SIB10 Beauty Training Package

Transcription

1 SIB10 Beauty Training Package A guide for users Industry recommendations for implementing the Beauty Training Package (SIB10) Beauty Training Package Skilling people for the beauty industry

2 Proudly supported by our Industry Advisory Committee members:

3 Contents The purpose of this guide... 1 About the Right Way program The Beauty Industry... 2 Industry characteristics...2 Careers in the beauty industry...2 Working together for quality outcomes... 4 Using the SIB10 Beauty Training Package...7 Units of competency...7 Qualifications...17 Assessment guidelines...24 Integrated and Contextualised Learning and Assessment Practices The industry view...27 Integrated delivery and assessment of units...27 Knowledge and skills...28 Achieving competency takes time...28 On the job learning...29 Simulations as part of assessment...30 Additional Advice For SIB10 Beauty Training Package Users Industry Recommended Learning and Assessment Hours...33 Providing Language Literacy and Numeracy Support...37 Notes... 38

4 Foreword The beauty industry needs highly skilled workers. This User Guide has been developed by Service Skills Australia as part of a training package quality implementation framework to support registered training organisations. It sets out industry objectives and expectations regarding the delivery of training and assessment for job roles in the beauty industry and should be used in conjunction with the endorsed SIB10 Beauty Training Package units of competency, qualifications and assessment guidelines. The guide provides additional advice and assistance to all VET practitioners who seek to implement quality, learner centred, flexible and innovative approaches to designing and implementing learning and assessment against the training package It offers teachers, trainers and assessors easy access to a useful resource with information and practical strategies that will assist them in unpacking the training package to ensure good practice in skills and knowledge development. It will also inform policy makers and auditors. Industry has its own part to play to ensure quality outcomes and effective skills development by facilitating quality work placement, playing a pro-active role in advising training deliverers, employing and integrating new entrants into the beauty industry and implementing strategies that further develop the skills and knowledge of their existing staff. The key message from industry is this: This is what we really need and here are some tools how can we all work together to achieve it? Chair, WRAPS Industry Advisory Committee Service Skills Australia

5 The purpose of this guide Here are a series of key topics that are additional to the endorsed components of the SIB10 Beauty Training Package. It explains key beauty industry objectives in skills and knowledge development. You will also find suggested tools and ideas to assist employers, registered training organisations, assessors and trainers work with the training package and develop graduates who are ready for the industry. The following topics are covered: The beauty industry Working together for quality outcomes Using the SIB10 Beauty Training Package Integrated and contextualised learning and assessment Additional advice for SIB10 Beauty Training Package users Over time, the suite of tools and resources available on the Service Skills Australia website ( will be expanded to include many free good practice sample tools and ideas that will enable RTOs to work with industry to develop quality training outcomes. About the Right Way program Service Skills Australia has developed a range of implementation products and services collectively known as the Right Way Program. The Right Way Program provides industry recognition of: Quality training and assessment facilities Quality trainers and assessors Quality learning resources Participants in this industry recognition system must adhere to standards and provide evidence of quality through an application and assessment process operated by Service Skills Australia and its network of state and territory agencies. We have also produced a range of Training Package User Guides, such as this one, to help registered training organisations effectively implement our training packages, and deliver training that meets industry s needs. This program is part of Service Skills Australia s strategic work to achieve quality skills outcomes through the service industries. The Right Way Program is an evolving scheme that will be implemented across Service Skills Australia training packages from For more information see 1

6 The Beauty Industry Industry characteristics The beauty industry in Australia is characterised by a substantial number of small businesses providing unique and complex beauty services to clients on a one to one basis. The industry employs workers who provide services that require the highest level of skills and knowledge to support treatments offered. It provides a range of services, including complex skin therapies and treatments. Specialist enterprises are increasing in the industry and provide particular services as their core business activity. The industry workforce has always been comprised predominantly of female employees and this profile is projected to continue. Employees are mostly full time, with part time and casual employment used to offset periods of high demand. Historically, the beauty industry has focussed services on females, but as the industry has evolved this has changed, with the growth of services for men. The beauty industry is predominantly comprised of small employers, many of whom are self employed and operate their businesses from salons, destination or day spas, hairdressing salons and retail outlets. Whilst many businesses operate within limited or traditional boundaries; many of the contexts in which beauty professionals work are now increasingly linked to broader health and wellness. The industry is also increasing its use of new technologies; particularly the application of light technologies for beauty therapy treatments. Careers in the beauty industry The industry is part of the expanding services sector and as such offers a growing range of employment opportunities linked to the provision of simple to complex beauty treatments and services. Experienced operators also have the opportunity to establish a small business. Pathways have been negotiated from some SIB10 Beauty Training Package qualifications to higher education qualifications in dermal therapies. Dermal therapists work independently and also under instruction from dermatologists and plastic surgeons and are able to provide complex skin treatments and pre and post operative skin care. Training new entrants Industry growth and employee attrition in the beauty industry mean that there is always a demand for new entrants. Training for beauty therapists is largely undertaken through institute based training due to the intensely personal one to one nature of clinical services provided, where the presence of a third person for training purposes is viewed as invasive. However, some beauty industry employers are keen to engage with new industry entrants who have the life skills and attitudes that are suited to job roles in the industry, and train them via a traineeship or apprenticeship pathway. This option is available for those qualifications in the training package ranging from Certificates II to IV. 2

7 Employers describe ideal applicants as: enthusiastic about working in the beauty industry having researched the industry having undertaken secondary studies in human biology or human development and with an interest in building on this knowledge preferably having some experience in a customer service environment able to demonstrate team skills through other employment, volunteering or sport having a good command of English and demonstrating maturity and confidence in interpersonal communication displaying a positive work ethic, and fit enough to cope with a performing services that can be physically demanding and performed over long hours on the feet. Training existing workers The beauty industry supports skills recognition and development for existing workers, so that employers and existing workers are able to: identify gaps and opportunities to gain new skills develop the diverse range of more complex technical skills and business skills that are a priority for the industry s prosperity. Employing qualified staff Employers seek operators with qualifications from the range available that are appropriate to particular job roles. Many employers prefer to employ experienced beauty therapists or competent new graduates from institutional programs, who have achieved beauty therapist qualifications at Certificate IV or above. All employers want people with great technical, personal service, and sales skills. People who can think for themselves, plan treatment programs and solve problems while still following the key rules and procedures; people who can work quickly and efficiently, whilst maintaining a relaxing environment for clients and of course, people who can keep learning and developing with the business. 3

8 Working together for quality outcomes Achieving quality outcomes from any training depends on employers and registered training organisations making an honest and realistic assessment of what can be achieved in a given set of circumstances. Where learners are undertaking a traineeship or apprenticeship, some employers may not be able to provide the required range of experience for a particular beauty qualification so arrangements need to be put in place to address this. This could involve exposure to another workplace during training or additional experience in a simulated salon environment as provided by a registered training organisation. A registered training organisation may not have the required resources (or external access to required resources) to support delivery of particular qualifications. Resources required might be particular high cost beauty technology, an adequate supply of trainers with current and relevant experience, or access to relevant beauty workplaces so it may be best not to offer such qualifications. For example: The new SIB70110 Vocational Graduate Certificate in Intense Pulsed Light and Laser Hair Reduction, requires trainers with particular experience, and also access to high cost technology. Selecting and training people who are suited to the job Employers need to recruit staff suited to particular job roles and to the industry more broadly. Registered training organisations and others in the training system have an obligation to enrol individuals in programs where they expect successful outcomes and have a real chance of employment. While pre-training evaluation of what a person will achieve after training is unfair, quality registered training organisations have always had tools to select appropriate students. There is an industry expectation that the training system will: provide appropriate counselling to prospective students to guide them towards programs that maximise their chances of success have in place a range of customised selection tools and processes that reflect the needs of the beauty industry, and provide an accurate picture of the industry and its working conditions to assist potential students make informed choices. The beauty industry believes effective selection processes will mean that registered training organisations are more likely to: Enrol students in a way that recognises the diversity of industry roles. For example: the pre-existing human biology aptitudes and skills needed by a beauty therapist are quite different to those required by students with the general attributes, attitudes and creative skills needed to work as a nail technician. Enrol students with the general attributes and attitudes needed to work in a personal services environment. For example: interpersonal communication skills for frontline service roles. Enrol students in the appropriate level of qualification, in particular acknowledging when students might not be ready to undertake higher-level qualifications. 4

9 Enrol students with the requisite life or work experience or maturity (not always related to age) to take on the job role reflected in the qualification. For example: a beauty therapist responsible for consulting clients and designing and performing treatment services in intimate settings. The applicant should demonstrate maturity and sensitivity and a desire to work in a quiet environment on a one to one basis with clients. Enrol students with the required level of language and literacy skills, not just to do the job, but also to undertake the required learning. Innovation and responsiveness Factors that industry considers vital to registered training organisations achieving quality outcomes include: effective integration of off-the-job learning with on-the-job learning experience via real or simulated salon environments an ability and a willingness to adjust programs quickly and have systems in place to support this; for example: frequent systemic checks for currency of teacher professional development innovative ways of providing student access to the latest technologies; for example salon software systems, treatment machinery regular and frequent updating of learning resources and regular contact with and involvement with industry practitioners and key industry associations that are able to provide advice about industry practice, changing trends and needs. Perhaps most importantly, industry wants to feel confident that the training system has clear and current data about what is needed, and that it can respond to those needs quickly and creatively. A self-assessment tool for registered training organisations You may like to complete the following self test (next page), in order to assess how well your organisation responds to industry demand and recognise where there may be areas for improvement. Tools and resources Go to to download: The RTO Self Assessment Checklist A Beauty Industry Associations Contact List 5

10 Name of RTO:... Date Assessment Completed: Completed by:... Do we? Y/N How do we do this? How Well? How Often? How creatively? Who s involved? Required Action. What must we do? What could we do to improve? Timeline Who to Complete Know which skills are really in demand? Do we respond to demand? Have industry people actively involved in our courses? Have ongoing conversations with industry as a matter of course? Successfully avoid same old? Frequently update our programs? Have trainers and assessors with current industry experience? Have trainers & assessors that actively participate in industry networks? Regularly get together as a team to come up with ways of doing better? Ask graduates about relevance of our training in the workplace? Respond to industry demands for RPL for existing workers? 6

11 Using the SIB10 Beauty Training Package It is critical that training package users read and understand the structure and function of each of the three endorsed components. These are the: competency standards (units of competency) qualifications assessment guidelines. Units of competency Competency is a broader concept than the ability to perform individual workplace tasks and comprises the application of all the specified technical and generic knowledge and skills relevant for an occupation. Competency is demonstrated to the standard required in the workplace and covers all aspects of workplace performance including: performing individual tasks managing a range of different tasks responding to contingencies or breakdowns and dealing with responsibilities of the workplace, including working with others. Competency requires not just the possession of workplace related knowledge and skills but the demonstrated ability to apply specified knowledge and skills consistently over time in a sufficient range of work contexts. Units of competency in training packages are developed by industry to meet the identified skill needs of industry. 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 assessment to ensure consistency of outcomes. Units of competency do not describe the procedures necessary to perform a particular role. They provide the basis for: recognition of skills within and across industries work organisation reviews and options development of training assessment certification credit transfer and articulation. 7

12 Unpacking a unit of competency Each unit of competency describes: a specific work activity the conditions under which it is conducted the evidence that may be gathered in order to determine whether the activity is being performed in a competent manner. By examining different aspects of the unit of competency, implementers of the SIB10 Beauty Training Package will be able to understand the following: the work activity and what it involves the particular skills (and level of skills) that are needed to perform the work activity the conditions under which the work activity may be conducted the evidence that is needed to demonstrate that a person is competent in the work activity the knowledge and skills that are required to perform the work activity the generic work skills (or employability skills) that are needed the evidence that should be gathered to demonstrate competency and 1 the resources that may be needed to gather the evidence. Trainers and assessors must be able to interpret and work with all the components of units in order to design quality learning and assessment. The following example unit of competency from the SIB10 Beauty Training Package explains the structure of units of competency and the purpose of each component. 1 Online Training Package Development Handbook Department of Education Employment and Workplace Relations (DEEWR)

13 Unit code definition: SI = Service Industries B = Beauty TP B = Industry sector BOS = competency field 4 = AQF level first packaged 02 = numerical sequence A = version control SIBBBOS402A Unit descriptor A succinct description of what the unit covers. A summary of the content. Can also describe links with other units if this assists the user to understand a suite of related units. Inclusion of licensing information is a standard requirement Provide body treatments The unit title should be short, sharp and tell the user what the unit is about at a glance. It should describe workplace skill succinctly and in workplace language what did you do today? It should avoid using descriptive words such as simple, basic or complex This unit describes the performance outcomes, skills and this information is found within the unit. knowledge required to perform a range of body treatments using various combinations of manual massage with electrical currents, exfoliation or body wraps according to a treatment plan. Body treatments are performed in response to a client consultation and assessment, conducted and recorded on a treatment plan. They involve the application of a combination of manual and other selected techniques which may include electrical currents, exfoliation and body wraps. This may involve a single treatment or a series of body treatments that have been designed to meet client requirements. The therapist performing the body treatment may or may not have designed the treatment, but is expected to access and interpret a treatment plan, explain the administration of the treatment to the client and adapt as required during the service in response to client reaction. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. Employability skills Prerequisite units This unit contains employability skills. SIBBBOS401A Perform body massage This is a mandatory statement. Prerequisite units contain skills and knowledge that a person must have in order to perform the function described in this unit. Application of the competency Competency field Sector This unit applies to beauty therapy salon or spa environments A brief description and to beauty therapists exercising judgement in planning of how the unit is practically applied in and selecting appropriate products, services, equipment and the industry. techniques. Body Services Beauty Note: the information provided for this unit is an excerpt only, and is presented for demonstration purposes only 9

