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
Proudly supported by our Industry Advisory Committee members:
Contents
The purpose of this guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
About the Right Way program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
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 . . . . . . . . . . . . . . . 27
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 . . . . . . . . . . . . . . . . . . . . . . 33
Industry Recommended Learning and Assessment Hours . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Providing Language Literacy and Numeracy Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
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
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
(www.serviceskills.com.au) 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 2011.
For more information see www.serviceskills.com.au/rightway
1
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
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
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
• 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 www.serviceskills.com.au to download:
• The RTO Self Assessment Checklist
• A Beauty Industry Associations Contact List
5
Name of RTO: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date Assessment Completed: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Completed by: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Do we…?
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
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
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
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
• the resources that may be needed to gather the evidence.1
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)
2010
8
Unit code definition:
SI = Service Industries
BOS = competency field
A = version control
B = Beauty TP
4 = AQF level first packaged
B = Industry sector
02 = numerical sequence
SIBBBOS402A
Provide body treatments
Unit descriptor
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.
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
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
This unit contains employability skills.
Prerequisite units
•
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
This unit applies to beauty therapy salon or spa environments
A brief description
of how the unit is
and to beauty therapists exercising judgement in planning
practically applied in
and selecting appropriate products, services, equipment and
the industry.
techniques.
Competency field
Body Services
Sector
Beauty
Note: the information provided for this unit is an excerpt only, and is presented for demonstration purposes only
9
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Performance Criteria describe the required performance needed to demonstrate achievement
of the Element. Where bold italicised text is used, further information is detailed in the
Required Skills and Knowledge and/or the Range Statement. Assessment of performance is
to be consistent with the Evidence Guide.
1 Manage
the
treatment.
body 1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
2 Manage body treatments 2.1
2.2
2.3
2.4
2.5
2.6
Access and review the client treatment plan.
Review and note contraindications resulting from changes to
body condition and subsequent variations to treatment plan.
Offer advice to client regarding medical follow-up of
contraindications tactfully and without reference to specific
medical conditions.
Confirm treatment objectives and revised treatment plan with
client and ensure consent.
Set up and monitor service area to meet workplace requirements.
Clean and maintain tools and equipment according to manufacturer
instructions, workplace practice and health regulations.
Use energy, water and other resources efficiently during
preparation and subsequent treatment process to reduce negative
environmental impacts.
Explain factors that may prevent or restrict the treatment.
Explain mode of administration and management of treatment to
client where required.
Request client to monitor reactions and inform the operator as
required.
Drape client to sequentially expose the treatment area while
ensuring client comfort and modesty at all times.
Select body treatment products and electrical equipment
according to treatment plan and treatment area.
Recognise reactions to treatment and respond if necessary.
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
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
by the
unit, they must be able to apply other skills to
–– interpret treatment plan and identify and adjust to changes in client’s
condition
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
and the
presence
of is doing with that
unit. It explains
what
the person
skill
in
the
context
of
the
unit
function.
For example:
complicating factors
what are the specific communication skills relevant
–– identify major bones and muscle groups through palpation
to this unit? This section provides guidance on the
level
of skills
provide. to agreed
–– safely apply a defined range of electrical equipment and current
levels
according
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
apply
to the provision
onthey
the level
of knowledge
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
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:
•
outcomes of previous treatments
•
relevant medical history
•
Because units can cover a range of industry, sectors
and environments the elements and performance
criteria are written broadly so they can apply to all
medications being used
circumstances. Not all workplaces are the same
and we cannot force all variable circumstances
contraindications
into the elements and performance criteria
otherwise
people would
be disadvantaged
during
massage techniques, including types,
frequency
and duration
of
assessment. The lists are not intended to cover
movements
all circumstances and they others can be added
electrical treatments
during training and assessment, as required.
•
tools and equipment selected.
•
•
•
Contraindications may include: •
•
–– 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.
•
Clients may include:
those which prevent body electrical treatment:
Note: the information provided for this unit is an excerpt only, and is presented for demonstration purposes only
12
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
assessment conditions to ensure rigour and
The evidence guide provides advice on assessment and must be read in conjunction with theindustry’s
performanceacceptance
criteria, required
thatskills
formal certification
and knowledge, range statement and the Assessment Guidelines for the Training Package. truly means that a candidate is competent.
EVIDENCE GUIDE
Critical aspects for assessment and Evidence of the following is essential:
evidence required to demonstrate • interpreting a treatment plan and making any adjustments
required by variations in client’s condition
competency in this unit
• preparing the service area and clients for body
treatments
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.
•
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
EVIDENCE GUIDE
Context of and specific
resources for assessment
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
•
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.
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
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
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
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 www.serviceskills.com.au for current information on Service Skills Australia’s VET in Schools
policy.
17
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
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
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
20
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
Apply safe working practices

SIRXSLS004A
Sell products and services

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
Demonstrate Beauty skin care products
SIBBFAS302A
Provide lash and brow treatments
SIBBHRS301A
Perform waxing treatments
OR
Group B - Make-Up
BSBDES301A
Explore the use of colour

SIBBFAS305A
Design and apply remedial camouflage make-up

SIBXFAS201A
Design and apply make-up

SIBXFAS202A
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
Provide lash and brow treatments

SIBBFAS305A
Design and apply remedial camouflage make-up
SIBXFAS201A
Design and apply make-up
SIBXFAS202A
Design and apply make-up for photography
Hair Reduction Services
SIBBHRS301A
Perform waxing treatments

Inventory
SIRXINV001A
Perform stock control procedures
Merchandising
SIRXMER001A
Merchandise products
SIRXMER003A
Monitor in-store visual merchandising display
SIRXMER005A
Create a display
21
General Elective units
Nail Services
SIBBNLS201A
Work within a nail services framework

SIBBNLS202A
Provide manicure and pedicare services

SIBBNLS203A
Apply gel nail enhancement
SIBBNLS204A
Apply acrylic nail enhancement
SIBBNLS205A
Apply nail art
SIBBNLS206A
Use electrical equipment for nails
SIBBNLS207A
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
Plan small business finances
BSBSMB406A
Manage small business finances
Skin Services
22
SIBBSKS201A
Pierce ears

SIBBSKS302A
Apply cosmetic tanning products

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
Industry/enterprise requirements for this qualification include:
Communication
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
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.
Initiative and enterprise
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
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.
Planning and
organising
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 management
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.
Learning
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
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
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
The vocational competence of assessors
The following extract from the SIB10 Beauty Training Package, Assessment Guidelines outlines National
Quality Council and also beauty industry requirements for assessors.
AQTF 2010
“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 AQTF 2010 Essential
Standards for Continuing Registration (that supersedes AQTF 2007 Essential Standards for Registration) or the
newly NQC endorsed set of AQTF Standards entitled AQTF 2010 Essential Standards for Initial Registration
(devised for training organisations that are new to the training industry). These strengthened Essential
Standards for existing RTOs ( and the introduction of new Standards for RTOs registering for the first time)
subsequently strengthening the AQTF and ensuring that regulators have the necessary tools to protect
the interests of all students undertaking Vocational Education and Training in Australia.
The changes to AQTF 2007 Essential Standards for Registration, and which are incorporated in AQTF 2010
Essential Standards for Continuing Registration, are as follows:
• The Conditions of Registration have been moved to the front of the Standards to reinforce their
importance
• Conditions of Registration will be audited at initial registration. They will also be audited at each renewal
of registration in accordance with risk management guidelines.
• Consumer protection has been increased by strengthening the financial management requirements
in the Condition of registration. These changes will ensure all providers adopt sustainable business
practices, reducing the risk of leaving students out of pocket.
• Governance requirements have been strengthened to require senior officers and directors or substantial
shareholders to satisfy fit and proper person requirements. Senior management will also have to
demonstrate that decision making is informed by the experiences of its trainers and assessors.
• All RTOs will have a student management database that has the capacity to provide the registering
body with AVETMISS compliant data. Registering bodies will also become the repository for student
records.
• The Standards have been renamed to the AQTF 2010 Essential Standards for Continuing Registration to
distinguish them from the new AQTF 2010 Essential Standards for Initial Registration.
The two new Standards (AQTF 2010 Essential Standards for Continuing Registration and AQTF 2010
Essential Standards for Initial Registration) will be collectively known (and referred to) as AQTF 2010.
Assessments against the units of competency in this Training Package must be carried out in accordance
with these Assessment Guidelines.
continued overleaf...
25
Vocational Competence of Assessors Beauty Industry Expectations
The following are industry expectations of assessors performing assessments from the SIB10 Beauty
Training Package Certificates II, III, IV and Diploma
i. Hold a nationally recognised beauty qualification, which includes the application of skills and knowledge
at least to the level at which they are assessing, plus have gained significant industry experience post
achieving the qualification
-- for example, a person who meets the criteria for assessing the nails services suite of competency
standards, may do so regardless of the AQF level of the qualification at which they will contribute
to.
ii. Comprehensive current knowledge of the industry, current industry practices and the job role against
which performance is being assessed. This current knowledge may be developed and demonstrated
through:
-- participation in relevant industry professional development activities
-- conduct of relevant industry projects and research activities
-- current and relevant work experience in a commercial environment
-- involvement in professional industry networks and memberships
-- participation in assessment and/or training activities conducted in the workplace.
Currency of vocational competence is crucial to the success of assessment outcomes for the beauty
industry. It ensures that those involved in assessment processes have current industry knowledge,
expertise in current operational practice and knowledge of what workplace equipment is currently used
so that assessments reflect up to date workplace practice.
Vocational Graduate Certificate in IPL and Laser Hair Reduction
i. Evidence of satisfactory completion a laser safety course or radiation safety course as prescribed or
recognised in the state or territory where the assessment is occurring.
ii. Significant experience providing hair reduction treatments using both IPL and laser equipment that,
when energised, is capable of emitting an amount of non-ionising radiation higher than the accessible
limit for a class 3B laser for the relevant period stated in, and measured in accordance with, the laser
standards AS2211 (i.e. a class 4 laser or equivalent in the case of IPL). Verification of use from a colleague
or a statement detailing the applicants work history relevant to such use of IPL and laser is suggested.
iii.Comprehensive current knowledge of the industry, current industry practices and the job role against
which performance is being assessed. This current knowledge may be developed and demonstrated
through:
-- participation in relevant industry professional development activities
-- conduct of relevant industry projects and research activities
-- recent and relevant vocational experience in a commercial environment
-- involvement in professional industry networks and memberships
-- participation in assessment and/or training activities conducted in the workplace.”
26
Integrated and Contextualised Learning and Assessment Practices
Industry’s requirements for quality learning and assessment are clearly articulated in the SIB10 Beauty
Training Package - both in individual units of competency and in the Assessment Guidelines. Trainers and
assessors must refer to the Training Package and follow to these requirements.
The industry view
It is industry’s view that employable people can only come from training and assessment that actually
reflects the workplace. This requires:
• training and assessing in the appropriate physical environment (as per each unit of competency and
the assessment guidelines)
• adequate up to date equipment and technology to reflect current industry practices
• speed and timing for tasks typical for a commercial operation
• productivity to reflect industry expectations
• integration of multiple tasks and application of multiple competencies simultaneously
• dealing with multiple and varied customers and team members
• interruptions to work typical of the workplace
• dealing with multiple and varied problems in given timeframes
• integration of health and safety issues, employability skills and compliance demands and
• sufficient customer traffic that accurately reflects the complexity of the role and allows candidates to
deal with multiple tasks simultaneously.
Integrated delivery and assessment of units
The beauty industry supports the integrated delivery and assessment of units of competency as this
reflects real work practices.
An integrated delivery approach brings together a number of units of competency that reflect actual
workplace requirements. For example, a beauty therapist working in a beauty workplace would complete
a number of interrelated customer service, administration and technical tasks together, not simply one
individual task at a time or in a set sequence. Integrating the development of skills and knowledge with
their application in the workplace requires a structured approach that encourages students to participate
in and actively contribute to their own learning.
