownership.

The industry context is complex, dynamic and characterised by intensifying competit ive pressure from both within and outside the industry sector. This has inspired a wide range of business responses. Among the strategies evident in the industry today, banner groups and

buying groups (some of which are owned by wholesalers) have emerged and overcome some of the disadvantages of a small business model. There is also a trend towards outsourcing

human resources, and business management aspects of pharmacy operation and adopting more standardised, corporate business practices. This has implications for skills of pharmacy assistants.

Market segmentation strategies range from developing niche, boutique businesses such as those specialising in health and wellbeing, to directly competing with mass merchandisers

through discount or warehouse-type pharmacies. Many business strategies aim to differentiate community pharmacies from competitors by developing high-quality, specialised services. For example, businesses focused on customer service may offer a range of related health

services such as health checks, methadone programs, medication management, home medication reviews and complimentary medicines advice.

The ownership model has implications for work organisation and job design. The small business nature of the industry is reflected in a wide variety of work organisation and business management practices. The Training Package has been structured to provide sufficient

flexibility to address diverse business practice and related job design.


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Legislation

In addition to legislation shaping the industry structure, it also governs its operations.

Commonwealth legislation deals mainly with the operation of the Pharmaceutical Benefits Scheme and with the safety and quality of products supplied in the Australian market. Before medicines can be supplied to consumers they are ‘scheduled’ according to a number of

criteria including toxicity, potential for abuse and safety. While community pharmacies stock many unscheduled products, pharmacy assistants are also responsible for supporting the

pharmacist in the sale of scheduled medicines. The sale of medicines is governed by legislation and occurs under the direction of a pharmacist. The level of involvement and responsibility of a pharmacy assistant depends on the schedule of the product and occurs in

accordance with the pharmacy policies, procedures and protocols. The competency standards in this Training Package have been revised to place particular emphasis on understanding the

roles, responsibilities and job boundaries between pharmacy assistants and pharmacists when selling scheduled medicines. A critical role of the assistant is to filter and provide information, recognise situations requiring referral and refer appropriately to the pharmacist.

State and territory legislation is more focused on preventing or reducing unsafe or harmful use of medicines in the community. State and territory legislation also covers the professional

practice and registration of pharmacists. In some states and territories the Pharmacy Board also identifies minimum requirements of pharmacy assistants. Job roles in the industry

The role of the pharmacy assistant draws on a combination of skills and knowledge spanning customer service, marketing, dispensing, administration, business management and sales

supported by comprehensive health related product knowledge.

Retail

The retail industry is the largest single industry providing employment within Australia. It is made up of three main sub-divisions: food retailing, personal and household goods and motor

vehicle servicing and retailing. There are a relatively small number of large employers (employing more than 200 employees) and many medium and small employers (employing less than 200 employees).

The concentration of retail businesses is broadly linked to population levels. This means according to the table below, that the greatest concentration of businesses (77.8%) are located

in New South Wales, Victoria and Queensland, with the remaining businesses spread across the remaining states and territories.

State/Territory Percentage of Total Retail

Businesses in 2003–2004

NSW 34

VIC 24

QLD 20

WA 9

SA 7


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TAS 3

ACT 2

NT 1

In 2003–04 the retail industry generated revenue of $223.7 billion. The breakdown of this revenue is as follows:

personal and household goods retailing accounted for 39.9 per cent of total industry

revenue food retailing ranked second, accounting for 33.5 per cent of total industry revenue

motor vehicle sales and services (not covered by the Service Industries Skills Council) accounted for 26 per cent

the top four retail companies operating in the retail industry accounted for just over 25 per

cent of total industry revenue.

The retail industry has long been a sector that provides the first experience of employment,

with many people citing retail as their first job. For a large number of young people retailing is a part-time, transient occupation while studying for qualifications in other areas. A significant number, however, go on to make a career in retailing progressing through the

many areas covered by the industry. Those that go on to other careers have already developed significant generic employability skills via their engagement in the retail industry. The

industry employs a majority of women and in 2003–04 nearly 1.5 million people were employed in the industry. The workforce is forecast to grow 1.5% per annum for the next seven years.

Types of businesses

There is a large variety of retail establishments including food, clothing, footwear, fabric, furniture, and floor covering, hardware and house ware, domestic appliance, antique and used goods, jewellery, flowers, recreational goods, music, video hire, cafes and take-away food.

Some retail businesses are owned and operated by large companies. There is also a wide variety of independently owned small-to-medium retail businesses.

In 2003–04 there were about 208,720 enterprises. This figure is up 4.6 per cent compared to 2002–03. Around 108,610 are estimated to be employing enterprises (that is operators who employ staff to work in retail stores), with the remaining 155,132 comprising non employing

enterprises (that is self employed individuals and partnerships where retail operations are conducted by the proprietor only). Overall retail enterprises are estimated to have operated

321,623 establishments during 2003–2004.


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Franchising

In recent years there has been significant growth in retail franchise businesses, where the

franchisor offers a comprehensive system for supplying and operating the business and permits the franchisee to use the system, including brands, manuals, procedures, marketing programs and the franchisor provides ongoing training and support services. These are usually

small to medium individual businesses and it is not uncommon for a franchisee to operate the franchise at more than one location.

Internet shopping

According to the Australian Bureau of Statistics, in the 12 months to November 2000, 4 million households had access to a home computer and 2.7 million had internet access. During this time almost 10 per cent of adults used the internet to purchase or order goods or

services for their own private use. Increasingly traditional shopfront retailers are enhancing their service to customers by

developing websites with ‘e-retailing’ facilities. Examples include supermarkets providing additional online sales and delivery to time-poor or housebound customers.

Other retailers such as some book and music retailers are entirely web-based. ‘E-retailing’ provides buyers 24-hour shopping access and retailers the opportunity to develop business

beyond a defined geographic area and increase sales volume.

Job roles in the industry

The employment profile of the retail industry includes functional roles such as selling, customer service, merchandising, visual merchandising, inventory, loss prevention, security,

employee relations, clerical administration, finance, operations, planning , staff supervision and store management; plus specialist areas related to supply chain management and product

or service provision.

Qualifications

While there has been significant take up of nationally recognised retail qualifications, there are many people working in the industry who have not completed a recognised qualification

but who do have the necessary skills and workplace experience to attain Certificate II or higher- level retail qualifications.

The future

In its June 2005 Retail Industry Report, IBIS World forecasts the following:

the rapid rise in shopping from home or on-line shopping; and an increase in home delivery, courtesy of the internet.

This will be particularly true for consumer appliances, toys and sporting goods, casual and

children’s clothing and hardware.


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At present fresh food and groceries sold via internet shopping represent less than 1 per cent of

the total volume sold and this is not expected to change dramatically in the near future. However, rapid growth in non-food items is expected to continue. Quick to embrace online

retailing are a number of small niche players. Implicit in the above is the change to unrestricted or 24-hour-a-day shopping, albeit via a computer terminal or television screen.

Developments in the technology behind supermarket banking will grow to include services such as bill payments and funds transfer, as well as smart cards and internet delivery systems.

According to a recent report on online retailing in Australia, the local retailing market lags developments in its North American counterparts by about 18 months. At the other end of the spectrum, a return to a very high level of personalised service is

forecast in the non-commodity end of the retail market. Information technology is also having a major impact on the efficiency of the retail industry,

particularly in the area of inventory control via technologies such as electronic data exchange (EDI) and scanning.

Wholesale

Market concentration size and employment

The wholesale industry encompasses a broad range of activities. These as defined by the Australian Bureau of Statistics, include the resale of new or used goods to business or institutions including governments.

The majority of businesses engaged in wholesale trade are wholesale merchants who sell through sales branches (but not retail outlets), commission agents, import and export agents

and cooperative marketing boards. The demand for wholesale businesses is broadly linked to retailers and population levels. This means, according to the table below, that the greatest concentration of businesses (79.4%) are

located in the New South Wales, Victoria and Queensland with the remaining businesses (20.6%) spread across Western Australia, South Australia, Tasmania, the Australian Capital

Territory and Northern Territory. The table below indicates the geographic concentration of the wholesale industry and its strong relationship to the geographic concentration of the retail industry.

Percentage of Total Businesses

2003–2004

State/Territory Wholesale

NSW 35.3

VIC 25.3

QLD 18.8

WA 10.7

SA 7.2


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TAS 1.8

ACT 0.5

NT 0.4

In 2003–04, the Wholesale Trade sector generated revenue of $286.9 billion, representing an increase of 3.0 per cent compared to 2002–03. The majority of revenue was in the following categories:

machine and motor vehicle wholesaling accounted for 40.5 per cent of revenue (not covered by the service industries skills council);

basic material wholesaling ranked second accounting for 30.1 per cent of revenue; followed by

personal and household goods wholesaling accounted for 29.4 per cent of revenue ; and

the major players in this industry accounted for less than 10 per cent of market share. the wholesale industry employs a majority of men, and in 2003–04 some 445,500 people

were employed in the industry.

Types of businesses

There are a relatively small number of large employers and many medium and small employers.

The wholesale industry is also somewhat unusual in that many larger retailers are integrating wholesale and sometimes manufacturing functions into their businesses – for example, some

furniture retailers control the wholesale process from manufacture to sale. The lines between retailing and wholesaling are therefore beginning to blur, and what was once seen as two separate functions of the supply chain are now far more integrated in their operations.

Job roles in the wholesale industry

The specific skills and knowledge areas addressed by SIR07 V1.3 Retail Services Training Package in relation to this industry relate to the range of sales functions performed in wholesale, such as sales, customer service and marketing, brand development, product

management, retail services and financial management as distinct from warehousing and distribution functions.

Qualifications

While there has been some take-up of nationally recognised wholesale qualifications, and there are some workers who hold other qualifications, there is a high number of people working in the industry who have not completed a recognised qualification, but do have the

necessary skills and workplace experience to attain Certificate II or higher-level wholesale qualifications.

Qualifications Framework Date this document was generated: 26 May 2012

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The future

Retail supply chain management will continue to cut out many wholesale functions so that

the manufacturer is able to carry out distribution to groups of retailers. The growth in ‘category killer’ stores will continue to result in a convergence between

wholesale and retail outlets. With these stores, wholesalers may be bypassed by the

retailer approaching the manufacturer directly. This can also involve the retailer importing stock directly from overseas.

Larger department stores and supermarket groups will also continue to bypass wholesalers and deal directly with manufacturers to develop and supply ‘house brand’ product ranges.

Improvements in supply chain management, distribution systems and logistics will

continue to allow retailers to deal directly with an increasing number of manufacturers. Successful wholesalers will have the ability to research, find and exploit niche market

opportunities and avoid wholesale bypass. Ability to access and use well developed technology and management information

systems that monitor stock and cash flow will be required of wholesale managers.

Well-developed sales and marketing skills will be a key success factor in the industry. Successful wholesalers will negotiate strategic or preferred supplier arrangements with

manufacturing or retail businesses.

Contacts

Service Skills Australia (Service Industries Skills Council Ltd)

GPO Box 4194 Sydney NSW 2001 Level 10, 171 Clarence St Sydney NSW 2000 Telephone: 02 8243 1200

Fax: 02 8243 1299 Email: [email protected]

Web: www.serviceskills.com.au



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, 3rd Edition 2002. You can

download it from the Australian Qualifications Framework Advisory Board (AQFAB) website (www.aqf.edu.au) or obtain a hard copy by contacting AQFAB on phone 03 9639 1606 or by emailing AQFAB on [email protected].

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.


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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 six AQF qualifications.

Certificate I in … Certificate II in …

Certificate III in … Certificate IV in … Diploma of …

Advanced Diploma of …

Graduate Certificates and Graduate Diplomas can also be awarded in the VET sector under

certain conditions – see the AQF Implementation Handbook for details. 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 Australian Quality Training Framework Standards for Registered Training

Organisations, particularly Standard 10.

Statement of Attainment

Where an AQF qualification is partially achieved through the achievement of one or more endorsed units of competency, an RTO may issue a Statement of Attainment. Issuance of

Statements of Attainment must comply with the advice provided in the AQF Implementation Handbook and the Australian Quality Training Framework Standards for Registered Training

Organisations, particularly Standard 10. Under the Standards for Registered Training Organisations, 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


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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


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.



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


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 selection of equipment, services or contingency measures and within known time constraints.

Applications may involve some responsibility for others. Participation in teams including


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group or team coordination may be involved.



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


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 provide some leadership and guidance to others in the application and planning of the skills.

Applications involve responsibility for and limited organisation of others.



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


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 coordination.


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The self-directed application of knowledge and skills, with substantial depth in some areas where judgement is required in planning and selecting appropriate equipment, services and

techniques for self and others.

Applications involve participation in the development of strategic initiatives as well as

personal responsibility and autonomy in performing complex technical operations or organising others. They may include participation in teams, including teams concerned with planning and evaluation functions. Group or team coordination may be involved.

The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level.


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


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.


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


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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 Certificate

Characteristics 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.


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.


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Vocational Graduate Diploma

Characteristics 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, 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 granteat this level.


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.


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Qualification Pathways

Community Pharmacy qualification pathways


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Retail and Wholesale qualification pathways


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Employability skills

Employability skills replacing key competency information from 2006

In 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 skills

Employability 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 skills1 :

1 Personal attributes that contribute to employability were also identified in the report but are

not part of the Employability Skills Framework.

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.

Employability Skills Framework

The following table contains the employability skills facets identified in the report

Employability Skills for the Future.


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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 and harmonious relations across employees and customers

listening and understanding

speaking clearly and directly

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 and outcomes

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


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Skill Facets



type.

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


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Skill Facets



type.

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 Summary

An 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.


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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.

Retail Services Australian Apprenticeship pathways

Code Title

SIR20107 Certificate II in Community Pharmacy

SIR20207 Certificate II in Retail

SIR20307 Certificate II in Wholesale


SIR30207 Certificate III in Retail




Qualification requirements

An RTO will award a qualification when the required number of competencies, as determined by the packaging rules for the specific qualification, has been demonstrated. If a learner does not complete all of the competencies required for a qualification he/she will receive a

Statement of Attainment for the 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 title Number of core

units required Number of elective

units required Total number of

units required

SIR10107 Certificate I in Retail

Services

5 N/A 5

Assessment Guidelines Date this document was generated: 26 May 2012

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Qualification code and title Number of core

units required Number of elective

units required Total number of

units required

SIR20107 Certificate II in

Community Pharmacy

19 3 22

SIR20207 Certificate II in Retail 9 5 14

SIR20307 Certificate II in

Wholesale

10 4 14


21 13 34

SIR30207 Certificate III in

Retail

3 7 10


3 7 10

SIR40107 Certificate IV in

Community Pharmacy

22 11 33


3 7 10

SIR50107 Diploma of Retail

Management

2 7 9


26 6 32



These 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) Standards for Registered Training Organisations. Assessments against the units of competency in this Training

Package must be carried out in accordance with these Assessment Guidelines.

Assessment system overview

This 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.


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Benchmarks for assessment

Assessment within the National Training 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.

In the areas of work covered by this Training Package, the endorsed units of competency 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).

Australian Quality Training Framework assessment requirements

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 Standards for Registered Training Organisations. The Standards for Registered Training Organisations can be downloaded from the DEST

website at www.dest.gov.au or can be obtained in hard copy from DEST. The following points summarise the assessment requirements under the AQTF.

Registration of training organisations

Assessment must be conducted by, or on behalf of, an RTO formally registered by a state or territory registering/course accrediting body in accordance with the Standards for Registered

Training Organisations. The RTO must have the specific units of competency and/or AQF qualifications on its scope of registration. See Section 1 of the Standards for Registered Training Organisations.

Quality training and assessment

Each RTO must have systems in place to plan for and provide quality training and assessment

across all its operations. See Standard 1 of the Standards for Registered Training Organisations.

Assessor competency requirements

Each person involved in training, assessment or client service must be competent for the functions they perform. See Standard 7 of the Standards for Registered Training Organisations for assessor competency requirements. Standard 7 also specifies the

competencies that must be held by trainers.

Assessment requirements

The RTO’s assessments must meet the requirements of the endorsed components of Training

Packages within its scope of registration. See Standard 8 of the Standards for Registered Training Organisations.

Assessment strategies

Each RTO must identify, negotiate, plan and implement appropriate learning and assessment

strategies to meet the needs of each of its clients. See Standard 9 of the Standards for Registered Training Organisations.


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Mutual recognition

Each RTO must recognise the AQF qualifications and Statements of Attainment issued by any

other RTO. See Standard 5 of the Standards for Registered Training Organisations.

Access and equity and client services

Each RTO must apply access and equity principles, provide timely and appropriate information, advice and support services that assist clients to identify and achieve desired

outcomes. This may include reasonable adjustment in assessment. See Standard 6 of the Standards for Registered Training Organisations.

Partnership arrangements

RTOs must have, and comply with, written agreements with each organisation providing training and/or assessment on its behalf. See Standard 1.6 of the Standards for Registered Training Organisations.

Recording assessment outcomes

Each RTO must have effective administration and records management procedures in place, and must record AQF qualifications and Statements of Attainment issued. See Standards 4 and 10.2 of the Standards for Registered Training Organisations.

Issuing AQF qualifications and Statements of Attainment

Each RTO must issue AQF qualifications and Statements of Attainment that meet the requirements of the 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 where the individual is assessed as competent against fewer

units of competency than required for an AQF qualification. See Standard 10 and Section 2 of the Standards for Registered Training Organisations.

Licensing/registration requirements

This section provides information on licensing/registration requirements for this Training

Package, with the following important disclaimer.

In some states and territories the Pharmacy Board provides guidelines relating to the

appropriate functions to be performed by a pharmacy assistant involved in activities such as dispensary assistant. At the time of development of this Training Package no formal licensing or registration requirements apply, however RTOs should check with the

relevant Pharmacy Board in their state or territory for up-to-date information on such requirements.


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The developers of this Training Package, and DEST, consider that no other 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.

Pathways

The 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

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 Standards for Registered Training Organisations.

Learning and assessment pathways

Usually, learning and assessment are integrated, with assessment evidence being collected and feedback provided to the candidate at any time 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 and action learning-based; conducted by distance or e-learning; and/or involve practice and experience in the workplace.


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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.

Assessment-only or recognition of prior learning pathway

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 achieved. In an assessment-only or 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, such as in the compilation of portfolios; or directed by the assessor, such as through observation of

workplace performance and skills application, and oral and/or written assessment. Where the outcomes of this process indicate that the candidate is competent, structured training is not required. The RPL requirements of Standard 8.2 of the Standards for Registered Training

Organisations 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, and work samples. 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)

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).

The assessment only or RPL pathway is likely to be most appropriate in the following

scenarios:

candidates enrolling in qualifications who want recognition for prior learning or current competencies

existing workers individuals with overseas qualifications

recent migrants with established work histories people returning to the workplace people with disabilities or injuries requiring a change in career.


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Combination of pathways

Where candidates for assessment have gained competencies through work and life experience

and gaps in their competency 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 requirements

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 competencies

The Standards for Registered Training Organisations specify mandatory competency requirements for assessors. For information, Standard 7.3 of the Standards for Registered Training Organisations follows:

7.3 a The RTO must ensure that assessments are conducted by a person who has:

i the following competencies1 from the Training Package for Assessment and Workplace Training, or demonstrated equivalent competencies:

a TAAASS401A Plan and organise assessment;

b TAAASS402A Assess competence;

c TAAASS404A Participate in assessment validation;

ii relevant vocational competencies, at least to the level being assessed.

b However, if a person does not have all of the competencies in Standards 7.3 a

(i) and the vocational competencies as defined in 7.3 a (ii), one person with the competencies listed in Standard 7.3 a (i), and one or more persons who have the competencies listed in

Standard 7.3 a (ii) may work together to conduct assessments.

1 A person who holds the competencies BSZ401A Plan assessment, BSZ402A Conduct assessment, and BSZ403A Review assessment from the Training Package for Assessment and

Workplace Training will be accepted for the purposes of this standard. A person who has demonstrated equivalent competencies to BSZ401A and BSZ402A and BSZ403A in the

period up to 12 months following publication of the Training and Assessment Training

Package will also be accepted for the purposes of this standard.


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Retail Services industry requirements for AQTF compliance - vocational competence of

assessors

To satisfy the requirements of the AQTF, in addition to the mandatory units of competency in assessment, assessors must have the relevant vocational competencies they are assessing. For the retail services industry, vocational competence means that assessors have recent,

relevant industry experience to fully understand a range of workplace requirements and apply them to assessment.

Assessors (or at least one person in the assessment team) must satisfy the following requirements to meet industry expectations of vocational competence: a) Demonstrate current knowledge and experience of the industry, industry practices, and

the job or role against which performance is being assessed. This may be demonstrated through at least one of the following:

actual workplace experience within the last two years attendance at professional development or training and education activities focusing on

good practice in the relevant industry competencies

participation in professional or industry networks. b) Demonstrate current knowledge and skill in assessing against this Training Package in

a range of contexts. This may be demonstrated through at least one of the following: familiarity with the units of competency in this Training Package to be used by the learner

as a basis of assessment

recent planning, conduct and review of assessment and/or workplace training activities in a retail context

participation in moderation or validation processes attendance at professional development activities focused on assessment and/or workplace

training.

c) Demonstrate the necessary interpersonal and communication skills required in the assessment process. This may be demonstrated through evidence of one or more of the

following: attendance in professional development and/or training activities focused on effective

communication in assessment and/or workplace training contexts

knowledge of language, literacy and numeracy issues in the context of assessment and workplace training

recent assessment and/or workplace training activities.

d) All assessors who are engaged in assessing against this Training Package must be either:

employed by an RTO, or acting in partnership with an RTO where the assessor is working in an enterprise with a

partnership arrangement with a private or public RTO.

This Training Package provides a range of options for meeting these assessor requirements. Assessments can be undertaken in a variety of workplace and institutional contexts by

individual assessors, partnerships involving assessors and technical experts, and teams of assessors.

The following options show how the requirement to use qualified assessors may be met. Alternative ways of meeting the requirement to use qualified assessors


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OPTIONS Assessors, technical experts and workplace supervisors

(Includes mandated requirements and recommended attributes)

Single assessor

An individual assessor

conducts the assessment

An assessor is required to:

hold formal recognition of competency in the relevant units in the TAA04 Training and Assessment Training Package

demonstrate current knowledge and skill in assessing against this

Training Package in a range of contexts

be deemed competent, and where possible, hold formal recognition in the specific units of competency from this Training Package being

assessed

demonstrate comprehensive current knowledge of the industry and current industry practices as they apply to the job role against which performance is being assessed. This may be demonstrated through at

least one of the following:

actual workplace experience within the last two years

attendance at professional development or training and education activities focusing on good practice in the relevant industry

competencies

participation in professional or industry networks.

Partnership

arrangement

An assessor

works with a technical expert

to conduct the assessment

An assessor is required to:

hold formal recognition of competency in the relevant units in the TAA04 Training and Assessment Training Package

demonstrate current knowledge and skill in assessing against this

Training Package in a range of contexts.

A technical expert shall be a person who has the relevant vocational

competencies and is required to:

be deemed competent and, where possible, hold formal recognition of competency in the specific units of competency from this Training

Package, at least to the level being assessed

demonstrate comprehensive current knowledge of the industry and current industry practices as they apply to the job role against which

performance is being assessed. This may be demonstrated through at least one of the following:


attendance at professional development or training and education

activities focusing on good practice in the relevant industry competencies


communicate and liaise with the assessor throughout the assessment

process.

Assessment Members of an assessment team or panel that comprises assessment and

industry experience and expertise, work together in the collection of


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OPTIONS Assessors, technical experts and workplace supervisors

(Includes mandated requirements and recommended attributes)

team/panel

A team working together to

conduct the assessment

evidence and making judgements about competency. The members of the

team must collectively meet the following requirements:

hold formal recognition of competency in the relevant units in the

TAA04 Training and Assessment Training Package

be deemed competent, and where possible, holds formal recognition of competency in the specific units of competency from this Training

Package, at least to the level being assessed

demonstrate comprehensive current knowledge of the industry and current industry practices as they apply to the job role against which performance is being assessed. This may be demonstrated through at

least one of the following:


attendance at professional development or training and education activities focusing on good practice in the relevant industry

competencies


demonstrate current knowledge and skill in assessing against this Training Package in a range of contexts.

Designing assessment tools

This section provides an overview on the use and development of assessment tools.

Use of assessment tools

Assessment tools provide a means of collecting the evidence that assessors use in making judgements 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 tools

If using prepared assessment tools, assessors should ensure these are benchmarked, or mapped, against the current version of the relevant unit of competency. This can be done by

checking that the materials are listed on the National Training Information Service (www.ntis.gov.au). Materials on the list have been noted by the National Training Quality

Council as meeting their quality criteria for Training Package support materials.

Developing assessment tools

When developing their own assessment tools, assessors must ensure that the tools:


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are benchmarked against the relevant unit or units of competency

are reviewed as part of the validation of assessment strategies as required under 9.2i of the Standards for Registered Training Organisations

meet the assessment requirements expressed in the Standards for Registered Training Organisations, particularly Standards 8 and 9.

A key reference for assessors developing assessment tools is TAA04 Training and

Assessment Training Package and the unit of competency TAAASS403A Develop assessment tools.

Conducting assessment

This section details the mandatory assessment requirements and provides information on

equity in assessment including reasonable adjustment.

Mandatory assessment requirements

Assessments must meet the criteria set out in Standard 8 from the Standards for Registered Training Organisations. For information, Standard 8 of the Standards for Registered Training

Organisations is reproduced below.

8 RTO assessments

The RTO’s assessments meet the requirements of the endorsed components of Training Packages and the outcomes specified in accredited courses within the scope of its

registration.

8.1 The RTO must ensure that assessments, regardless of whether through a training and assessment pathway or an assessment-only pathway:

i. comply with the Assessment Guidelines included in the applicable nationally endorsed Training Packages or the assessment requirements specified in accredited courses

ii. lead to the issuing of a Statement of Attainment or qualification under the AQF when a person is assessed as competent against nationally endorsed unit(s) of competency in the applicable Training Package or modules specified in the applicable

accredited course

iii. comply with the principles of validity, reliability, fairness and flexibility

iv. provide for applicants to be informed of the context and purpose of the assessment and the assessment process

v. where relevant, focus on the application of knowledge and skill to the standard of

performance required in the workplace and cover all aspects of workplace performance, including task skills, task management skills, contingency management

skills and job role environment skills

vi. involve the evaluation of sufficient evidence to enable judgements to be made about whether competency has been attained

vii. provide for feedback to the applicant about the outcomes of the assessment process and guidance on future options

viii. are equitable for all persons, taking account of cultural and linguistic needs


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ix. provide for reassessment on appeal.

8.2 a The RTO must ensure that RPL is offered to all applicants on enrolment.

b The RTO must have an RPL process that:

i. is structured to minimise the time and cost to applicants

ii. provides adequate information and support to enable applicants to gather reliable

evidence to support their claim for recognition of competencies currently held, regardless of how, when or where the learning occurred.

Delivery and assessment of employability skills

Employability skills are integral to workplace competency and, as such, must be considered in the design, customisation, delivery and assessment of vocational education and training

programs in an integrated and holistic way, as represented diagrammatically below.

Training providers must analyse the employability skills information contained in units of competency in order to design valid and reliable learning and assessment strategies. This

analysis includes: reviewing unit(s) of competency to determine how each relevant employability skill is found and applied within the unit

analysing the Employability Skills Summary for the qualification in which the unit(s) is/are packaged to help clarify relevant industry/workplace contexts with regard to the application of

employability skills at that qualification level designing learning and assessment activities that address the employability skills requirements.

For more information on employability skills in SIR07 V1.3 Retail Services Training Package, go to the Service Skills Australia website at www.serviceskills.com.au.


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Access and equity

An 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. Reasonable adjustments can be made to ensure equity in assessment for people with disabilities. Adjustments include any changes to the assessment process or context that meet

the individual needs of the person with a disability, but do not change competency outcomes. Such adjustments are considered ‘reasonable’ if they do not impose an unjustifiable hardship

on a training provider or employer. When assessing people with disabilities, assessors are encouraged to apply good practice assessment methods with sensitivity and flexibility.

