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

SIHHTLS401A Mapping and Delivery Guide
Provide technical leadership within the hairdressing context

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency SIHHTLS401A - Provide technical leadership within the hairdressing context
Description This unit describes the performance outcomes, skills and knowledge required to provide technical leadership within a hairdressing environment.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to senior hairdressers in salon and session styling environments, who take on a leadership role.It applies to the manner in which hairdressing practitioners conduct themselves, the initiative they take in influencing, assisting and guiding others, and to the way they manage their own role and responsibilities, including improving their own professional practice.A person undertaking this role applies discretion and judgement, accepts responsibility for outcomes of own work and provides technical leadership in hairdressing teams.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Nil
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: Model high standards of professional competence.
  • Develop and maintain standards of professional performance that are consistent with organisational requirements.
  • Provide a positive role model for others through professional performance.
  • Seek and apply constructive criticism from others to improve own professional competence and technical skills.
       
Element: Provide direction to team in managing the client service.
  • Collaborate with team members who will contribute to the client service.
  • Encourage and value team efforts and contributions to determine client service plan.
  • Determine preferred course of action for client service after options are examined and assessed.
  • Communicate decisions to team members regarding a course action in a clear, unambiguous and concise manner.
  • Plan and monitor the implementation of client service.
  • Provide leadership and support team members in taking responsibilities for their own work.
  • Handle conflict issues and problems in a professional and empathic way, according to organisational policy and procedures.
  • Review the client service and provide feedback to team members.
       
Element: Enhance own professional practice.
  • Engage in a range of professional development activities to improve self performance and professional competency.
  • Participate regularly in industry and other professional networks and events.
  • Contribute to the professional development of other team members through a mentoring or supervisory role.
       


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

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

Evidence of the following is essential:

demonstrating professional competence, according to organisational requirements and professional standards, and which contributes to the development of other team members

effectively managing the client service when collaborating with team members, guiding and supporting team members in carrying out their work

constantly reviewing own professional competence and technical skills and seeking professional development opportunities to improve performance.

Context of and specific resources for assessment

Assessment must ensure access to:

a fully stocked and operational salon or simulated salon environment that includes a range of work situations such as client interruptions and involvement in other related activities normally expected in the salon

session styling settings, such as events, film sets, photographic studios or platform work

library, internet and film-media research sources

a range of hairdressing products, equipment, hair accessories, props and audiovisual resources

relevant occupational health and safety regulations.

For further guidance on the use of an appropriate simulated environment, refer to the Assessment Guidelines in this Training Package.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct observation of the learner performing a range of tasks in the salon or session styling environments, over sufficient time to demonstrate their handling of a range of contingencies. Tasks may include:

providing excellent client service managing the client service in collaboration with other team members

communicating and clarifying the requirements of the client service with other team members

interacting with team members to give technical explanations of work in progress or completed, and responding to their questions

designing and applying finished looks, incorporating colour, chemical reformation and haircutting or design services, according to an agreed plan

case studies that involve researching and sourcing professional development opportunities to improve technical skills and personal competence

review of portfolios of evidence and third-party reports of on-the-job performance

Guidance information for assessment

A unit of competency describes an individual skill but people rarely perform one skill at a time. Many skills are combined on a day-to-day basis in the workplace as part of work processes. This does not mean that each skill described by a unit of competency is prerequisite to another—they are related skills.

Holistic assessment with other units relevant to the industry sector, salon and job role is recommended, for example:

SIHHCLS406A Solve complex colour problems

SIHHCLS407A Apply creative colouring and lightening techniques to enhance hair designs

SIHHHCS410A Design and perform creative haircuts

SIHHHRS405A Apply chemical reformation techniques to enhance hair designs

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

communication and teamwork skills to:

provide technical leadership to encourage and develop team members effectively

display personal and professional integrity in business and client relationships

work constructively with individual differences

interact clearly and concisely with the salon team

interpersonal skills to establish rapport and to build relationships with clients, team members and stakeholders

technical skills to use new skills and technology to improve business processes and client service delivery

planning and organisational skills to:

clarify roles for client service

work within established timeframes to achieve planned outcomes

plan professional development to improve own technical ability

literacy skills to document and record finished hair designs for future client services

problem-solving skills to:

determine client needs and client service plan

deal with technical and service contingencies that may arise during the client service

research skills to source professional development opportunities to improve own personal and technical skills

Required knowledge

salon policies and procedures in regard to client service

the organisation’s standards, values, goals and objectives

continuous improvement techniques and processes

theories of leadership and motivation

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.

Professional performance must include:

hairdressing technical skills that meet organisation’s level of client service

expertise in application of hairdressing equipment and tools

expertise of client consultation and service procedures

the way one manages personal performance and behaviour through:

body language

conduct

dress standards

language

punctuality

the way one influences the performance and behaviours of team members.

Organisational requirements may include:

goals, values, objectives, processes and appropriate practices

ethical standards of industry, employer, client or audience

compliance with regulatory and legislative requirements

current Copyright Act and amendments

client service charter.

Professional development activities may include:

product manufacturer courses and seminars

accredited training

short courses

industry events.

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
Develop and maintain standards of professional performance that are consistent with organisational requirements. 
Provide a positive role model for others through professional performance. 
Seek and apply constructive criticism from others to improve own professional competence and technical skills. 
Collaborate with team members who will contribute to the client service. 
Encourage and value team efforts and contributions to determine client service plan. 
Determine preferred course of action for client service after options are examined and assessed. 
Communicate decisions to team members regarding a course action in a clear, unambiguous and concise manner. 
Plan and monitor the implementation of client service. 
Provide leadership and support team members in taking responsibilities for their own work. 
Handle conflict issues and problems in a professional and empathic way, according to organisational policy and procedures. 
Review the client service and provide feedback to team members. 
Engage in a range of professional development activities to improve self performance and professional competency. 
Participate regularly in industry and other professional networks and events. 
Contribute to the professional development of other team members through a mentoring or supervisory role. 

Forms

Assessment Cover Sheet

SIHHTLS401A - Provide technical leadership within the hairdressing context
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

SIHHTLS401A - Provide technical leadership within the hairdressing context

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: