graduate certificate in ipl and laser hair reduction

CONSULTATION GUIDE

2017

Graduate Certificate in IPL and Laser Hair Reduction

Consultation Guide

August 2017

CONSULTATION GUIDE

2017

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Contents

Introduction ........................................................................................................................................... 3

Project background .............................................................................................................................. 3

Consultation activities and timelines .................................................................................................. 5

About this guide .................................................................................................................................... 5

Contact details ...................................................................................................................................... 5

Qualifications ........................................................................................................................................ 6

Units of Competency & Assessment Requirements ......................................................................... 7

Key Consultation Questions .............................................................................................................. 11

Appendix A. Unit of Competency and Assessment Requirements Explained ............................. 13

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Introduction

SkillsIQ is a not-for-profit Skills Service Organisation (SSO) supporting industry in developing standards to

equip the people-facing workforce with the right skills for jobs now and into the future. SkillsIQ is funded by

the Department of Education and Training to support the Industry Reference Committees (IRCs)

responsible for the development and maintenance of training packages in the following sectors:

Community Services

Health

Local Government

Public Sector

Floristry

Hairdressing and Beauty Services

Funeral Services

Retail Services

Sport, Fitness and Recreation

Tourism, Travel and Hospitality.

IRCs drive the process of training package development and are made up of people with experience, skills

and knowledge of their particular industry sector. IRCs are responsible for the provision of strategic input

and advice that represents the needs of their workforce and ensuring training package products reflect

these needs.

Under the direction of the Wholesale, Retail and Personal Services (WRAPS) IRC SkillsIQ, and as approved

by the Australian Industry and Skills Committee (AISC) is now undertaking training package development

work to address skills needs in the Australian Beauty Services sector. New and revised training package

products will be included in the SHB Hairdressing and Beauty Services Training Package.

Project background

In late 2016 SkillsIQ was commissioned by the Australian Industry and Skills Committee (AISC) to complete

the necessary research and consultation to develop a Case for Change presenting a strategic and

evidentiary case for change regarding the SIB70110 Graduate Certificate in Intense Pulsed Light and Laser

Hair Reduction.

The Graduate Certificate in Intense Pulsed Light and Laser Hair Reduction outlines the national standards

for skills development in Intense Pulsed Light (IPL) and Laser Hair Reduction and reflects the role of IPL and

Laser Hair Reduction Therapists who use IPL and laser to remove unwanted hair from the body. These

treatments, once considered advanced, are now prevalent in the beauty industry as a result of

developments in technologies and increased accessibility of machinery.

To facilitate the input of industry experts, SkillsIQ, under the direction of the WRAPS IRC, convened an IPL

and Laser Hair Reduction Technical Advisory Committee (TAC), bringing together a select number of

individuals with the requisite background to provide guidance on the skills needs and challenges in this

area.

To seek the input of the broader industry SkillsIQ undertook a national survey targeting employers, industry

professionals, graduates and training providers. The survey was completed by over 200 respondents.

Through the networks of the TAC and survey respondents each state and territory was represented,

including a number of regional areas.

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Consultation activities demonstrated the critical need for therapists to provide hair reduction treatments in

a safe and effective manner to reduce any risk to either themselves or their clients. Those engaged

indicated widespread concern for the degree of unsafe practice occurring in industry in addition to poor

quality outcomes of training. The following key points were consistently raised and agreed upon:

The prevalent provision of IPL and Laser Hair Reduction treatments by untrained individuals is a key concern

The inconsistent quality of training and assessment has eroded employer confidence in the skill level of graduates, with 80% of survey respondents indicating concern for the level and quality of training in Australia

The significant variation in the quality of training attributed to the choice of provider, with the most notable cause for concern being the length of course delivery and limited practical experience gained

The degree of injury occurring to the public, including skin burns, which can be linked to a lack of therapist training, skill and knowledge. 41% of survey respondents disagreed with the statement ‘IPL and Laser Hair Reduction Treatments are provided in a safe manner that limits risk to both therapists and client’. A further 31% indicated they neither agreed or disagreed with this statement

The high costs associated with training with a perceived low value outcome

The need for national regulation and licencing that is underpinned by formal qualifications

The degree of reliance on supplier and manufacturer training that does not provide the underpinning knowledge required to safely apply IPL and laser to the skin

The role therapists play in early identification of possible cancerous spots. Industry stresses that in no way are therapists to play a role in diagnosis but, rather, possess the knowledge required to recommend that a client seek professional medical advice where they have concern for the appearance of a lump or spot. Industry feels this is not well covered in the current qualification. Further, industry stresses the importance of therapists knowing the scope of their role

A lack of client consultation skills that allow a therapist to assess a client and determine treatment suitability and potential risks associated with skin types

The heightened imperative for therapists in regional and remote areas to possess a sound skill and knowledge base to decrease risk of injury to clients in locations where support or assistance from other industry or health professionals may not be readily accessible

A lack of awareness of appropriate action to take where things go wrong.

The Case for Change was approved by the AISC allowing training package development work to commence.

A Draft 1 of the revised Graduate Certificate in Intense Pulsed Light and Laser Hair Reduction has been

prepared based on Case for Change findings and advice of the TAC. Draft 1 is now available for public

comment.

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Consultation activities and timelines

National consultation on Draft 1 will occur between 01 August – 13 September 2017. During this period

input will be sought on the following:

Proposed draft qualification

Proposed draft units of competency and associated assessment requirements.

SkillsIQ will be undertaking a number of key activities, including national workshops, to engage industry

stakeholders and VET professionals.

To register to attend a workshop or webinar please access the following link:

http://www.skillsiq.com.au/NewsandEvents/LatestNews/Upcomingtrainingpackageconsultationworkshops

Feedback can be provided online by accessing the following link:

http://skillsiq.com.au/feedbackforum/FeedbackHome

Following the close of the consultation period, feedback received will be collated and evaluated. This

feedback will inform the development of Draft 2, which will be made publically available for validation prior

to the submission for endorsement.

To remain up to date with project developments, subscribe to SkillsIQ at: http://www.skillsiq.com.au/

About this guide

This guide is for both industry users, for whom training and assessment is provided directly or indirectly,

and for Registered Training Organisations (RTOs) that provide these services.

This guide, which should be read in conjunction with the Draft 1 training package products, provides:

mapping to previous versions

an overview of the common changes to Units of Competency

an explanation of Assessment Requirements associated with each unit

a series of questions to guide your review.

Contact details

For more information please contact:

Lauren Hosking

Skills Engagement Manage

E: [email protected]

P: (02) 9392 8100

http://skillsiq.com.au/feedbackforum/FeedbackHome

http://www.skillsiq.com.au/

mailto:[email protected]

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Qualifications

One qualification is proposed within this review, as detailed in the below table.

Qualification Code Qualification Title

SHB80217 Graduate Certificate in Intense Pulsed Light and Laser Hair Reduction

Qualification Equivalence

DETERMINATION OF EQUIVALENCE

A qualification is mapped as equivalent (E) when it provides the same skill and knowledge outcomes,

including when:

core units remain the same or are replaced by similar units which provide the same skill and

knowledge outcomes

numbers of electives remain the same or are raised or reduced slightly.

A qualification is mapped as not equivalent (N) when it provides different skill and knowledge outcomes,

including when:

units have been added to the core, which provide additional skill and knowledge outcomes

units have been removed from the core, which reduce skill and knowledge outcomes

a significant number of additional elective units are required

entry requirements are altered, creating significant differences to the structure of the qualification.

Qualification Mapping

Existing Qualification

SIB10 V2.0

New Qualification

SHB

E = Equivalent

N = Not Equivalent

SIB70110 Graduate Certificate in Intense Pulsed Light and Laser Hair Reduction

SHB80217 Graduate Certificate in Intense Pulsed Light and Laser Hair Reduction

N New unit added to core SHBXIND003

Develop workplace policies and procedures for intense pulsed light and laser hair reduction

Additional imported unit added to core BSBWOR501 Manage personal work priorities and professional development

Entry requirements proposed for review and comment.

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Units of Competency & Assessment Requirements

The below table provides a list of Units of Competency proposed within this review, including pre-

requisites.

A pre-requisite is a Unit of Competency in which the individual must be deemed competent prior to the

determination of competency in the secondary unit. Prerequisites are applicable when competency cannot

be achieved in a given Unit of Competency without first gaining essential knowledge and skills from other

Unit(s) of Competency.

Unit code Unit title Pre-requisites

Beauty (B)

Hair Reduction Services (HRS)

SHBBHRS005 Identify and control safety risks for intense pulsed light and laser hair reduction

Nil

SHBBHRS006 Design intense pulsed light and laser hair reduction treatment programs


SHBBHRS007 Provide intense pulsed light and laser hair reduction treatments


Research (RES)

SHBBRES002 Investigate developments in cosmetic treatments using light and laser systems


Working in Industry (IND)

SHBXIND003 Develop workplace policies and procedures for intense pulsed light and laser hair reduction

Nil

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Unit of competency equivalence

DETERMINATION OF EQUIVALENCE

A Unit of Competency is mapped as equivalent (E) when:

it provides the same skill and knowledge outcomes

elements and associated performance criteria have remained the same, but are better expressed

knowledge requirements have remained the same, but are better expressed.

A Unit of Competency is mapped as not equivalent (N) when:

it provides different skill and knowledge outcomes

elements and or performance criteria have been added or removed

knowledge requirements have been added or removed.

In all cases, Assessment Requirements include more rigorous specification around the volume and

frequency of performance evidence required to demonstrate competency.

Unit of Competency Mapping – SIB10 2.0 to SHB V3.0

Previous Code and Title Replacement Unit Code and Title

Nature of Relationship

E = equivalent

N = not equivalent

Beauty

Hair Reduction Services (HRS)

SIBBHRS705A Apply intense pulsed light and laser safety protocols


N

Updated to meet Standards for Training Packages 2012

Updated title to better reflect intent of unit

Unit re-focused to risk management and control only

Unit re-focused to not include any interaction with client. Content related to client contact covered in ‘Design’ and ‘Provide’ unit. Removes duplication and creates a more focused unit

Unit re-focused to become accessible to those who may not be providing the treatment

Development of Assessment Requirements.

SIBBHRS706A Design intense pulsed light and laser hair reduction treatments

SHBBHRS006 Design intense pulsed light and laser hair reduction treatment programs

N


Greater focus on client consultation

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Unit of Competency Mapping – SIB10 2.0 to SHB V3.0

Previous Code and Title Replacement Unit Code and Title

Nature of Relationship

E = equivalent

N = not equivalent

Development of Assessment Requirements

Inclusion of prescriptive Performance Evidence.

SIBBHRS707A Provide intense pulsed light and laser hair reduction treatments

SHBBHRS007 Provide intense pulsed light and laser hair reduction treatments

N


Development of Assessment Requirements

Inclusion of prescriptive Performance Evidence.

Research (RES)

SIBBRES702A Investigate developments in cosmetic treatments using light or laser systems

SHBBRES002 Investigate developments in cosmetic treatments using light and laser systems

N


Removal of ‘professional development’ now covered by imported unit BSBWOR501 Manage personal work priorities and professional development.

Working in Industry (IND)

NA SHBXIND003 Develop workplace policies and procedures for intense pulsed light and laser hair reduction

New unit.

Global changes to existing units

The following summary information applies to existing units that have been replaced.

Unit codes have changed:

Version indicators (A, B etc.) have been removed. Subsequent versions of units will be given a new and unique code.

AQF indicators have been removed.

Units of Competency reflect the Standards for Training Packages. This includes:

formatting to meet template requirements (see Appendix C)

merging the Unit Descriptor and Application statement

the inclusion of the Foundation Skills field as appropriate

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the inclusion of brief mapping information within the unit to indicate equivalence to previous versions

the removal of the Range Statements, resulting in all aspects of units of competency now becoming mandatory

the inclusion of mandatory assessment requirements.

Assessment conditions

The Assessment Requirements document for each SHB Unit of Competency contains an Assessment

Conditions field. This field stipulates mandatory conditions for assessment on a unit-by-unit basis. It lists all

the things that an RTO must provide. This includes specifications for:

where the assessment must take place—either the workplace or simulated environment

what equipment must be provided for assessment

what types of consumable resources or stock must be provided for assessment

what workplace documentation must be provided.

Assessor requirements

Assessors must meet certain requirements to assess units of competency within the SHB Hairdressing and

Beauty Services Training Package. These requirements align to the 2015 Standards for Registered Training

Organisations. In some instances, they can also prescribe specific industry requirements to ensure that

assessors have the correct vocational competency (occupational experience) to assess individuals against

industry’s standards.

SHB defines the requirements to be met by assessors on a unit-by-unit basis. Information is found in the

Assessment Conditions field within the Assessment Requirements.

The Standards for Registered Training Organisations state that assessors must have:

vocational competencies at least to the level being delivered and assessed;

current industry skills directly relevant to the training and assessment being provided;

current knowledge and skills in vocational training and learning that informs their training and assessment; and

the appropriate assessor qualification or Skill Set.

This requires assessors to have the relevant vocational competencies for the units of competency they are

assessing. The Standards are, however, silent on the definition of vocational competency because this can

vary from industry to industry. It is the role of the Training Package to define what this is for particular

industries.

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Key consultation questions

The questions below have been provided to guide the provision of feedback and to highlight key areas of

required input. You don’t have to answer all questions; all feedback is useful but please be specific in

providing your feedback, providing a rationale and alternative suggestions where possible.

QUALIFICATION

Are job titles those commonly used in industry? Are there any job titles that should be deleted or added?