Assessment in the Retail Services industry

The retail services industry places a premium on skills and knowledge that can be

demonstrated in a real workplace environment. While assessment of some of the units of competency in SIR07 V1.3 Retail Services Training Package can be carried out in a simulated work environment, the industry strongly recommends that assessment is conducted in the

workplace, wherever possible. Assessment of competency requires the collection of evidence and this should be conducted

over a period of time. This assessment approach may include demonstration at the workplace and/or a simulated work environment to ensure that the demonstration of competency is valid and reliable. The individual being assessed needs to be aware that the collection of evidence is

ongoing and must be part of the planning, conduct and review of the assessment process.

Context of delivery and assessment

All units identify resource requirements appropriate to the unit, including reference to ‘a real or simulated work environment’. This is defined as an environment that simulates the real workplace in its function and operation and provides access to a

broad range of customers and relevant products. This includes adherence to retail policies, procedures and range of stock and equipment

A simulated work environment may be required for the following reasons:

the learner may not have access to a workplace the workplace may not use the relevant skill, equipment or process

conducting assessments may be disruptive or interfere with work requirements, e.g. there may be ethical, privacy or confidentiality issues to consider

it may not be appropriate to apply the skills in the workplace due to potential risks to such

things as health and safety, or to equipment being damaged.

In order to be valid and reliable, the simulation must closely resemble what occurs in a real

work environment. The simulated work environment should involve a range of activities that reflect real work experience. It is critical that when a simulated work environment is being set up, the assessor is

thoroughly familiar with the competency standard as well as experienced in the current circumstances and environment of the workplace.


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In deciding whether a simulation or an assessment environment has been adequately set up,

the following criteria must be applied where relevant to the requirements of the unit being assessed.

Provide access to the full range of up-to-date equipment and software that would generally be available in a modern community pharmacy, retail or wholesale workplace.

Stock a comprehensive product range that will support the development and

demonstration of the full range of skills and knowledge described in SIR07 V1.3 Retail Services Training Package.

Provide sufficient customer traffic that accurately reflects the complexity of the role and allows candidates to deal with multiple retail services tasks simultaneously.

Require that candidates perform sales, services or tasks within timeframes that reflect

accepted industry service times. Involve candidates in prioritising competing tasks.

Allow candidates to deal with customers, including difficult ones. Require candidates to work with others in a simulated team, which would typically

include sales assistants or other retail services operational staff, supervisors and managers.

Following is a summary of assessment requirements for units of competency contained in the

Retail Services Training Package.

Summary of assessment requirements

Context of assessment (all units)

For valid and reliable assessment of this unit, competency should be consistently demonstrated over a period of time and observed by the assessor and/or the technical expert working in partnership with the

assessor. The technical expert may include the workplace supervisor and/or an experienced industry person. The ultimate outcome of the

assessment process must be validated by a Registered Training Organisation.

Competency should be demonstrated in a range of situations which

may include customer service situations and involvement in other related activities normally expected in the retail environment.

Assessment should be undertaken in an environment that meets industry codes of practice and relevant industry regulations and legislation.

Context of assessment

(Community

Pharmacy)

There are two units that specify that they must be assessed in a real

workplace context. These are:


SIRPDIS006A Assist in preparing extemporaneous

prescriptions.

This requirement reflects the nature of the tasks and is also a

specific requirement established by the Pharmacy Board in at least one state or territory.

Assessment methods All units identify assessment methods appropriate to the individual


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Summary of assessment requirements

unit of competency. This may include observation of workplace tasks, written or oral questioning to assess knowledge, completing

workplace documents and role plays.

Integrated assessment All units that relate to a job function can be considered as co-requisites to assist with an integrated approach to assessment.

Evidence required for

demonstration of

consistent performance

For valid and reliable assessment, evidence should be gathered

through a range of methods and over a period of time to indicate consistent performance.

It can be gathered from assessment of the unit of competency alone, through an integrated assessment activity or through a combination of both.

Evidence should be gathered as part of a learning process where application of skills and knowledge are demonstrated.

Assessment resources

All units identify resource requirements appropriate to the unit. For

example:

a real or simulated retail services work environment (for further guidance on the use of an appropriate simulated environment,

see page 132 of this document)

relevant documentation, such as workplace policy and procedures manuals

a range of customers with different requirements

a range of community pharmacy, retail or wholesale equipment

and products appropriate to a retail services workplace

sources of product information

a qualified workplace assessor or assessment team.

Prerequisite and

co-requisite

requirements at unit

level

Prerequisite and co-requisite requirements at the unit of competency level have been kept to a minimum to minimise unnecessary barriers. However, all units that relate to a job function can be

considered as co-requisites to assist with an integrated approach to assessment.

Supporting integrated training delivery and assessment

As a general principle, the retail services industry supports the integration of units of

competency for assessment, where practical, as this reflects real work practices.


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An integrated approach to assessment brings together a number of units of competency which

reflect actual workplace requirements. For example, an employee working in a retail office would complete a number of interrelated clerical and administrative tasks together, not simply

one individual task at a time. An integrated assessment activity would be designed to collect evidence for a number of units together rather than designing one assessment activity for each individual element of performance criteria.

Where both training and assessment are required the industry supports an approach which provides for off-the-job training combined with assessment of the application of skills and

knowledge in a real work situation. The Retail Services Training Package defines on-the-job assessment as that assessment which occurs in the workplace as part of the normal operation of the business.

The Retail Services Training Package defines off-the-job assessment as that which occurs away from the normal operation of the business, including, for example, assessment which

may occur in the workplace but not under normal industry working conditions. The industry considers it important that candidates should have the opportunity to develop competency in structured learning programs, which includes assessing in the workplace whenever possible.

Where an integrated competency assessment approach is implemented at Certificate II and above, it would be expected that several integrated competency assessments would be

necessary to cover the breadth and complexity of the qualification. The context of the assessment, the role of the candidate and the complexity of the task will influence how many units of competency will be integrated.

Following is an example of integrated competency assessment within the Training Package building on the concepts outlined above. Within each qualification, there are units of competency which are interrelated and which a

candidate would naturally complete as part of their job function. For example, units:

SIRXICT001A Operate retail equipment SIRXCCS001A Apply point-of-sale handling procedures, and SIRXCCS002A Interact with customers

would mostly occur together. Therefore, evidence collected for one unit may cover all or some of another unit.

The following scenario shows how an assessor undertook an observation of a candidate in the workplace interacting with a customer, operating a computer to check stock availability and price, and completing a sale. The workplace observation was the basis for the assessment and

was supported by third-party reports and additional observations over a period of time. The assessor used a checklist to identify the critical aspects of evidence which was completed

during the assessment activity.

SCENARIO

The candidate greeted the customer with a smile and in accordance with store policy. The candidate then inquired as to the needs of the customer, and if she could be of any assistance. The candidate used appropriate questioning and active listening to

establish the needs of the customer. The candidate communicated relevant information to the customer in a courteous and pleasant manner.

The customer expressed interest in a particular item, but indicated that she was not happy with the colour. The candidate informed the customer that the other colours


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had been so popular that they were short on stock, but she would be happy to check their system to see if they had any left in the stock room. Using the store computer

system, the candidate identified the correct code, and determined the number of items bought and any remaining stock that had not yet been put on the shop floor. She

identified that they did have one left in stock and that it was the correct colour.

The candidate then found the relevant item and scanned it into the system using the electronic bar coding equipment for price labelling. She then entered transaction

information into the point of sale system using a scanner and politely informed the customer of the cost of the item.

The customer tendered a debit card and the candidate processed the transaction using the EFTPOS terminal. The candidate completed the transaction after asking the customer to enter their PIN number. The candidate packed the item in a suitable bag

and informed the customer that the receipt was in the bag. The candidate then thanked the customer and said goodbye in a friendly manner.

This example highlights how units of competency can be grouped together and evidence collected for all three during the one assessment activity. It is important that the assessor clearly identifies units of competency that can be grouped together to ensure an efficient and

effective assessment process. Units of competency can be grouped together in a number of ways and how this is achieved will depend on the relevant units and the job function of the

candidate.

Assessment of imported units of competency

The Retail Services Training Package includes a number of units of competency imported from the following endorsed Training Packages:

BSB07 Business Services Training Package CUF01 Film, TV, Radio and Multimedia Training Package

CUV03 Visual Arts, Craft and Design Training Package HLT07 Health Training Package ICT02 Telecommunications Training Package

TAA04 Training and Assessment Training Package TDT02 Transport and Distribution Training Package

SFI04 Seafood Industry Training Package SIT07 Tourism Hospitality and Events Training Package.

For guidance on assessment of imported units of competency, check the Assessment

Guidelines of the originating Training Package by referring to a hard copy, or accessing the National Training Information Service (NTIS) at www.ntis.gov.au.

Access and equity in assessment

General information on equity

ANTA 2004, Working with Diversity: A Guide to Equity and the AQTF, available from the ANTA publications section of www.dest.gov.au or as an online resource at

www.westone.wa.gov.au/workingwithdiversity.


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Training and assessment for people with a disability

ANTA 2004, Working with Diversity: Quality Training for People with a Disability, available

from the ANTA publications section of www.dest.gov.au or as an online resource at www.westone.wa.gov.au/workingwithdiversity. The Australian Disability Clearing House on Education and Training (www.adcet.edu.au)

web site includes resources and articles about the training and assessment of people with a disability.

Training and assessment for Aboriginal and Torres Strait Islander people

National Aboriginal and Torres Strait Education website: www.natsiew.nexus.edu.au ANTA 2004, Working with diversity: Quality Training for Indigenous Australians, available from the ANTA publications section of www.dest.gov.au or as an online resource at

www.westone.wa.gov.au/workingwithdiversity.

Language, literacy, numeracy and assessment

ANTA 2002, Frequently asked questions about language, literacy and numeracy in the AQTF,

available from the publications section of www.dest.gov.au. ANTA and DEETYA 1999, A New Assessment Tool - Incorporating language, literacy and numeracy skills into Training Packages - A professional development kit for trainers and

assessors, available from the publications section of www.dest.gov.au. ANTA and DETYA, 2000, Built in not bolted on, available from the ANTA publications section of www.dest.gov.au.

Further sources of information

The section provides a listing of useful contacts and resources to assist assessors in planning, designing, conducting and reviewing of assessments against this Training Package.


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Contacts

Service Skills Australia

(Service Industries Skills Council)

Level 10, 171 Clarence Street Sydney NSW 2001

GPO Box 4194 Sydney NSW 2001 Telephone: 02 8243 1200

Fax: 02 8243 1299 Web: www.serviceskills.com.au

Email: [email protected]

Australian Training Products Ltd

Level 25, 150 Lonsdale Street Melbourne VIC 3000 PO Box 12211

A’Beckett Street Post Office MELBOURNE VIC 8006

Telephone: 03 9655 0600 Fax: 03 9639 4684 Web: www.atpl.net.au

Email: [email protected]

Innovation and Business Skills Australia

Level 2, Building B, 192 Burwood Road

Hawthorn VIC 3122 Telephone: 03 9815 7000

Facsimile: 03 9815 7001 Email: [email protected]

General Resources

Refer to http://antapubs.dest.gov.au/publications/search.asp to locate the following Australian National Training Authority (ANTA) publications. AQF Implementation Handbook , third edition. Australian Qualifications Framework Advisory

Board, 2002, aqf.edu.au Australian Quality Training Framework (AQTF) – for general information go to: www.dest.gov.au/sectors

Australian Quality Training Framework (AQTF) – for resources and information go to: www.dest.gov.au

