files.transtutors.com › cdn › uploadassignments › 5… · Web viewSydney Beauty & Dermal...

SHBXPSM001Lead Teams in a Personal

Services EnvironmentAssessment Guide

Sydney Beauty & Dermal InstituteNat. Prov. No 91192 / CRICOS No 02725B

© 2016 SBDI All rights reserved

ASSESSMENT COVER SHEET

Candidate name: Course Code: SHB50216Course Title: Diploma of Salon Management Unit Code: SHBXPSM001Assessor:Date:

I declare that the assessment tools relate to the assessment tasks for the unit of competency (as above); have been completed throughout my hours of structured and non-structured training.

I declare that the assessment activities completed are all my own work.

I declare that reasonable adjustment* in the assessment process was available and I did/didn’t (circle appropriate), require reasonable adjustment to the assessment tools.

_______________________________________

Candidate Name

_______________________________________

Candidate Signature

Assessor authorisation:

_______________________________________

Assessor Name

_______________________________________

Assessor Signature

*N. B Candidates are given every opportunity to address the assessment criteria contained within the SHB Training package in a manner which provides support and addresses their individual needs.

2S:\Training Packages\SHB Training package\SHB50216 Diploma of salon management\7. SHBXPSM001 - Lead teams

in a personal services environment\Assessment tools v1.02 0120

ASSESSMENT GUIDESHBXPSM001

This work is Copyright© of:

Fuss Education Pty Ltd

Shop 2/161 New South Head RoadEdgecliff NSW 2027

Created for the delivery of Vocational Education within Sydney Beauty & Dermal Institute, RTO 91192, CRICOS 02725B

Resources have been created by Fuss Education Pty Ltd to support the SHB Hair and Beauty Training package and are from a collection of professional, industry representatives and resources, and reasonable effort has been made to ensure that the material is accurate and current. Author/s takes no responsibility for act or omission as a result of learning. Copying, reproducing, transmission or alterations are not permitted and a license will not be granted.



TABLE OF CONTENTS

PART 1: ASSESSMENT INFORMATION............................................................................5COMPONENTS YOU ARE ASSESSED AGAINST............................................................5ELEMENTS AND PERFORMANCE CRITERIA.................................................................6HOW DO I ACHIEVE COMPETENCY FOR THIS UNIT?...................................................8HOW WILL I BE ASSESSED?........................................................................................8ASSESSMENT METHODS............................................................................................8ASSESSMENT CONDITIONS......................................................................................10ADDITIONAL LEARNING SUPPORT............................................................................11SUBMISSION OF ASSESSMENT TOOLS.....................................................................13ASSESSMENT INSTRUCTIONS...................................................................................16CANDIDATE ASSESSMENT CHECK LIST....................................................................18

PART 2: ASSESSMENT TASKS......................................................................................19ASSESSMENT TASK 1 (AT1) – WORKBOOK QUESTIONS............................................19ASSESSMENT TASK 2 (AT2): RESEARCH PROJECTS..................................................24SUPPLEMENTARY EVIDENCE: WORK PLACEMENT GUIDE.........................................25ASSESSMENT RESULT AND FEEDBACK....................................................................27



PART 1: ASSESSMENT INFORMATION

COMPONENTS YOU ARE ASSESSED AGAINST

COMPONENT DESCRIPTION

Elements The essential actions or outcomes which are demonstrable and assessable

Performance Criteria

The required performance in relevant tasks, roles and skills to demonstrate achievement of the element

Performance Evidence

Specifies the skills to be demonstrated relevant to the product and process

The frequency or volume of the product process

Knowledge Evidence

Specifies what the individual must know in order to safely and effectively perform the work task described in the unit of competency

The type and depth of knowledge required to meet the demands of the unit of competency

Assessment Conditions

Stipulates any mandatory conditions for assessment

Specifies the conditions under which evidence for assessment must be gathered, including any details of required equipment and materials; contingencies; specifications; physical conditions; relationships with team members and supervisor; relationships with client/customer; and timeframe

Specific assessor requirements, including any details related to qualifications, experience and industry currency



ELEMENTS AND PERFORMANCE CRITERIA

ELEMENTS PERFORMANCE CRITERIA

Elements describe the essential outcomes.

