Professional Documents
Culture Documents
SIB10 Beauty Training Package: A Guide For Users
SIB10 Beauty Training Package: A Guide For Users
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:
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.
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.
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.
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.
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.
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.
5
Name of RTO: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How do we do this?
How Well? Required Action.
How Often? What must we do?
How creatively? What could we
Do we…? Y/N Who’s involved? do to improve? Timeline Who to Complete
Have ongoing
conversations with industry
as a matter of course?
Successfully avoid
‘same old’?
Frequently update
our programs?
Respond to industry
demands for RPL for
existing workers?
6
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 B = Beauty TP B = Industry sector
BOS = competency field 4 = AQF level first packaged 02 = numerical sequence
A = version control
Can also describe links with other units if this Body treatments are performed in response to a client consultation
assists the user to understand a suite of related and assessment, conducted and recorded on a treatment plan.
units.
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.
Inclusion of licensing information is a standard
No licensing, legislative, regulatory or certification requirements
requirement apply to this unit at the time of endorsement.
Employability skills This unit contains employability skills. This is a mandatory statement.
Application of the This unit applies to beauty therapy salon or spa environments
A brief description
competency and to beauty therapists exercising judgement in planning of how the unit is
practically applied in
and selecting appropriate products, services, equipment andthe industry.
techniques.
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 Performance Criteria describe the required performance needed to demonstrate achievement
outcomes of a unit of competency. 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 body 1.1 Access and review the client treatment plan.
treatment. 1.2 Review and note contraindications resulting from changes to
body condition and subsequent variations to treatment plan.
1.3 Offer advice to client regarding medical follow-up of
contraindications tactfully and without reference to specific
medical conditions.
1.4 Confirm treatment objectives and revised treatment plan with
client and ensure consent.
1.5 Set up and monitor service area to meet workplace requirements.
1.6 Clean and maintain tools and equipment according to manufacturer
instructions, workplace practice and health regulations.
1.7 Use energy, water and other resources efficiently during
preparation and subsequent treatment process to reduce negative
environmental impacts.
1.8 Explain factors that may prevent or restrict the treatment.
2 Manage body treatments 2.1 Explain mode of administration and management of treatment to
client where required.
2.2 Request client to monitor reactions and inform the operator as
required.
2.3 Drape client to sequentially expose the treatment area while
ensuring client comfort and modesty at all times.
2.4 Select body treatment products and electrical equipment
according to treatment plan and treatment area.
2.5 Recognise reactions to treatment and respond if necessary.
2.6 Safely dispose of treatment waste to minimise negative
environmental impacts.
Note: the information provided for this unit is an excerpt only, and is presented for demonstration purposes only
10
REQUIRED SKILLS AND KNOWLEDGE
This section describes the essential skills and knowledge and their level, required for this unit.
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.
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
EVIDENCE GUIDE 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.
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 Assessment must ensure:
resources for assessment • that competency is consistently demonstrated over a
period of time and observed by assessor or technical
expert working in partnership with the assessor as
described in the Assessment Guidelines
• that the candidate demonstrates competency in the
workplace or a simulated workplace environment in a
range of real work situations which may include client
This section describes:
• where the assessment must take place;
interruptions and involvement in other related activities
• what resources must be provided or must be normally expected in the workplace.
accessed by the candidate during formative
assessment (ongoing assessment is so often Assessment must ensure access to:
undertaken as part of the training process); • an environment, which includes as a minimum access
• the minimum requirements for a simulated to:
environment when used to assess this unit;
• where other people must be involved, such –– individual client workstations adjustable massage
as customers to properly assess service skills; couch relevant massage mediums
and
• it also refers the assessor back to the –– plentiful supply of towels
Assessment Guidelines for further industry –– client gown
requirements relating to and appropriate
simulated environment.
–– 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.
Note: the information provided for this unit is an excerpt only, and is presented for demonstration purposes only
14
EVIDENCE GUIDE
Methods of assessment A range of assessment methods should be used to assess
practical skills and knowledge. The following examples are
appropriate for this unit:
This section:
• direct observation of learner performing a range tasks
• suggests methods of assessment;
• is tailored to the specific function of unit; and in the workplace or a simulated work environment,
• is usually practical in nature. 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 with other units relevant to the industry
sector, workplace and job role is recommended, for
Holistic assessment: example:
• is always advisable;
• reflects the natural integration of activities in • SIBBCCS301A Apply the principles of skin biology to
the workplace; beauty treatments
• does not repeat prerequisites; • SIBBCCS404AWork in a skin therapies framework
• provides clear linkages to the skills and
knowledge described in this unit. • 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.
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
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.
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
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
20
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
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
21
General Elective units
Nail Services
SIBBNLS201A Work within a nail services framework
SIBBNLS202A Provide manicure and pedicare services
SIBBNLS203A Apply gel nail enhancement
Skin Services
SIBBSKS201A Pierce ears
SIBBSKS302A Apply cosmetic tanning products
22
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.
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.
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.
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.
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.
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
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• 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.
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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.
Industry
Unit Code Unit Title Recommended
Hours
Cross Sector Units
Client Services
SIBXCCS201A Conduct financial transactions 25
SIBXCCS202A Provide service to clients 30
Facial Services
SIBXFAS201A Design and apply make-up 48
SIBXFAS202A Design and apply make-up for photography 36
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
Research
SIBXRES501A Investigate new products and services 50
Beauty Units
Body Services
SIBBBOS401A Perform body massage 80
SIBBBOS402A Provide body treatments 80
SIBBBOS403A Provide aromatherapy massage 48
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Industry
Unit Code Unit Title Recommended
Hours
SIBBBOS504A Apply aromatic plant oil chemistry to beauty treatments 20
SIBBBOS505A Blend and apply a range of aromatic plant oils for beauty
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treatments
SIBBBOS506A Use reflexology relaxation techniques in beauty treatments 30
Client Services
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 30
products
SIBBCCS408A Promote healthy nutritional options in a beauty therapy context 20
Facial Services
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
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 85
programs
SIBBHRS707A Provide intense pulsed light and laser hair reduction treatments 240
Nail Services
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
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Industry
Unit Code Unit Title Recommended
Hours
Research
SIBBRES201A Research and apply beauty industry information 20
SIBBRES702A Investigate developments in cosmetic treatments using light or laser 50
systems
Skin Services
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
Spa Services
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
Learning and
Unit of competency
Assessment Hours
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 60
requirements
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
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Learning and
Unit of competency
Assessment Hours
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
HLT07 Health
HLTFA301B Apply first aid 18
HLTINF402B Maintain infection control standards in office practice settings 75
SIR07 Retail Services
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
TAE10 Training and education
TAEDEL301A Provide work skill instruction 40
TAEDEL402A Plan, organise and facilitate learning in the workplace 25
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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.
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