14 ELEMENT Elements describe the essential outcomes of a unit of competency. 1 Manage the body treatment. PERFORMANCE CRITERIA Performance Criteria describe the required performance needed to demonstrate achievement of the Element. Where bold italicised text is used, further information is detailed in the Required Skills and Knowledge and/or the Range Statement. Assessment of performance is to be consistent with the Evidence Guide. 1.1 Access and review the client treatment plan. 1.2 Review and note contraindications resulting from changes to body condition and subsequent variations to treatment plan. 1.3 Offer advice to client regarding medical follow-up of contraindications tactfully and without reference to specific medical conditions. 1.4 Confirm treatment objectives and revised treatment plan with client and ensure consent. 1.5 Set up and monitor service area to meet workplace requirements. 1.6 Clean and maintain tools and equipment according to manufacturer instructions, workplace practice and health regulations. 1.7 Use energy, water and other resources efficiently during preparation and subsequent treatment process to reduce negative environmental impacts. 1.8 Explain factors that may prevent or restrict the treatment. 2 Manage body treatments 2.1 Explain mode of administration and management of treatment to client where required. 2.2 Request client to monitor reactions and inform the operator as required. 2.3 Drape client to sequentially expose the treatment area while ensuring client comfort and modesty at all times. 2.4 Select body treatment products and electrical equipment according to treatment plan and treatment area. 2.5 Recognise reactions to treatment and respond if necessary. 2.6 Safely dispose of treatment waste to minimise negative environmental impacts. Note: the information provided for this unit is an excerpt only, and is presented for demonstration purposes only 10

15 REQUIRED SKILLS AND KNOWLEDGE This section describes the essential skills and knowledge and their level, required for this unit. The following skills must be assessed as part of this unit: technical skills to: recognise and respond to contraindications and adverse effects In order for people to perform the function described interpret treatment plan and identify and adjust to changes in client s by the condition unit, they must be able to apply other skills to this situation. Literacy and numeracy are addressed prepare client for treatment according to treatment plan and workplace procedures in this section. The skills statement is specific to each ensure treatment is provided, according to the individual, the condition unit. It explains and the what presence the person of is doing with that complicating factors skill in the context of the unit function. For example: what are the specific communication skills relevant identify major bones and muscle groups through palpation to this unit? This section provides guidance on the safely apply a defined range of electrical equipment and current level levels of skills according provide. to agreed treatment plan communication skills to: seek feedback and respond to questions provide information and reassurance to client throughout the service literacy skills to: read and apply relevant workplace documents and manufacturers safety data sheets on electrical equipment read, interpret and adjust treatment plans as appropriate time - management skills to manage time throughout the body treatment. The following knowledge must be assessed as part of this unit: relevant health and hygiene regulations and requirements In order for people to perform the function described by the unit, they must also know certain relevant occupational health and safety regulations and requirements things. Knowledge covered in prerequisite units is not repeated in full. This section provides guidance infection control procedures and application of universal precautions as on they level apply of knowledge to the provision required. of a body treatment service correct and environmentally sound disposal methods for all types of waste and in particular for hazardous substances workplace policies and procedures in regard to manual and electrical body treatments appearance of contraindications and adverse effects factors likely to affect the suitability of each technique to client needs and the effects and benefits of each step in body treatments skeletal and muscular system, including: awareness of postural and skeletal abnormalities muscle contractility and motor points position and action of superficial muscles of the body in relation to body massage, including deltoid, biceps, triceps, brachialis, trapezius, latissimus dorsi, serratus anterior, pectorals, rectus abdominous, obliques, gluteal, hamstrings, quadriceps, sartorius, adductors, gastrocnemius, soleus, and tibialis anterior nervous system and its relationship to skin sensations. Note: the information provided for this unit is an excerpt only, and is presented for demonstration purposes only 11