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

1. Develop team commitment and cooperation.

1.1. Develop organisation’s personal service values and clearly communicate role and importance of quality service to business objectives.1.2. Act as a positive role model through high standards of personal performance.1.3. Communicate roles, responsibilities and expectations and promote individual and team work accountability.1.4. Motivate individuals to deliver effective personal service which shows support for organisational goals.1.5. Identify, encourage, value and reward individual and team efforts and contributions.1.6. Model and encourage open and supportive communication within the team.1.7. Seek feedback from team members and implement changes within bounds of organisational goals and policies.

2. Monitor work operations and support team members.

2.1. Proactively share information, knowledge and experiences with team members to support quality technical and service delivery.2.2. Assist team members to plan for and prioritise own workload through supportive feedback and coaching.2.3. Encourage team members to assist each other with work tasks to improve individual and organisational service levels.2.4. Monitor team and individual performance and provide support and direction to help with technical, service and workload issues.2.5. Identify individual team member difficulty in meeting technical and service standards and provide supervision and coaching to assist.2.6. Monitor individual and team understanding of importance of organisational personal service approach and regularly communicate to ensure business objectives are met.



HOW DO I ACHIEVE COMPETENCY FOR THIS UNIT?To acquire the necessary knowledge and skills to achieve competence, and then prove your competence to your assessor, you’ll need to complete the assessment tools (where required) outlined within this assessment guide.

HOW WILL I BE ASSESSED?For valid and reliable assessment of this unit, competency should be demonstrated in a range of situations which may include:

Observation of performance in an actual workplace or in a setting that realistically simulates work conditions:

Observation should include key aspects described in elements, performance criteria.

ASSESSMENT METHODSThe assessment activities include:

Direct observationAs part of the assessment within this unit, observation of the developed skills and knowledge may take place within a real-life environment or an environment reflective of real work situations.

Product based methodsWhere applicable the candidate may be required to complete structured assessment tools such as role plays, presentations, reports, displays and reflective practice.

QuestioningAssessors are required to conduct oral and written questioning of the Candidates so that they can demonstrate their understanding of the information you have provided them. The records are to be retained as a record of assessment. In addition, the learner will be required to submit a self-assessment critique of their 'performance' to demonstrate cognitive understanding of theory.

PortfoliosCandidates are required to undertake research projects which may require them to do something physical or documented which is based on a workplace related activity. They may also be required to undertake case studies as part of the demonstration of acquired skills and knowledge in relation to the training they are receiving.

Third party evidenceThe candidate will undertake the recommended hours of work experience in industry relative work places. This is completed under supervision to enhance the training and assessment they are required to complete. This period of time will produce real-life workplace experience and documentation to support competency in the forms of third party reports and feedback from industry professionals.

Where face-to-face observation is not possible, video recordings may be provided



Assessors will collect and review any additional learning activities completed in the training room, video of demonstrations and the project completed as proof of your assessment, along with any supporting evidence you wish to submit, as appropriate and may also:

ask additional questions, request you to demonstrate particular tasks, observe you demonstrating the skills learned and activities required ask your supervisor about your performance of duties

These are all valid forms of evidence.

Candidates may also undertake holistic assessment with other units relevant to the industry sector, workplace and job roles are recommended, for example:

The activities and questions are designed to assess the level of competency, as well as providing reliable, valid, authentic and sufficient evidence of competency. In order to gain recognition in these areas, Candidates must answer and perform all activities fully and must be complete all assessment activities for competency assessment to occur successfully.

The assessment activities included in this work book are prepared to enable Candidates to by the answering of oral questioning and undertaking physical or documented work place-based activities which are retained by Sydney Beauty & Dermal Institute as evidence of competency.

If you are unsure as to what is appropriate as an answer, refer to your trainer for advice. All assessment evidence MUST show that you can perform the task, even if it is not currently within your role.

Adjusting assessmentCandidates may negotiate to customise assessment tasks to meet their individual needs in relation to underpinning knowledge, workplace experience, learning style, language, literacy and numeracy, and cultural background. However, the original reliability of the assessment must be maintained.



ASSESSMENT CONDITIONS In cases where the Candidate does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Skills must be demonstrated in a personal services environment; this can be:

a beauty, hairdressing or barbering industry workplace or a simulated beauty, hairdressing or barbering workplace, set up for the

purpose of skills assessment that provides services to paying members of the public.

Assessment must ensure use of: a team whose overall performance is the responsibility of the individual; this

can comprise: team members in a personal services industry workplace; or people who participate in role plays or simulated activities within a training

organisation paying clients for whom the team is providing services; these can be: clients in a personal services industry workplace; or clients in a simulated personal services workplace within a training

organisation who have the expectation that the services provided reflect those of a commercial business

the following documents which can be actual documents used by a personal services business or generated by a registered training organisation for the purposes of project and assessment activities:

documents which outline personal services values and business objectives; these could include mission statements, client service policies and job descriptions

a range of job descriptions.

Modification to assessmentIn cases where the Candidate does not have the opportunity of enough paying clients to prepare personalised aromatic plant oil blends for beauty treatments over the time of the assessment period, the assessment will be modified to include non-paying clients.



ADDITIONAL LEARNING SUPPORTTo obtain additional support you may:

Search for other resources in your learning institution. You may find books, journals, videos and other materials which provide extra information for topics in this unit.

Search in your local library. Most libraries keep information about government departments and other organisations, services and programs.

Contact your local shire or council office. Many councils have a community development or welfare officer as well as an information and referral service.

Contact your trainer and arrange a meeting with your trainer by telephone or email

Flexible LearningStudying to become a competent worker and learning about current issues in this area, is an interesting and exciting thing to do. You will establish relationships with other candidates, fellow workers and clients. You will also learn about your own ideas, attitudes and values.

At times, study can seem overwhelming and impossibly demanding, particularly when balancing study, work commitments and a social life.

Sometimes being a candidate can be hard. Below are some ideas to help you through the tougher times. To study effectively, you need space, resources and time.

1. SpaceTry to set up a place at home or at work where:

You can keep your study materials; You can be reasonably quiet and free from interruptions, and; You can be reasonably comfortable, with good lighting, seating and a flat

surface for writing; If it is impossible for you to set up a study space, perhaps you could use your

local library. You will not be able to store your study materials there, but you will have quiet, a desk and chair, and easy access to the other facilities.

2. Study ResourcesThe most basic resources you will need are:

a chair; a desk or table; a computer with adequate reading and typing programs; access to internet; a reading lamp or good light; a folder or file to keep your notes and study materials together; materials to record information (pen and paper or notebooks) reference materials, including a dictionary



Do not forget that other people can be valuable study resources. Your fellow workers, work supervisor, other candidates, your trainer, your local librarian, and workers in this area can also help you.

3. Time

It is important to plan your study time. Work out a time that suits you and plan around it. Most people find that self-paced study is most effective in short, concentrated blocks of time (an hour or two) at regular intervals is more effective than trying to cram a lot of learning into a whole day. You need time to “digest” the information in one section before you move on to the next, and everyone needs regular breaks from study to avoid overload. Be realistic in allocating time for study. Look at what is required for the unit and look at your other commitments.

Make up a study plan and stick to it. You can also request a template Study Plan from your trainer. Build in “deadlines” and set yourself goals for completing study tasks. Allow time for reading and completing activities. Remember that it is the quality of the time you spend studying rather than the quantity that is important.



SUBMISSION OF ASSESSMENT TOOLS

How to submit assessments All assessment must be completed in Blue or Black Pen. The use of Liquid or Correction Tape is not permitted. All assessment evidence must be submitted prior to or on the submission date. Where possible, assessment tools must be submitted electronically to your

assessor via email or USB device. You must include:

o Name the Unit of Competency o Identify the assessment tool within the subjecto Ensure the assessment tool is one (1) documento Remember to attach the document to the email

Any hard copy assessment tools must be submitted loose leaf, in a plastic sleeve. NO plastic folders.

Make certain you keep a copy of all assessment tools you submit All assessment evidence is retained within the Sydney Beauty & Dermal

Institute for a period of six (6) months post completion for quality insurance and audit purposes.

Research projectsAll research projects (AT2), case studies and portfolios are tools used to measure demonstration and understanding. The content and presentation of the assessment material should be professional and of high quality, it is a representation of self.

Ensure each project includes: Assignment cover sheet – including Candidate’s full name, USI, email, unit

code, unit title and date Contents page - A page that indicates what is included in the assessments and

on what pages that information can be located. Diagrams / Imagery – Adequate amount provided to support content References Bibliography – i.e. Placed at the end of your Research Project. A Bibliography is

a collective list of resource materials detailing where the information used in the research project was obtained. Including Book or Article Titles; Author/s of the information; file names and websites.

Formatting:

SPECIFICATIONS

FONT Times New Roman or ArialSIZE Headings = 14 / Content = 11PAGE MARGIN NormalREFERENCES Italic, size = 8



PlagiarismPlagiarism is the practice of taking someone else's work or ideas and passing them off as one's own. Be advised that assessment tools become invalid and will not be assessed if the content has been proven to be plagiarised.

Assessments are to be in the Candidates own words, written in English No cutting and pasting (copying word for word) from the internet No cutting and pasting (copying word for word) from magazine articles unless

the information is “Referenced” within the Research Project Information, including Imagery and Diagrams on the internet are protected by

copyright and subject to copyright law Always check the “terms of use” section of the website before downloading or

printing material You will be able to download or print only for personal use or research and

study If there are no “terms of use” on the website, 10% of the content (article,

forum, or text) may be used.

Valid resourcesThe following list gives you some idea of the rich sources of information that you can use to get information on the Beauty Industry:

Books and libraries Media Tradeshows and competitions Internet Industry networking Trade unions

Trade associations Trade competitions Online forums / Blogs / Social

media pages Magazines / Journals / Articles Salons / Clinics

Ensure the above sources are credible in the information they are providing. When researching, identify that the writing, author, and information is current, valid, controlled and has reliable references.



ReferencingReferencing provides authenticity and recognition for the authors and sources of information used within a research project. Referencing can be written in two ways.

1. Throughout the text of the content you have used2. At the bottom of the page where the content has been used

Each of these methods use citations. When referencing, the following details must be included:

Author - last name with initial of the first name Date the article was written (place this date in brackets) Name of article - in italics Date you viewed the article - month & date, year Title of where you found the article Hyperlink to the article

Examples:Text: Nordmann, L (2015, January 15th) Contra-indications. January 1, 2016, from Professional Beauty Therapy 2nd Edition

Website: Lamaro, S (2015) Contraindications. January 1, 2016, from Skin.Makeup.Body by Sara Lamaro: http://skinmakeupbody.com.au/contraindication/

A bibliography is another form of referencing. It is located at the end of any research project providing a collective list of all resources that have been used and where the information was obtained



ASSESSMENT INSTRUCTIONS Read the material in your Learner Guide. You are encouraged to ask questions to clarify assessment instructions Perform any additional research that is required. Complete all activities contained in this document in Blue or Black pen. Assemble any additional evidence which confirms you have acquired the

necessary knowledge and skills for each performance criteria and employability skills. Include this evidence with this book.

Ask your employer (where appropriate) to complete Work placement documents and third-party reports.

Give this book, the work placement supporting documents (where appropriate), and any additional evidence to your assessor.

Once all evidence has been collected, the assigned assessor will make the final judgement of competency.

Terminology used in the questions and how to respond

If you are asked to:

Response:

List

“A simple series of words or numerals (such as the names of persons or objects).” For example, a guest list In bulleted, numbered or paragraph form. If paragraph form, use commas (,) to separate items

Describe

“To represent or give an account of in words.” For example, describe a picture. In paragraph form, with enough detail show an

understanding of an idea, concept, situation.

Explain

“To make plain or understandable, to give the reason for or cause of, to make something plain or understandable.” For example, explain the rules of the game. In paragraph form, with enough detail show an

understanding of an idea, concept, situation.

Define

“State clearly what it is and what its limits are, or what it is like, explain its meaning.” For example, define what a USB is. In paragraph form, state precisely the meaning of (words,

terms, etc)

Summarise

“To make a summary of; state briefly the main points.” For example, this article can be summarized in three sentences. In paragraph or list form, recap, review or outline the

main points.



Compare

“To examine the character or qualities of, especially in order to discover resemblances or differences. For example, compare a mandarin to an orange.” In table or list form, describe or explain the similarities

and differences between two (or more) ideas, concepts, events, situations, challenges or insights.

Sydney Beauty and Dermal Institute prides itself on high standards and has a strict Quality Control process.

This involves the checking of random assessment submissions. If upon checking, a problem is found, Sydney Beauty and Dermal Institute has the right to ask for further clarification or evidence before the unit competency can be awarded.

Whist the trainers and assessors are fully qualified to assess you, the Head Office checking process may be applied to your submission. This checking process is designed to comply with quality assurance and continuous improvement.

Once all of the data contained in this booklet has been reviewed by your assessor and accepted as recognition of your competence in the unit Sydney Beauty and Dermal Institute will award competency in this unit.



CANDIDATE ASSESSMENT CHECK LISTLearner to complete this document regarding preparation for assessment

Candidate name

Unit(s) of competency

SHBXPSM001 Lead teams in a personal services environment

Assessment task ☐ Task 1: Workbook Questions ☐ Task 2: Research Project

Supplementary Evidence

☐ Work Placement Guide

Due date

Tick when complete:☐ The assessment process, its requirements and context have been explained☐ Resources required for assessment, including any IT requirements, have been

explained ☐ I am prepared for this assessment ☐ Evidence required for this assessment has been explained ☐ I understand which unit(s) is being assessed☐ The Assessor has fully explained my rights, including those to appeal an

assessment decision☐ I have been issued/have access to a copy of the Learner handbook which

outlines the RTO’s policies and procedures related to training and assessment☐ I have discussed with the Assessor the availability of any support services that I

may be require ☐ I have advised the Assessor of any special needs that should be considered

Special needs for consideration:

Assessor to contact the Training Manager if reasonable adjustment is indicated and may compromise the integrity of unit(s) requirements

Assessor Name

Signature

Date

Candidate Name

Signature

Date



PART 2: ASSESSMENT TASKSASSESSMENT TASK 1 (AT1) – WORKBOOK QUESTIONSUsing the following Case study, you are to briefly answer the questions below in the spaces provided.

The businessGreat customer service is a passion for Chantelle Masci, business manager of Masci Spa. Chantelle's mother Frances opened the family's first salon in 1968. Today, Masci Spa operates in three Melbourne locations, including its 'dream salon' in Eltham, a wellness hair and day spa.

The business has always relied on word-of-mouth to reach new clients, so great customer service is essential.

Extra touches add to the overall customer experience'Even as far back as 15 years ago, our whole focus was on customer service. We were offering lattes and cappuccinos in the salon long before that was the normal thing to do, and giving clients complimentary massages with treatments.'

Because of these extra touches, the business has built a strong base of loyal customers over the years. The business now offers clients 'sensory journeys', the choice of a range of essential oils for skin treatments, depending on one's mood. It has also re-jigged its face massages and salons offer a beverage menu with organic teas. 'We know our clients' coffee orders, we know if they prefer not to have a head massage, we know which magazines they like to read – it's a total package.'

The aspects that customers don't notice are perhaps the most important: 'We teach staff that knowing your client begins from when you wake up in the morning. How you choose to dress that day, how you choose to do your hair – it should all depend on the clients you know you'll be seeing that day.'

Listen to your clientsAlthough customer service had always been a priority, opening the day spa salon prompted Chantelle to think about how to take service to new heights.

'I've always had an interest in the wellness side of things, and I noticed that the connections between the spa staff and their clients were different from those formed in other salons,' she says.

Chantelle decided to find out what clients really want from their salon experience. Through client satisfaction surveys and informal chats, she found that most people want the same attentive, personal experience during their appointment that they would receive in a spa.



She asked the Spa Manager to spend some time in each salon and suggest improvements. 'We decided to use what we do in the spa as a guideline for the hair salons – for how we serve and connect with our clients.'

Running regular workshops helps improve staff skillsOne result was the introduction of 'Know your client' – a training program for all Masci staff that makes every moment of the client experience deliberate and considered. Staff is re-trained in everything from new promotions to appointment booking, and guest speakers and mystery clients add perspectives. Masci closes for a half day every quarter so that all staff can participate in the program.

How to maintain high standardsTake care of your staff Chantelle says your staff are your most important asset. 'To us, our staff are our family, and we teach them to look after themselves and their wellbeing first and foremost. If you don’t look after yourself how can you expect to look after your clients?'

Be consistentMasci customers know they will receive the same quality of service no matter which location they visit. Not only does this strengthen the brand.

Remember that details matterMasci's trains its staff to remember the little things, such as making sure there's always an umbrella handy to walk clients to their car on rainy days. 'How our clients are treated when they leave the salon makes a lasting impression, so we put a lot of time into training our receptionists, and we encourage our therapists to walk clients to the door.'

Find out what your customers really wantRegular client surveys have been invaluable for Masci. The business offers a $20 voucher for completing the regular client satisfaction survey, and has a huge response each time. 'The value of the information and insight we get from these surveys is huge, and it far outweighs the costs of the vouchers.'

'We've always relied on word-of-mouth, and so it's essential our clients have a great experience with us. We want to do more than just serve our clients – we want to delight and surprise them! It's often the little things that make the difference.'