Australian Quality Training Framework Standards for Registered Training Organisations, Australian National Training Authority, Melbourne, 2005. Available in hard copy from state and territory training authorities or can be downloaded from www.dest.gov.au

TAA04 Training and Assessment Training Package. This is available from the Innovation and Business Skills Australia (IBSA) Industry Skills Council and can be viewed, and components

downloaded, from the National Training Information Service (NTIS). National Training Information Service, an electronic database providing comprehensive information about RTOs, Training Packages and accredited courses – www.ntis.gov.au

Style Guide for Training Package Support Materials, Australian National Training Authority, Melbourne, 2003. Can be downloaded from the ANTA page at www.dest.gov.au

Assessment resources

Training Package Assessment Guides – a range of resources to assist RTOs in developing Training Package assessment materials developed by ANTA with funding from the Department of Education, Training and Youth Affairs. It is made up of 10 separate titles, as

described at the ANTA publications page of www.dest.gov.au. Go to www.resourcegenerator.gov.au/loadpage.asp?TPAG.htm


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Printed and/or CD-ROM versions of the Guides can be purchased from Australian Training

Products (ATP). The resource includes the following guides:

Training Package Assessment Materials Kit

Assessing Competencies in Higher Qualifications Recognition Resource Kit to Support Assessor Training

Candidate’s Kit: Guide to Assessment in New Apprenticeships Assessment Approaches for Small Workplaces

Assessment Using Partnership Arrangements Strategies for Ensuring Consistency in Assessment Networking for Assessors

Quality Assurance Guide for Assessment

An additional guide, Delivery and Assessment Strategies has been developed to complement

these resources.

Assessment tool design and conducting assessment

VETASSESS & Western Australian Department of Training and Employment 2000, Designing Tests – Guidelines for designing knowledge based tests for Training Packages.

Vocational Education and Assessment Centre 1997, Designing Workplace Assessment Tools, A self-directed learning program, NSW TAFE. Manufacturing Learning Australia 2000, Assessment Solutions, Australian Training Products,

Melbourne. Rumsey, David 1994, Assessment practical guide, Australian Government Publishing

Service, Canberra.

Assessor training

Australian Committee on Training Curriculum (ACTRAC) 1994, Assessor training program – learning materials, Australian Training Products, Melbourne.

Australian National Training Authority, A Guide for Professional Development, ANTA, Brisbane.

Australian Training Products Ltd, Assessment and Workplace Training, Training Package – Toolbox, ATPL Melbourne. Green, M, et al. 1997, Key competencies professional development package, Department for

Education and Children’s Services, South Australia. Victorian TAFE Association 2000, The professional development CD: A learning tool, VTA,

Melbourne.

Assessment system design and management

Office of Training and Further Education 1998, Demonstrating best practice in VET project – assessment systems and processes, OTFE Victoria.

Toop, L., Gibb, J. & Worsnop, P. Assessment system designs, Australian Government Publishing Service, Canberra. Western Australia Department of Training and VETASSESS 1998, Kit for Skills Recognition

Organisations, WADOT, Perth.

Competency Standards Date this document was generated: 26 May 2012

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Access and equity in assessment

General information on equity

ANTA 2004, Working with Diversity: A Guide to Equity and the AQTF, available from the ANTA publications section of www.dest.gov.au or as an online resource at www.westone.wa.gov.au/workingwithdiversity.

Training and assessment for people with a disability ANTA 2004, Working with Diversity: Quality Training for People with a Disability, available

from the ANTA publications section of www.dest.gov.au or as an online resource at www.westone.wa.gov.au/workingwithdiversity. The Australian Disability Clearing House on Education and Training (www.adcet.edu.au) web

site includes resources and articles about the training and assessment of people with a disability.

Training and assessment for Aboriginal and Torres Strait Islander people National Aboriginal and Torres Strait Education website: www.natsiew.nexus.edu.au ANTA 2004, Working with diversity: Quality Training for Indigenous Australians, available

from the ANTA publications section of www.dest.gov.au or as an online resource at www.westone.wa.gov.au/workingwithdiversity.

Language, literacy, numeracy and assessment ANTA 2002, Frequently asked questions about language, literacy and numeracy in the AQTF, available from the publications section of www.dest.gov.au.

ANTA and DEETYA 1999, A New Assessment Tool – Incorporating language, literacy and numeracy skills into Training Packages – A professional development kit for trainers and

assessors, available from the publications section of www.dest.gov.au. ANTA and DETYA, 2000, Built in not bolted on, available from the ANTA publications section of www.dest.gov.au.



What 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.


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Contextualisation of units of competency by RTOs

Registered training organisations (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; and

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.


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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.


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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

the required underpinning knowledge and skills.

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 problems


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Using mathematical ideas and techniques

Initiative and enterprise

Planning and organising Collecting, analysing and organising

information

Planning 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.

Unit component Example of embedded employability skill

Unit title Give formal presentations and take part in meetings.

(communication)

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


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Unit component Example of embedded employability skill

(initiative and enterprise)

Element Proactively resolve issues. (problem solving)

Performance

criteria

Information is organised in a format suitable for analysis and

dissemination in accordance with organisational requirements. (planning and organising)

Range

statement Software applications may include email, internet, word processing, spreadsheet, database or accounting packages. (technology)

Required skills

and knowledge Modify activities depending on differing workplace contexts, risk situations and environments. (learning)

Work collaboratively with others during a fire emergency.

(teamwork)

Instructions, procedures and other information relevant the

maintenance of vessel and port security. (communication)

Evidence guide Evidence of having worked constructively with a wide range of community groups and stakeholders to solve problems and adapt or design new solutions to meet identified needs in crime prevention. In

particular, evidence must be obtained on the ability to:

assess response options to identified crime-prevention needs and

determine the optimal action to be implemented

in consultation with relevant others, design an initiative to address identified issues. (initiative and enterprise).

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