The document summarizes key aspects of competency standards and units of competency. It defines competency as applying skills, knowledge and attitudes to perform work tasks to the expected workplace standard. Competency involves task skills, task management skills, contingency management skills, and job/role environment skills. The document also outlines the components of a unit of competency, including the unit code/title, descriptor, elements/performance criteria, range of variables, and evidence guide. It provides examples of how each component is used to specify the required skills and assess competency in a standardized way.

1. 8 to 13 August 2015
Organized by BAPA-EU in consultation with BSDI

2. Competency
involves applying
knowledge skills
and attitudes to
perform work
activities to the
standard
expected in the
workplace

3.  Being able to do the job
 Knowing how and why things are done
 Knowing what to do if things go wrong
 Having the right approach to do a job
properly and safely

4. Task Skills
Task Management
Skills
Contingency
Management Skills
Job/Role Environment
Skills
Competency

5.  This requires performance of the task(s)
to the required standard as described in
the unit of competency and expected in
the workplace
 Assessor needs to collect evidence that
the candidates can do the individual
actions as well as the whole task.

6.  Task skills involve:
 The performance of the basic tests to the
required standard

7.  Captures the skills used as people plan and
integrate a number of potentially different
tasks to achieve a complete work outcome.
 Candidates should provide evidence that
they can work efficiently to meet deadlines,
handle a sequence of interrelated tasks and
progress smoothly between tasks.

8.  Task management skills involve:
Carrying out simultaneously eg: preparing
additional samples while tests are running

9.  The requirement to respond to
irregularities and breakdown in routines.
 Candidates should show evidence of
dealing with contingencies. For example:
◦ Breakdowns
◦ Irregularities
◦ Imperfections
◦ The unknown

10.  Contingency management skills involve
answering questions such as:
◦ What if the sample label is incomplete?
◦ What if the results you obtain are outside the
acceptable range?
◦ What if equipment is not calibrated?
 In the workplace can the candidate perform
the work and answer questions with
confidence?

11.  The requirement to deal with the
responsibilities and expectations of the work
environment.
 The capacity to work with others and adapt to
different situations is central to successful
performances
◦ Does the candidate comply with workplace procedures
and standard methods in performing the task?
◦ Does the candidate communicate effectively?
◦ Does the candidate observe enterprise and regulatory
requirements?

12.  Job/Role Environment Skills
◦ Following instructions
◦ Communicating with others

13.  Competency standards are a set
of benchmarks used to assess the skills and
knowledge that a person must demonstrate
in the workplace to be seen as competent.
These benchmarks are packaged into
combinations to form units of competency

14.  A unit of competency is the specification of
knowledge and skill, and the application of
that knowledge and skill, to the standard of
performance expected in the workplace.
A unit of competency is the smallest unit that
can be assessed and recognized.

15. Unit Code and Title
Unit Descriptor
Element Performance Criteria
Range of Variables / Range Statement
Requirement Skills & Knowledge/Evidence Guide

16.  A UNIT CODE is made up of letters and
numbers. Using the unit code TAADES401A
as an example, units must contain—
 The Unit Title is a brief statement of the
outcome of the unit of competency for
example "Maintain workplace safety".
Code Title
Descript
or
Range of
Variables
Evidence
Guide
TAADES40
1A
Maintain
workplace safety

17.  The Unit descriptor broadly communicates
the intent of the unit of competency and the
skill area it addresses.

18.  This describes the activities that make up the
broader function or job.

19.  This further specifies what is to be assessed
and the required level of performance of the
activities.

20.  Describes the circumstances or context in
which the work is to be performed

21.  The Evidence guide in mandatory
 The purpose of the evidence guide is to guide
the assessor in the collection of evidence.
 Evidence guides must relate directly to
◦ The elements and performance criteria
◦ Range of variables