The beauty industry believes that quality assessment relies on qualified assessors making professional
judgments about the ability of an individual to undertake a job role.
From an industry perspective, this approach is much more effective than assessment processes which
place too much focus on checklists and specified quantities of evidence for individual elements or
performance criteria.
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 unit, or for individual elements and
performance criteria.
The Evidence Guide in each unit of competency provides advice regarding the holistic relationships of
that unit with other units.
27
Knowledge and skills
• ‘Old-style’ chalk and talk training with a major focus on written tests to assess knowledge does not
meet industry requirements for competent work ready graduates
• Assessment that focuses only on just on what you can see a person do is also not appropriate – for
example assessment checklists that only include elements and performance criteria do not support
effective assessment
• A key component of competency is knowledge - understanding why it is important to recognise
contraindications to treatments or the reason why there is a need to develop and review treatment
plans makes for more highly skilled and valuable employees.
• Units of competency provide clear guidance on the scope and depth of skills and knowledge required
to achieve competency ( for example - how much detail about occupational health and safety (OH&S)
legislation, as opposed to workplace OH&S procedures, a frontline employee needs, what sorts of
problems should they be able to solve without help) – and these must be integrated to reflect the
reality of the workplace.
Achieving competency takes time
Nominal hours of training are allocated to individual units of competency in purchasing or implementation
guides developed by some State Training Authorities. Nominal hours are not always the same across states
and territories. Some states use nominal hours as a tool to purchase training from registered training
organisations. Industry has some particular views about nominal hours and their interpretation:
• while acknowledging the funding implications of nominal hours for registered training organisations,
the focus for employers is wholly on the outcomes of training
• industry takes the view that competency cannot be achieved without an holistic work integrated
approach to learning and assessment, along with sufficient practice and workplace application – well
outside the strictures of nominal hours
• attempting to achieve outcomes for institutional learners, without effective work integration strategies
and the proper allocation of clinical practice time is clearly not realistic.
Minimum Learning and Assessment Hours
Minimum learning and assessment hours as defined by the beauty industry are not related to course
funding. They reflect an industry view that is based on a composite of structured (or formal) learning and
assessment plus workplace integration of skills and knowledge.
Whilst acknowledging that individuals achieve competency at their own rate; the figure allocated to each
unit represents an industry view of the minimum time required in order to effectively integrate beauty
skills and knowledge in a workplace context.
Where learning occurs via an Australian Apprenticeship pathway, this integration of skills and knowledge
can occur via on the job experience. Where learning occurs via an institutional program, registered training
organisations need to develop and implement strategies that ensure this workplace integration occurs
prior to summative assessment of units.
Beauty industry guidance regarding the minimum learning and assessment hours for all units in the
beauty qualifications SIB10 Beauty Training Package are set out in the section headed Additional advice
for SIB10 Beauty Training Package Users at the rear of this guide.
28
On the job learning
Where a registered training organisation conducts all or part of its delivery in an industry setting; the
Registered Training Organisation must also ensure that all stated criteria are met in order to satisfy the
assessment requirements of the Beauty Training Package.
Registered training organisations should be aware of state or territory legislative requirements and their
own responsibilities under the AQTF when trainees undertake structured learning in the workplace.
Placing Institutional Learners with Host Employers
Registered training organisations should also be aware of state or territory legislative requirements and
their own responsibilities when placing institutional learners with host beauty industry employers for the
purpose of training.
For example a full time SIB50110 Diploma of Beauty Therapy student may be placed with a host employer
as part of a training program.
Registered training organisations should always provide business owners and managers with support
material to assist in structured, demonstrable training for the learner. Host employers should be aware of
the performance already achieved by the learner and their level of proficiency.
Employers and host employers should also be aware of the registered training organisation expectations
regarding the type of in salon tasks and services a learner would be undertaking as part of their training.
It is recognised that learners placed in beauty therapy environments as part of their training benefit most
when:
• the skills to be learned are clearly specified and agreed to in writing; and
• a workplace supervisor is assigned to guide and oversee learners’ progress.