1. What objectives and personal service methods does the salon want to project?

2. What types of workplace teams can be utilized within an organization to achieve its strategic and business goals?

3. Describe 5 roles, responsibilities and accountabilities of team members important in delivering effective personal service:



4. What types of techniques can you use to engage team members in planning and organizing their work?

5. How would you encourage team members to work together?

6. List 3 types of information you could supply to your team to promote quality customer service:

7. What types of strategies can be used to monitor progress in achieving service targets?



8. Who would their clients include within a personal services organization?

9. How would you determine if staff requires improvement in their training and development?

10. Who is responsible for managing records, reports and recommendations?



ASSESSMENT TASK 2 (AT2): RESEARCH PROJECTSEvidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

Task: Convene a meeting with your personal services team, and then complete a follow up report to the business owner/general manager

Take responsibility for leading a personal services team over six, three-hour work periods. These hours are to be incorporated into the scheduled structured training hours and completed within your approved work placement or simulated workplace environment.

Step 1: Convene a meeting with two (2) members of your personal services team. This meeting will discuss:

Service expectations of the business personal service values the role and importance of quality service to business objectives

o Company valueso Vision and mission statemento Product and service targetso KPI’so Team coaching and up-skilling planso Obstacles and challenges preventing performanceo Give and receive feedback from team members

As evidence of this meeting: Demonstrate the use of appropriate language towards team members Draft an email to the team members notifying them of the meeting Put together a meeting agenda to attached to the communication email Record the meeting minutes and feedback

Step 2: Compile the meetings minutes and feedback to send to the business owner/general manager:

Demonstrate the use of appropriate language towards upper management Draft an email to the business owner/general manager communicating the

outcome, feedback and input from team members Outline changes that are required to support the organisations vision and

mission

For submission please refer to ‘Submission of assessment tools’ at the beginning of this guide



SUPPLEMENTARY EVIDENCE: WORK PLACEMENT GUIDE Candidates should undertake the following workplace activities as instructed by the Trainer within a work place environment as part of the supplementary tasks for BSBSUS501 Develop workplace policy and procedure for sustainability. Candidates will be provided with a work placement guide as part of the SHB50216 Diploma of Salon Management.

ABOUT YOUR WORK PLACEMENT GUIDE Your work placement guide will be provided to you on commencement of your enrolled course and has structured activities and tasks to complete over time for each unit of competency within SHB50216 Diploma of Salon Management.

Your work placement guide is not only your record of achievement, it is your record of skills and knowledge development including how skilled you are at each unit of competency and how you have developed your knowledge of industry requirements and contacts.

The more you have undertaken and completed the tasks assigned and committed to, the more experience you will have to show your employer.

Use your time wisely in the simulated work place environment, SBDI training clinic and external work placement, during structured and non- structured activities. Learn as much as you can about managing a small business.

Management is a huge part of the beauty and hairdressing industry and employers look favourably on those who have a strong ability in that area.

This work placement guide will provide you with the opportunity to monitor your skills and knowledge development in order to improve in areas where you feel you may have a skills gap. It also provides future employers the information they need to assess your potential for the future.

You should regularly discuss your progress and any difficulties you may be having with your Trainer, both in the theory room and in structured training within the SBDI training clinic.

If you eventually use your work placement guide to gain experience within an actual workplace, your guide needs to be kept in a safe place. It cannot be replaced if it is lost, stolen or destroyed.

HOW TO USE YOUR WORK PLACEMENT GUIDE Your work placement guide is a supplementary task and can be integrated with the work placement and clinic hours. Each unit of competency has a recommended amount of industry hours which is recorded in your workplace activities log as evidence of participation within this task. It is your responsibility to ensure that you undertake this assessment task and that your log book is complete.

Various ways in which to complete your work placement guide are:



during the term break; requested and approved additional training days during study time and allocated work placement days

The work placement guide must be submitted two (2) weeks prior to your due course completion date.

Failure to complete and submit may impact your final result in this course



ASSESSMENT RESULT AND FEEDBACKCandidates will receive electronic feedback within four (4) working weeks of due assessment.

Unit code: BSBSUS501

Unit title: Develop workplace policy and procedures for sustainability

Candidate name:

Assessor name:

Date:

ASSESSMENT METHOD ASSESSOR FEEDBACK

RESULT Satisfactory/Not Satisfactory

Task 1: Workbook Questions

Task 2: Research Project

Supplementary Evidence: Work Placement Guide

Candidate Authorisation: Date:

Assessor Authorisation: Date:



files.transtutors.com › cdn › uploadassignments › 5… · Web viewSydney Beauty & Dermal...

Documents

Transcript of files.transtutors.com › cdn › uploadassignments › 5… · Web viewSydney Beauty & Dermal...