16 RANGE STATEMENT The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. Treatment plan must include: Contraindications may include: Clients may include: outcomes of previous treatments Because units can cover a range of industry, sectors relevant medical history and environments the elements and performance medications being used criteria are written broadly so they can apply to all circumstances. Not all workplaces are the same and we cannot force all variable circumstances contraindications into the elements and performance criteria massage techniques, including types, otherwise frequency people would and duration be disadvantaged of during movements assessment. The lists are not intended to cover all circumstances and they others can be added electrical treatments during training and assessment, as required. tools and equipment selected. those which prevent body electrical treatment: contagious skin diseases dysfunction of nervous system heart diseases and disorders pacemakers cancer-related treatments recent scar tissue undiagnosed lumps inflammations and swellings medications that cause thinning or inflammation of skin those which restrict body electrical treatment: diabetes epilepsy high or low blood pressure history of thrombosis or embolism metal pins or plates pregnancy piercings anxiety varicose veins intense pulsed light (IPL) or laser and epilation. new or regular clients with routine or special needs female or male clients people from a range of social, cultural and ethnic backgrounds and with varying physical and mental abilities. Note: the information provided for this unit is an excerpt only, and is presented for demonstration purposes only 12

17 The Evidence Guide provides prescriptive assessment instructions for the assessor (however, methods are only suggested). Registered Training Organisations must comply with these requirements. It is a guide on the essential EVIDENCE GUIDE assessment conditions to ensure rigour and The evidence guide provides advice on assessment and must be read in conjunction with the industry s performance acceptance criteria, required that skills formal certification and knowledge, range statement and the Assessment Guidelines for the Training Package. truly means that a candidate is competent. Critical aspects for assessment and evidence required to demonstrate competency in this unit These describe: the absolute essence of a rigorous assessment; critical and essential knowledge and performance to ensure that the candidate is competent. Critical aspects: don t repeat the performance criteria but capture their summarised essence; may describe a requirement for multiple assessments, coverage of diverse products or treatments and range of complexities so that evidence of consistency is collected; and may also describe time requirements to be assessed over a period of time or within normal commercial timelines. Evidence of the following is essential: interpreting a treatment plan and making any adjustments required by variations in client s condition preparing the service area and clients for body treatments safely and effectively sequencing and applying body treatments, products and electrical equipment listed in range statement applied across a range of body treatment services using time effectively evaluating outcomes of body treatments and advising clients on future treatments accurately and legibly recording relevant data on client treatment plans. continued overleaf... Note: the information provided for this unit is an excerpt only, and is presented for demonstration purposes only 13

18 EVIDENCE GUIDE Context of and specific resources for assessment This section describes: where the assessment must take place; what resources must be provided or must be accessed by the candidate during formative assessment (ongoing assessment is so often undertaken as part of the training process); the minimum requirements for a simulated environment when used to assess this unit; where other people must be involved, such as customers to properly assess service skills; and it also refers the assessor back to the Assessment Guidelines for further industry requirements relating to and appropriate simulated environment. Assessment must ensure: that competency is consistently demonstrated over a period of time and observed by assessor or technical expert working in partnership with the assessor as described in the Assessment Guidelines that the candidate demonstrates competency in the workplace or a simulated workplace environment in a range of real work situations which may include client interruptions and involvement in other related activities normally expected in the workplace. Assessment must ensure access to: an environment, which includes as a minimum access to: individual client workstations adjustable massage couch relevant massage mediums plentiful supply of towels client gown client cover trolley magnifying lamp direct and indirect current high frequency equipment brush machine steamer or vapourzone a professional body treatments product range appropriate cleaning and disinfection products and equipment relevant workplace documentation including: manufacturer s equipment instructions product instructions manufacturer safety data sheets workplace policy and procedures manuals a range of clients with different body treatment requirements. For further guidance on the use of an appropriate simulated environment, refer to the Assessment Guidelines in this Training Package. Note: the information provided for this unit is an excerpt only, and is presented for demonstration purposes only 14

19 EVIDENCE GUIDE Methods of assessment This section: suggests methods of assessment; is tailored to the specific function of unit; and is usually practical in nature. A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct observation of learner performing a range tasks in the workplace or a simulated work environment, over sufficient time to demonstrate handling of a range of contingencies, including: preparing clients for body treatments applying a range of manual massage techniques according to the treatment plan using body treatment products applying a range of electrical equipment and current levels according to the treatment plan and client feedback providing post-treatment advice and making treatment recommendations to the client written and oral questioning appropriate to the language and literacy level of the learner, to assess knowledge and understanding of: appearance of contraindications and adverse effects factors likely to affect the suitability of each technique to client needs, and effects and benefits of each step in body treatment anatomy and physiology of the body as they relate to the provision of body treatments categories of massage, motor points and reflex points classifications, benefits and application of range of massage movements described in range statement causes of skin reactions and allergies in regard to body treatments principles and properties of electricity as they relate to body treatments ethical and legal implications of the practice of body treatments completion of workplace documentation relevant to providing body treatments third-party reports from technical experts. Note: the information provided for this unit is an excerpt only, and is presented for demonstration purposes only 15

20 EVIDENCE GUIDE Holistic assessment Holistic assessment: is always advisable; reflects the natural integration of activities in the workplace; does not repeat prerequisites; provides clear linkages to the skills and knowledge described in this unit. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SIBBCCS301A Apply the principles of skin biology to beauty treatments SIBBCCS404AWork in a skin therapies framework SIBBCCS405A Develop treatment plans SIBBCCS406A Use electricity in beauty therapy treatments. Note: the information provided for this unit is an excerpt only, and is presented for demonstration purposes only 16

21 Qualifications The suite of beauty qualifications in the SIB10 Training Package has been carefully constructed to train work ready graduates to undertake employment in areas ranging from entry level through to increasingly technical beauty therapies and also business management job roles. Core and elective structures of qualifications are flexible and varied. They are designed to achieve the skills and knowledge that beauty industry employers expect to see demonstrated by work ready job applicants; with qualifications from Certificate II through to Vocational Graduate Certificate. The SIB10 Beauty Training Package includes the following qualifications: SIB20110 Certificate II in Retail Make-up and Skin Care SIB20210 Certificate II in Nail Technology SIB30110 Certificate III in Beauty Services SIB40110 Certificate IV in Beauty Therapy SIB50110 Diploma of Beauty Therapy SIB50210 Diploma of Salon Management SIB70110 Vocational Graduate Certificate in Intense Pulsed Light and Laser Hair Reduction The SIB10 Beauty Training Package also includes the following Skill Sets: BSB07 Small Business Financial Management Skill Set SIB10 Cosmetic Tanning Skill Set Refer to the SIB10 Beauty Training Package qualifications in order to understand the relationship between SIB10 and WRB04 Beauty Training Package qualifications and the core and elective structure of each SIB10 qualification. Qualifications suited to VET in schools delivery In some industries Certificate I and Certificate II qualifications are regarded as pathway qualifications or as preparatory study and all stakeholders accept that those qualifications do not reflect particular job outcomes. All qualifications in the SIB10 Beauty Training Package have been designed to achieve job outcomes. The following qualifications have been recognised as suitable for VET in Schools delivery. SIB20110 Certificate II in Retail Make-up and Skin Care SIB20210 Certificate II in Nail Technology SIB30110 Certificate III in Beauty Services Refer to the qualifications section of the SIB10 Beauty Training Package to read the descriptors for each of these qualifications. The beauty industry strongly encourages any school considering the delivery of beauty qualifications to carefully assess its planning and resource capacity to provide quality work integrated learning experiences that will achieve the outcomes industry needs. Refer to for current information on Service Skills Australia s VET in Schools policy. 17

22 Qualifications packaging Units of competency within each qualification have been categorised as either core or elective. The core units identify essential skills for the job role described in the qualification. Candidates must also choose the specified number of elective units required for each qualification. In order to meet beauty industry requirements, registered training organisations should ensure that graduates of each qualification are able to apply relevant skills and knowledge, to the level of complexity described in the employability skills summary for each qualification. These summaries provide practical descriptions of the application of broad industry requirements against the following facets: communication problem solving initiative and enterprise teamwork planning and organising self management learning; and technology. These summaries may be found at the rear of each qualification in the qualifications section of Volume I of the SIB10 Beauty Training Package Unpacking the qualifications For each qualification go to the qualifications framework outlined in Volume I of the SIB10 Beauty Training Package and follow the steps outlined below: 1. Read the qualification descriptor to select the qualification that matches the desired job outcome. 2. Check the entry requirements to establish any conditions that must be met by applicants. Consider the additional skills and aptitudes that beauty employers in your area seek when selecting applicants. 3. Read and clearly interpret the qualifications rules relating to: the total number of all units (core + electives) to be completed how many core units must be completed how many elective units must be completed and the rules relating to their selection 4. Select the core and elective units combination to match the job outcome sought local industry requirements and the characteristics of this qualification (as per the AQF descriptors). 5. Read the employability skills summary at the rear of the qualification. It is important that you consider the employability skills statements in order to design learning and assessment strategies that will integrate these skills across the units delivered, so that graduates are work ready. 18