For each placement, registered training organisations:
• should provide employers and host employers with an indication of the level of expertise of the learner
and the specific performance outcomes that are expected from the salon training
• must also provide learners with a clear understanding of the on the job training they will receive and
the expectations of the employer host employer and the registered training organisation
• should be able to provide evidence of a sample work placement tool which maps the formative
development of skills over a number of placements integrating on and off job delivery and the formative
and summative assessment of all units required to achieve the particular qualification as expressed in
the SIB10 Beauty Training Package;
• review the plan regularly in conjunction with the placement business and the learner to determine
the learner’s progress and to identify any issues which may impact on successful delivery of the
qualification.
Tools and resources
Go to www.serviceskills.com.au to download online tools for planning and recording structured on the
job learning and work placements.
29
Simulations as part of assessment
Assessment of competency requires the collection of evidence and this should be conducted over a
period of time.
This assessment approach may include demonstration:
• in 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.
The beauty industry has identified a number of units of competency for which training delivery and
assessment in a real workplace environment is considered inappropriate.
These units have been identified on the basis of:
• the highly personal nature of a number of services and treatments
• client health and safety considerations
• the fact that not all salons have the range of equipment required to support the delivery and assessment
of the more complex units of competency.
The beauty units of competency within the SIB10 Beauty Training Package have therefore been classified
into two categories:
• units that may be delivered and assessed in a real workplace and/or simulated environment, and
• units that are not suitable for delivery or assessment in a work environment, and should therefore only
be delivered and assessed in a simulated environment.
For information regarding this classification of units, refer to the SIB10 Beauty Training Package,
Assessment Guidelines.
Additional detail for individual units of competency is available within the Evidence Guides of each unit.
30
The Assessment Environment
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, for example, 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 such as client
privacy, health and safety, or 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.
In deciding whether a simulation or an assessment environment has been adequately set up, the following
criteria must be applied.
Does the simulated environment:
• provide access to the full range of up-to-date equipment and software that would generally be available
in a modern working beauty industry service environment; and meet the equipment requirements
described in the relevant unit or units being assessed;
• operate a fully functional reception area with a client booking and records system where candidates
are able to make new and repeat appointments with clients through telephone or face-to-face contact,
establish and update client records, maintain a retail display area and promote and sell beauty products
that are available for purchase;
• provide sufficient client traffic that accurately reflects the complexity of the role and allows learners/
candidates to deal with multiple services and tasks simultaneously;
• require that learners/candidates provide services within timeframes that reflect accepted industry
service times;
• involve learners/candidates in prioritising competing tasks;
• allow learners/candidates to deal with clients, including difficult ones;
• require learners/candidates to work with others in a team, which may include, apprentices, beauty
therapists, nail technicians, receptionists, supervisors and managers;
• provide a range of beauty skills and services to the public as defined in SIB10 Beauty Training Package.
In addition to the broad requirements specified for a simulated environment, assessment environments
will require a range of equipment and resources specific to the industry service environment.
Refer to the SIB10 Assessment Guidelines in the SIB10 Beauty Training Package for resource requirements
that must be met for the following environments:
• client reception and sales
• body treatments
• facial treatments
• IPL and Laser treatments
31
• make-up services
• nails services
• skin penetration services
• spa services
• cosmetic tanning
• waxing treatments.
Additional resource requirements that apply for specific beauty units of competency are listed within the
Evidence Guide of each beauty unit.
32
Additional Advice For SIB10 Beauty Training Package Users
Industry Recommended Learning and Assessment Hours
Learning and assessment hours as defined by the beauty industry are not related to course funding. They
are based on a composite of structured (or formal) learning and assessment plus workplace integration
of skills and knowledge.
Whilst acknowledging that individuals achieve competency at their own rate; the figure allocated to each
unit represents an industry view of the average time required in order to effectively integrate beauty skills
and knowledge in a workplace context.
Where learning occurs via an Australian Apprenticeship pathway, this integration of skills and knowledge
can occur via on the job experience. Where learning occurs via an institutional program, registered training
organisations need to develop and implement strategies that ensure this workplace integration occurs
prior to summative assessment of units.