Are the core skills appropriate to all business models and sectors? Should any units be deleted from the core and moved to electives? Are there any units not found within the core that are essential for jobs provided by the qualification?

ENTRY REQUIREMENTS

Industry has highlighted that current entry requirements can, at times, act as a barrier to entry and has recommended amendments be made to ensure the qualification is available to both graduates of the Diploma of Beauty Therapy and individuals with demonstrated experience working in industry. What entry requirements are appropriate? Should there be entry requirements? Is it a number of discrete units of competency that should be listed? Should there be experience working in industry and not just a qualification required?

UNITS OF COMPETENCY

Does the title reflect the skill being described?

Does the application statement provide a clear and accurate description of the skill being described?

Are the prerequisites appropriate? Are there any other essential prerequisites?

Do the units have gaps? If so, what are they?

Do the units reflect the scope of workplace roles? If not, what should be changed?

Are references to legislation, licencing, standards clear and appropriate? NOTE Specific detail of legislation in each relevant state will be made within the mandatory Companion Volume Implementation Guide.

Is risk management and safety sufficiently and appropriately covered? Can this be improved?

FOUNDATION SKILLS

Are all foundation skills required to perform the tasks in this unit included?

Are foundation skills either evident in the performance criteria or explained in the Foundation Skills field?

Do the statements provided in the Foundation Skills field add value and provide enough information about the level of skill required?

Are there any essential Foundation Skills that should be highlighted through this field?

PERFORMANCE EVIDENCE

Would the types of evidence prove that a person is competent in all the unit outcomes?

Are the statements clear? Would assessors understand exactly what they must do?

How well do the assessment requirements articulate the amount of evidence a person would need to be able to provide to show that they are competent? Please provide a rationale for responses.

Is the suggested volume of evidence appropriate?

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KNOWLEDGE EVIDENCE

What is the essential knowledge required of an individual in order to perform the task described? Is the knowledge evidence requirement specific enough?

What is the breadth and depth of knowledge required?

Is the knowledge evidence clear?

Are there any knowledge gaps?

ASSESSMENT CONDITIONS

What equipment, consumable resources and workplace documents do people use in the workplace? Are those listed relevant to the unit, and are they accurate and current?

What additional detail should be included to ensure safety and industry standard equipment is used?

Are there any other safety measures that need to be considered and reflected in the assessment conditions?

Are the assessor competency requirements for industry experience (vocational competency) clear and appropriate? Should anything be added or deleted?

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Appendix A. Unit of Competency and Assessment Requirements Explained

Apart from qualifications, the main endorsed components of “new look” Training Packages are Units of Competency and associated Assessment Requirements. This is where the biggest change has occurred and explanatory information is provided to assist with your review.

Content is mandatory

In the past, Units of Competency and Assessment Guidelines (an overarching document about assessment) have combined both mandatory requirements and guidance information. In “new look” Training Packages, there is no guidance information. Units of Competency and Assessment Requirements now only contain prescribed requirements which must be adhered to when assessing and issuing certification of competency.

UNITS OF COMPETENCY

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 requirements. They do not describe how people learn the skill; rather they describe the skill itself.

In the past, Units of Competency comprised two sections:

1. The workplace skill – elements, performance criteria, required skills and required knowledge.

2. The Evidence Guide to instruct the assessor to collect mandatory evidence when making decisions about a student’s competency – critical aspects for assessment and evidence requirements; context of and specific resources for assessment.

A Unit of competency is now a discrete document which just describes the workplace skill.

The type of information previously contained in the Evidence Guide is now found in the separate associated Assessment Requirements document.

The following information shows how Units of Competency are now structured, the purpose of each field and includes notes on how the current content differs from past versions.

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UNIT CODE

Units are coded in sequence from 001 onwards within each category.

Codes no longer contain an AQF indicator which previously identified where a unit of competency was first packaged within a qualification.

This is because units do not have an AQF level; qualifications do. Inclusion caused confusion for RTO users when selecting electives and RTO auditors when checking compliance with packaging rules. Some believed, for example, that a Unit of Competency with an AQF indicator 3 or 4, should not or cannot be packaged within a Diploma.

Users should:

read the Unit of Competency in entirety to ascertain the complexity of skills and knowledge covered

read the Application Statement which describes to whom the unit applies.

UNIT TITLE There are some proposed changes to unit titles to better reflect content or to simplify.

APPLICATION This statement introduces the unit, assists users to understand its complexity and application. It also highlights any occupational licensing, certification or laws; where none exists this is stated.

PREREQUISITE UNIT Outlines any prerequisite units required to be completed prior to undertaking this unit of competency.