23 How does this work in practice? In the following scenario we will unpack a qualification and select relevant units. Karen has completed secondary school. Since leaving school Karen has worked in a retail cosmetics outlet. She has no formal qualifications. Karen would like to complete a qualification that will enable her work in the beauty industry; providing a range of make-up and beauty services for special events such as weddings, and providing advice on beauty make-up and skin care products. Whilst she initially plans to seek employment in a salon, it is Karen s goal to ultimately establish her own small business. Karen is a regular client at a local beauty salon and has spoken with the salon owner about the industry. She has a received brochure on SIB30110 Certificate III in Beauty Services, along with information on recognition of current competency and has attended an RTO information session. The qualification descriptor Below is the qualification descriptor for the SIB30110 Certificate III in Beauty Services. This qualification develops the skills and knowledge for an individual to be competent in interacting with customers, providing a range of beauty services which may include make-up, waxing, nail technology, lash and brow treatments and demonstrating and selling beauty skin care and other cosmetic products. Work would be undertaken in beauty therapy salons and in the wider beauty industry. This qualification is designed to reflect the role of employees who perform some complex or non routine activities involving individual responsibility or autonomy or collaboration with others as part of a team. This qualification is suitable for an Australian Apprenticeship pathway. Karen has considered the qualification information provided by the registered training organisation and this is consistent with her desired job outcome. Entry requirements The following extract regarding entry requirements is from the SIB30110 Certificate III in Beauty Services. There are no entry requirements to this qualification. Karen is eligible to undertake this qualification. Karen s beauty experience has assisted her in developing skills and aptitudes that meet additional selection criteria developed by the registered training organisation in conjunction with their industry advisory group. She has been offered and has accepted a place in the course. 19

24 Qualification rules The following extract is from the relevant section from the SIB30110 Certificate III in Beauty Services. To achieve a Certificate III in Beauty Services, 20 units must be completed: all 9 core units 11 electives: all 4 elective units from either: Group A General Beauty Group B Make-Up 7 units from the general elective units: A maximum of 3 elective units may be selected from this or another endorsed Training Package or accredited course. These must be units which are first package at an AQF level of 2 or 3. selected from units not previously completed. In all cases selection of electives must be guided by the job outcome sought, local industry requirements and the characteristics of this qualification (as per the AQF descriptors). Karen must achieve competency in all 9 core units as ticked below. The course coordinator has suggested that, based on her retail industry experience, Karen may be able to seek recognition against some core units, should she be interested. Core units SIBBCCS201A Research and apply beauty industry information SIBBCCS301A Apply the principles of skin biology to beauty treatments SIBXCCS201A Conduct financial transactions SIBXCCS202A Provide Service to clients SIRXCLM001A Organise and maintain work areas SIRXCOM001A Communicate in the workplace SIRXIND001A Work effectively in a Beauty environment SIRXOHS001A SIRXSLS004A Apply safe working practices Sell products and services 20

25 From the available Group A or B electives, Karen has selected 4 units from Group B Make-up, as ticked below. Group A - General Beauty SIBBCCS304A Advise on beauty services SIBBFAS201A SIBBFAS302A SIBBHRS301A Demonstrate Beauty skin care products Provide lash and brow treatments Perform waxing treatments OR Group B - Make-Up BSBDES301A Explore the use of colour SIBBFAS305A SIBXFAS201A SIBXFAS202A Design and apply remedial camouflage make-up Design and apply make-up Design and apply make-up for photography In addition, Karen has selected 7 general elective units as ticked from the group below. General Elective units Client Service SIBBCCS304A Advise on beauty services Computer Operations and ICT Management SIRXICT001A Operate Beauty technology Design BSBDES202A Evaluate the nature of design in a specific industry context Environmental Sustainability BSBSUS201A Participate in environmentally sustainable work practices Facial Services SIBBFAS201A Demonstrate Beauty skin care products SIBBFAS302A SIBBFAS305A SIBXFAS201A SIBXFAS202A Hair Reduction Services Provide lash and brow treatments Design and apply remedial camouflage make-up Design and apply make-up Design and apply make-up for photography SIBBHRS301A Perform waxing treatments Inventory SIRXINV001A Merchandising SIRXMER001A SIRXMER003A SIRXMER005A Perform stock control procedures Merchandise products Monitor in-store visual merchandising display Create a display 21

26 General Elective units Nail Services SIBBNLS201A SIBBNLS202A SIBBNLS203A SIBBNLS204A SIBBNLS205A SIBBNLS206A SIBBNLS207A Work within a nail services framework Provide manicure and pedicare services Apply gel nail enhancement Apply acrylic nail enhancement Apply nail art Use electrical equipment for nails Apply advanced nail art Beauty Product Knowledge SIRXRPK002A Recommend hair beauty and cosmetic products and services Sales SIRXSLS001A Sell products and services Small Business Management BSBSMB304A Determine resources required for the micro business BSBSMB402A BSBSMB406A Plan small business finances Manage small business finances Skin Services SIBBSKS201A Pierce ears SIBBSKS302A Apply cosmetic tanning products 22

27 Employability skills SIB30110 Certificate III in Beauty Services The following table contains a summary of the employability skills required by the beauty industry for this qualification. The employability skills facets described here are broad industry requirements that may vary depending on qualification packaging options. Employability Skill Communication Problem solving Initiative and enterprise Teamwork Planning and organising Self management Learning Technology Industry/enterprise requirements for this qualification include: Communication skills, both verbal and non verbal are used to establish and meet the needs of clients. This is done through questioning and observation and by providing clear information on products used and services proposed or performed. Clients may also need reassurance or have questions which need to be answered throughout the performance of a service. Product information is read and interpreted to make safe and appropriate recommendations to clients. Communication skills are also used to follow instructions and respond to change such as current workplace environmental sustainability procedures. Problem solving skills are used when applying knowledge of contra-indications to anticipate and mitigate problems by advising clients of alternative options and/or referring them to alternative practitioners. Problem solving skills are also applied in the performance of routine Beauty activities such as selling products and demonstrating skin care products. Problem solving is supported in the beauty environment by referral to legislation and/or industry guidelines such as health and hygiene. Opportunities to use initiative and enterprise occur within the identification and provision of the most appropriate products and/or services to meet the needs of clients, within the boundaries of any contra-indications which may be present. A beauty operator also needs to adapt services where there is a change in the client s condition during a service. Initiative and enterprise are also used to recognise where additional levels of service can be provided to a client. Teamwork requires knowledge of the roles and responsibilities of all team members and accepted or expected workplace practices. It includes the ability to communicate with other team members to schedule and service clients, to deal with complaints; and also to support team participation in environmentally sustainable workplace practices. Information, time and resources must be planned and organised to deliver efficient and effective services. The needs of clients must be determined to ensure that all relevant products and equipment are available and time is managed effectively to meet scheduling requirements. The use of resources must be planned and organised to minimise waste and prevent product and environmental contamination. Self direction is required to achieve desired client outcomes within the time and resource expectations of the workplace. This is supported by establishing a clear understanding of both client and workplace requirements and by actively seeking and responding to feedback. The knowledge and application of all health and hygiene and safety requirements is critical to the performance of this role. The beauty industry is dynamic with changes to products and services as new trends emerge. Beauty operators are required to take responsibility for maintaining the currency of their knowledge by identifying and assessing learning opportunities and sources of information, including professional associations and the influences and inter-relationships with complementary industries. Technology is used through the use of fixed telephones or telephone systems, Beauty equipment and in some cases electronic client booking systems. In a salon staff must be able to deal with situations where technology fails or becomes unavailable, for example electronic funds transfer technology. 23

28 Karen will be eligible for the award of a Certificate III in Beauty when she is able to demonstrate competency in the required total of 20 units comprised of 9 core + 4 Group B Make-up units +7 General Elective units. This will enable Karen to seek relevant employment in the beauty industry. Assessment guidelines The SIB10 Beauty Training Package Assessment Guidelines are an endorsed industry framework for assessing competency in the beauty industry or beauty enterprises. They should be used in conjunction with the units and qualifications, and provide important guidance for registered training organisations and individual assessors. They include: licensing advice for assessors, candidates and registered training organisations regarding the cosmetic use class 4 equivalent intense pulsed light and laser equipment for hair reduction advice on the industry preferred context of delivery and assessment for all beauty units in the SIB10 Training Package detailed industry criteria regarding appropriate simulated environments AQTF and additional industry requirements on the vocational competence of assessors additional minimum industry requirements regarding fixtures and equipment each of the following beauty assessment environments: client reception and sales body treatments facial treatments IPL and laser treatments make-up services nails services skin penetration services spa services cosmetic tanning waxing treatments. Assessments should be valid, reliable, flexible and fair and consistent with the Essential Standards for Registration under the Australian Quality Training Framework (AQTF 2010). 24