Beauty Units
The following table sets out the beauty units in the SIB10 Beauty Training Package and their industry
recommended learning and assessment hours.
NOTE: The industry recommended learning and assessment hours listed below may be different to the
nominal hours identified by state and territory training authorities.
Unit Code
Unit Title
Industry
Recommended
Hours
Cross Sector Units
Client Services
SIBXCCS201A
Conduct financial transactions
25
SIBXCCS202A
Provide service to clients
30
SIBXFAS201A
Design and apply make-up
48
SIBXFAS202A
Design and apply make-up for photography
36
Facial Services
Personal Services Management
SIBXPSM501A
Lead teams in a personal services environment
40
SIBXPSM502A
Manage treatment services and sales delivery
60
SIBXPSM503A
Promote a personal services business
50
Investigate new products and services
50
SIBBBOS401A
Perform body massage
80
SIBBBOS402A
Provide body treatments
80
SIBBBOS403A
Provide aromatherapy massage
48
Research
SIBXRES501A
Beauty Units
Body Services
33
Industry
Recommended
Hours
Unit Code
Unit Title
SIBBBOS504A
Apply aromatic plant oil chemistry to beauty treatments
20
SIBBBOS505A
Blend and apply a range of aromatic plant oils for beauty
treatments
35
SIBBBOS506A
Use reflexology relaxation techniques in beauty treatments
30
SIBBCCS301A
Apply the principles of skin biology to beauty treatments
15
SIBBCCS302A
Advise on beauty services
30
SIBBCCS403A
Recognise body structures and systems in a beauty therapy context
60
SIBBCCS404A
Work in a skin therapies framework
50
SIBBCCS405A
Develop treatment plans
30
SIBBCCS406A
Use electricity in beauty therapy treatments
20
SIBBCCS407A
Interpret the chemical composition and physical actions of cosmetic
products
30
SIBBCCS408A
Promote healthy nutritional options in a beauty therapy context
20
SIBBFAS201A
Demonstrate retail skin care products
25
SIBBFAS302A
Provide lash and brow treatments
15
SIBBFAS303A
Design and apply remedial camouflage make-up
36
SIBBFAS404A
Provide facial treatments
144
SIBBFAS405A
Provide advanced facial treatments
132
Client Services
Facial Services
Hair Reduction Services
SIBBHRS301A
Perform waxing treatments
115
SIBBHRS502A
Perform female intimate waxing treatments
25
SIBBHRS503A
Perform male intimate waxing treatments
25
SIBBHRS504A
Provide electrolysis treatments
170
SIBBHRS705A
Apply intense pulsed light and laser safety protocols
50
SIBBHRS706A
Design intense pulsed light and laser hair reduction treatment
programs
85
SIBBHRS707A
Provide intense pulsed light and laser hair reduction treatments
240
SIBBNLS201A
Work in a nail services framework
15
SIBBNLS202A
Provide manicure and pedicare services
36
SIBBNLS203A
Apply ultraviolet gel nail enhancement
35
SIBBNLS204A
Apply acrylic nail enhancement
35
SIBBNLS205A
Apply nail art
20
SIBBNLS206A
Use electric file equipment for nails
15
SIBBNLS207A
Apply advanced nail art
20
Nail Services
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Unit Code
Unit Title
Industry
Recommended
Hours
Research
SIBBRES201A
Research and apply beauty industry information
20
SIBBRES702A
Investigate developments in cosmetic treatments using light or laser
systems
50
SIBBSKS201A
Pierce ears
15
SIBBSKS302A
Apply cosmetic tanning products
15
SIBBSKS503A
Provide diathermy treatments
60
SIBBSKS504A
Design and perform cosmetic tattooing
120
SIBBSKS505A
Provide upper body piercing
36
SIBBSKS506A
Apply micro-dermabrasion to improve skin appearance
20
SIBBSPA501A
Work in a spa therapies framework
15
SIBBSPA502A
Plan spa programs
25
SIBBSPA503A
Provide spa therapies
120
SIBBSPA504A
Provide stone therapy massage
40
SIBBSPA505A
Provide Indian head massage for relaxation
30
Skin Services
Spa Services
Imported units of competency
The following table sets out the imported units of competency in SIB10 Beauty Training Package and their
recommended hours.
Learning and
Assessment Hours
Unit of competency
BSB07 Business Services
BSBDES202A
Evaluate the nature of design in a specific industry context
30
BSBDES301A
Explore the use of colour
40
BSBFRA401B
Manage compliance with franchisee obligations and legislative
requirements
60
BSBFRA402B
Establish a franchise
70
BSBFRA403B
Manage relationship with franchisor
30
BSBFRA404B
Manage a multiple site franchise
70
BSBLED501A
Develop a workplace learning environment
60
BSBMGT401A
Show leadership in the workplace
50
BSBMGT502B
Manage people performance
70
BSBSMB304A
Determine resources required for the micro business
30
BSBSMB402A
Plan small business finances
50
BSBSMB403A
Market the small business
50
BSBSMB404A
Undertake small business planning
50
BSBSMB406A
Manage small business finances
60
35
Learning and
Assessment Hours
Unit of competency
BSBSMB408B
Manage personal, family, cultural and business relationships
30
BSBSMB409B
Build and maintain relationships with small business stakeholders
20
BSBSUS501A
Develop workplace policy and procedures for sustainability
20
BSBWOR501A
Manage personal work priorities and professional development
20
HLTFA301B
Apply first aid
18
HLTINF402B
Maintain infection control standards in office practice settings
75
SIRXCCS002A
Interact with customers
30
SIRXCCS003A
Coordinate interaction with customers
35
SIRXCOM001A
Communicate in the workplace
40
SIRXCLM001A
Organise and maintain work areas
20
SIRXHRM001A
Administer human resources policy
35
SIRXHRM002A
Recruit and select personal
35
SIRXICT001A
Operate retail technology
20
SIRXIND001A
Work effectively in a retail environment
45
SIRXINV002A
Perform stock control procedures
35
SIRXMER001A
Merchandise products
30
SIRXMER003A
Monitor in-store visual merchandising display
35
SIRXMER005A
Create a display
35
SIRXOHS003A
Apply safe working practices
20
SIRXOHS003A
Provide a safe working environment
35
SIRXQUA001A
Develop innovative ideas at work
35
SIRXRPK002A
Recommend hair beauty and cosmetic products and services
25
SIRXRSK001A
Minimise theft
20
SIRXSLS001A
Sell products and services
20
SIRXSLS004A
Build relationships with customers
35
HLT07 Health
SIR07 Retail Services
TAE10 Training and education
36
TAEDEL301A
Provide work skill instruction
40
TAEDEL402A
Plan, organise and facilitate learning in the workplace
25
Providing Language Literacy and Numeracy Support
Refer to the qualifications framework of the SIB10 Beauty Training Package for advice on the level of
language, literacy and numeracy required to successfully complete each qualification level.
Tools
Select from the following useful links for further information and strategies regarding providing literacy
and numeracy support to learners.
Taking the Lead
http://www.takingthelead.com.au
The one-stop shop for information and advice on developing language, literacy and numeracy skills in
the service industries.
The Australian Core Skills Framework (ACSF)
www.acsf.deewr.gov.au
The Australian Core Skills Framework (ACSF) is based on the National Reporting System (NRS), a mechanism
for reporting outcomes of adult English language, literacy and numeracy provision. It is primarily a tool for
specialist practitioners, however, a summary has been developed to assist non-specialists to understand
the essentials of performance in the core skills of learning, reading, writing, oral communication and
numeracy in different contexts.
Literacynet
http://www.deewr.gov.au/Skills/Programs/LitandNum/LiteracyNet/Pages/default.aspx
LiteracyNet contains key information about Australian adult literacy activity and links to a range of
additional program, professional development, resource, and research sites.
Additional Resources
Please go to www.serviceskills.com.au for additional links and materials a variety of on areas including:
• learning strategies resources
• assessment resources
• professional development
• recognition of prior learning (RPL)
• assessing training needs.
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published by Service Skills Australia
2010