COMPETENCY FIELD Units remain divided into a number of fields which describe like functions, for example, Hair Removal Services.

UNIT SECTOR Units are categorised according to the industry sector to which it applies; such as Beauty or Cross Sector.

ELEMENTS PERFORMANCE CRITERIA

Element language has been streamlined or reworded for clarity.

Changes have been made to the structure and content of elements and performance criteria.





This combines the Unit descriptor and Application statement in previous units.




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FOUNDATION SKILLS

This section describes language, literacy, numeracy and employment skills that are essential to performance and which must be assessed along with technical skills. Not every unit will contain every Foundation Skill. These can include:

reading

writing

oral communication

numeracy

learning

problem-solving

initiative and enterprise

teamwork

planning and organising

self-management

technology

They will only be described in this section of they are not explicit within the Performance Criteria or where a more detailed explanation will assist trainers and assessors to understand the specific requirements and level of skill required.

RANGE OF CONDITIONS

This is an optional field in new style units. If used, the Range of Conditions can no longer provide long explanatory lists of things that might apply. It is not used in the way that Range Statements were previously.

Anything identified is mandatory for performance in a job and, therefore, must be assessed.

Any Range of Conditions statements can only provide details of essential but different work environments or operating conditions.

UNIT MAPPING

INFORMATION Specifies code and title of the related unit of competency from SIB V2.0.

LINKS This provides a hyperlink to the Companion Volume Implementation Guide.

Some important content previously in Range

Statements moved to other fields for a better fit. Look particularly in Performance Evidence,

Knowledge Evidence and Assessment Conditions


Statements moved to other fields for a better fit. Look particularly in Performance Evidence, Knowledge Evidence

and Assessment Conditions


Statements moved to other fields for a better fit. Look particularly in Performance Evidence,

Knowledge Evidence and Assessment Conditions


Statements moved to

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ASSESSMENT REQUIREMENTS

Each Unit of Competency has an associated document called Assessment Requirements. This describes how assessment must be completed for the unit. This replaces information previously contained in the Evidence Guide section of the Unit of Competency and within the Assessment Guidelines.

The Assessment Requirements provide a high level of specificity so that requirements are clear, measurable and auditable. Evidence Guides in previous units of competency could make broad brush statements about assessment. These could be unhelpful to RTOs, assessors and auditors in determining exactly what was required.

Assessment Requirements are precise with a smaller margin for interpretation. Amongst other things, RTO auditors examine and verify that RTOs are meeting the stated requirements.

The following information shows how Assessment Requirements are structured, the purpose of each field and includes notes on how the current content differs from Evidence Guides within old style units.

TITLE Assessment Requirements for [Unit of Competency Code and Title]

PERFORMANCE

EVIDENCE

Specifies the type and volume of evidence a candidate must provide to show that the individual is competent. Sufficiency and consistency of evidence are used as guiding principles and statements are now quite specific and stringent.

In other words, what does an individual have to do to prove they:

are competent in the unit?

can complete all the tasks described by the performance criteria?

have all the necessary foundation skills?

have all the knowledge to effectively perform the work task?

can consistently demonstrate the outcomes?

can adapt to different situations or product requirements?

Performance Evidence statements stipulate the type and amount of evidence that a student must provide and an assessor must collect. The requirements for assessment are clear, measurable, auditable and standardised across all RTOs.

Information may include requirements around:

types of customers to be served

range of products / services on which advice must be provided

range of activities a person must undertake

consistent performance over a period of time or number of reporting periods.

KNOWLEDGE

EVIDENCE

Specifies what the individual must know to be able to effectively perform the work task described in the unit of competency.

This field replaces but

is not the same as Critical

Aspects.

This field replaces but is not the same as Critical Aspects.

This field replaces but

is not the same as Critical

Aspects.

This field replaces but is not the same as Critical Aspects.

This field replaces Required

Knowledge


Knowledge


Knowledge

This field

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ASSESSMENT

CONDITIONS

Specifies mandatory conditions for assessment. It lists all the things that an RTO must provide. It specifies:

where the assessment must take place, the physical environment and indicates whether a simulated environment is allowed

what equipment must be provided for assessment

what types of consumable resources or stock must be provided for assessment

what workplace documentation must be provided

if relevant, other people who must be present during assessment, e.g. customers, team members

any essential time or timing requirements

the competency requirements for assessors including requirements for industry experience and vocational qualifications.

LINKS This provides a hyperlink to the Companion Volume Implementation Guide.

This field includes information previously contained in: Context of and specific resources for assessment and Assessment Guidelines



This field includes information previously contained in: Context of and specific resources for assessment and Assessment

graduate certificate in ipl and laser hair reduction

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