Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CPPCLO2043A Mapping and Delivery Guide
Clean using microfibre techniques

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CPPCLO2043A - Clean using microfibre techniques
Description This unit of competency specifies the outcomes required to use microfibre cleaning techniques. The unit requires the ability to analyse the capacity of microfibre and low-water cleaning techniques, communicate the benefits to customers, and use the technology for cleaning.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application Microfibre cleaning techniques can be applied to a range of surfaces, including all floor surfaces, walls, furniture and fabric. Cleaning may take place in a residential or commercial setting. Microfibre products are used for both dry (dusting) and damp cleaning.This unit of competency supports individuals working in the cleaning industry as an employee or a self-employed business owner. The individual operates within the scope of their defined roles and responsibilities and typically works autonomously. The individual is responsible for ensuring the microfibre and low-water cleaning technique is understood, communicated to the customer and used effectively to achieve the required standard of cleaning.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Analyse and communicate benefits of microfibre cleaning
  • Technical capacity of microfibre cleaning techniques is assessed and described to client.
  • Applications suitable for microfibre cleaning are assessed and described to client.
  • Benefits and suitable application for techniques are identified and communicated to client.
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

This unit of competency could be assessed by observing practical demonstration of cleaning using microfibre low-water techniques in either simulated or actual workplace or settings.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

A person who demonstrates competency in this unit must be able to provide evidence of the required skills and knowledge specified in this unit.

In particular the person should demonstrate the ability to:

communicate in order to convey benefits of microfibre low-water techniques to client, elicit required information from client, and negotiate access to the site

determine site risks using analytical skills

assess suitability of microfibre techniques for application in work area

clean to required standard using microfibre products for floors, furniture and other surfaces.

Context of and specific resources for assessment

Assessment of essential underpinning knowledge may be conducted in an off-site context. It is to comply with relevant regulatory or Australian standards’ requirements.

Resource implications for assessment include access to:

range of actual or simulated work environments

clients with differing needs and expectations

industry documentation and relevant codes and standards.

Method of assessment

Assessment methods must:

satisfy the endorsed Assessment Guidelines of the Property Services Training Package

include direct observation of tasks in real or simulated work conditions, with questioning to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application

reinforce the integration of employability skills with workplace tasks and job roles

confirm that competency is verified and able to be transferred to other circumstances and environments.

Guidance information for assessment

Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support.

Assessment processes and techniques should as far as is practical take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed.

This unit could be assessed on its own or in combination with other units relevant to the job function.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

customer service skills to:

establish rapport with clients

explain microfibre cleaning to clients

gain clients’ trust

identify client expectations

interpersonal skills to relate to people from a range of backgrounds

language, literacy and numeracy skills to:

communicate clearly and concisely verbally and in writing

read and record measurements

read and interpret directions and safety instructions, including:

chemical labels

equipment manuals and specifications

material safety data sheets (MSDS)

request advice or further information

seek, receive and respond to feedback

source, organise and record information

problem-solving skills to manage contingencies

skills to work safely when identifying hazards and controlling risks

self-management skills to work alone and in a team

Required knowledge

carpet and upholstery construction, including:

characteristics of surfaces and fabrics

characteristics of yarns, fibres and piles

company management structure and procedures, including:

biological and viral control

emergency response and evacuation procedures

environmental protection procedures

hazard and risk assessment techniques

injury, dangerous occurrence and incident reporting

OHS procedures

quality systems

legislation, regulations, codes of practice and industry advisory standards that apply to cleaning using microfibre techniques, including OHS legislation

mircrofibre and low-water usage cleaning, including:

benefits of use, such as:

cost efficient

environmentally responsible

characteristics of products

techniques for use

routes of entry and potential symptoms of exposure to chemicals

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.

Applications for microfibre usage include:

dry (dusting) and damp cleaning of:

floor surfaces

furniture

upholstery fabrics

applying floor finishes.

Benefits of microfibre and low-water techniques include:

efficient and effective cleaning resulting from microfibre composition of fine filaments of polyester and polyamide which capture and hold on to dirt and bacteria

environmentally responsible cleaning resulting from reduced water usage and very low or no exposure to chemicals (note: microfibre should be used with reduced amounts of chemicals, although chemical use is not totally eliminated in all circumstances)

lightweight mops (carrying less water) and other cleaning tools that reduce physical strain on operators

lower costs resulting from lowered water, electricity and chemical use

reduced exposure to allergens for clients and cleaners.

Company procedures may include:

client-specific contractual requirements

documentation and information systems and processes

legal and company policy or guidelines

legislation relevant to the operation

company service standards

personnel practices and guidelines outlining work roles, responsibilities and delegations

using electronic job scheduling and communication devices.

Microfibre cleaning equipment includes:

products specifically designed for:

moist and damp cleaning

dusting and delicate cleaning

specific equipment, such as:

mops

dusters, such as mitts and cloths

extension handles

window squeegees.

Risks and hazards may include:

allergic reactions to chemicals or equipment, including latex allergies

biological and animal waste

bites and stings

blood and blood-stained products

confined or restricted spaces

contaminated clothing, materials or equipment

damaged or inappropriate equipment

dust and fibres

electrical hazards arising from:

cables

electrical fittings:

switches

lights

untested electrical equipment

fatigue

fire

gas

heights

inadequate lighting and ventilation

infectious and zoonotic diseases, such as:

Q fever

scabies

mobile equipment and vehicle hazards around plant and vehicles

moving or unguarded parts

noise

occupational violence and bullying

poor personal hygiene practices

spill, splash and spray

release of substances with negative environmental impact

synergistic chemical reactions, such as:

hazardous incompatibility

reactivity

syringes or other sharps

temperature extremes

ultraviolet light

unsafe manual-handling techniques, including awkward and repetitive postures

unsafe underfoot conditions, such as slippery, uneven and rough surfaces

work in unfamiliar isolated or remote environments.

Cleaning techniques using microfibre may include:

using cloth and water in spray bottle to spot clean low-level stains

using damp (not wet) mops and cloths

using damp mops for hard floor surface cleaning and finishing

using dry mopping techniques.

Microfibre cloths and mops are cleaned and maintained effectively by:

air drying for optimal performance

avoiding fabric softeners

regular hand or machine washing in hot soapy water

removing stains with hot water and washing liquid

washing products on their own to avoid static transfer of lint.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Technical capacity of microfibre cleaning techniques is assessed and described to client. 
Applications suitable for microfibre cleaning are assessed and described to client. 
Benefits and suitable application for techniques are identified and communicated to client. 

Forms

Assessment Cover Sheet

CPPCLO2043A - Clean using microfibre techniques
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CPPCLO2043A - Clean using microfibre techniques

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: