OS Lapidary L1-4

,
Federal Democratic Republic of Ethiopia

OCCUPATIONAL STANDARD
LAPIDARY
NTQF Level I, II, III and IV
Ministry of Education
January 2014
Version 1
Ministry of Education Lapidary
Page 0 of 188 January 2014
Copyright Ethiopian Occupational Standard
UNIT OF COMPETENCE CHART
Occupational Standard: Lapidary
Occupational Code: MIN LAP
NTQF Level I
MIN LAP1 01 0114 MIN LAP1 02 0114 MIN LAP1 03 0114

Acquire Gemstones Operate and Maintain Handle Gem Materials
Manufacturing
Machineries and
Equipment

Operate a Personal Tumble Gem Material Slab Stones
Computer

Apply Quality Standards Work with Others Receive and Respond
to Workplace
Communication

Demonstrate Work Develop Understanding Apply 5S Procedures
Values of Entrepreneurship
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NTQF Level II
Operate Basic Obtain Gem Materials Slab /Trim and Polish
Machines and Gemstone Materials
Equipments

Identify and Assess Handle and Store Cabbing (Make
Gem Materials Rough and Cut Cabochon)
Gemstones

Bead Making Undertake Routine Participate in Workplace
Operational Communication
Maintenance of
Machinery

Work in Team Develop Business Apply Continuous
Environment Practice Improvement Processes
(Kaizen)
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NTQF Level III
Facet Semi- precious Complete Pre-cutting Cut and Polish Solid
Gemstones Processes for Solid Opals
Opals

Complete Pre-cutting Cut and Polish Opal Carve Gem Materials
Processes for Opal Doublets and Triplets
Doublets and Triplets

Monitor Implementation Apply Quality Control Lead Workplace
of Work Plan/Activities Communication

Lead Small Teams Improve Business Maintain Quality
Practice System and
Continuous
Improvement
Processes (Kaizen)
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NTQF Level IV

Identify the Apply Advanced Pre- Opal Spheres and
Requirements for cutting Processes to Beads
Establishing Gem- Complex Precious Gems
Cutting Workshop

Facet Precious Production Cut and Perform Gemstone
Gemstones Polish Opal Setting

Opal Carving Market Gemstones Plan and Organize Work

Migrate to New Establish Quality Develop Individuals and
Technology Standards Team

Utilize Specialized Manage and Maintain Manage Continuous
Communication Skills Small/Medium Business Improvement System
Operations
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NTQF Level I
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Occupational Standard: Lapidary Level I
Unit Title Acquire Gemstones
Unit Code MIN LAP1 01 0114
Unit Descriptor This unit comprises the process of identifying resources from
area geology, recognition of minerals, and the physical
collection or mining, labelling, cleaning, transporting, pricing
and stocking of the required rock or stone.
Elements Performance Criteria

1. Collect/mine 1.1 Sources are identified based on available data from locals,
Gemstones
Mining Desks, Mining Bureaus, Ministry of Mines, and/or
other informed individuals.
1.2 Field equipment is identified and prepared based on area
geology and source material known.
1.3 Collected and/or mined material is labelled, bagged, and
transported.
1.4 Occupational Health and Safety requirements are
identified and applied on field.
2. Grade 2.1 Tools and equipments are prepared as required per
Gemstones need of the particular job. .
2.2 Material is sorted by type, size, clarity and color.
2.3 Material is weighed and/or measured to determine stock.
2.4 Material is catalogued by type, size, clarity, color and
weight to determine stock.
2.5 Material is priced based on cost of acquisition or current
market value as fit to the need of the owner.
Variable Range
Occupational May include but not limited to:
Health and Safety • Appropriate outdoors clothing to protect oneself from the
(OHS) weather, are needed as well as environmental or
occupational hazards ought to be paid attention to. Sound
environmental protection is highly advised.
Tools and • May include but not limited to:
equipment • Hand tools, visors or loupes, bags, first aid kits, pencils,
notebooks, markers and tapes, appropriate clothing,
Evidence Guide
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Critical aspects of Demonstrate knowledge and skills in:
Competence • Processes of stone identification
• Grading
• Protecting the environment
• Safety procedures
Underpinning Demonstrate knowledge of:
Knowledge and • Stone identification,
Attitudes • use of hand tools,
• environmental protection code
• Knowledge of the outdoors and safety procedures
Underpinning Demonstrate skills to:
Skills • Prepared tools and equipments as required per need of
the particular job.
• Prepare Field equipment based on area geology and
source material known.
• Collect/mine , clean, transport, grade and price gemstones
• Use catalogued to grade by type, size, clarity, color and
weight to determine stock
Resources Access is required to real or appropriately simulated
Implication situations, including work areas, materials and equipment,
and to information on workplace practices and OHS practices.
Methods of Competence may be accessed through:
Assessment • Interview / Written Test
• Observation / Demonstration with Oral Questioning
Context of Competence may be assessed in the work place or in a
Assessment simulated work place setting.
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Operate and Maintain Manufacturing Machineries and
Unit Title
Equipment
Unit Descriptor This competency covers the operation of production
equipment and the resolving of routine problems in a
simulated or trial manufacturing environment where there is a
high degree of direct supervision. This competency is
intended to be applied to any item of routine production
equipment.

1. Check job
1.1 Workplace requirements are identified by following
requirements. established procedures and practices
1.2 Product, materials and equipment requirements are
identified for job(s)
2. Control 2.1 Hazards in the production work area are identified
hazards.
2.2 The risks arising from those hazards are assessed
2.3 Measures are implemented to control or avoid those risks
in line with procedures and duty of care to fellow workers.
3. Prepare 3.1 Pre-start up checks are performed
equipment for
operation as 3.2 Suspected unusual or non standard product, materials and
required equipment are reported to an appropriate person
3.3 If required, other team members are notified on the
intended equipment function and start up
3.4 Materials are checked/supplied to equipment as required
3.5 The item of equipment is started up as required
3.6 Specified conditions and build operating rate steadily,
checking expected performance are brought at various
stages in accordance with procedures
4. Operate
4.1 Equipment operating conditions are monitored
equipment
4.2 Product characteristics are monitored
4.3 Conditions and characteristics which indicate a problem
or a potential problem are recognized
4.4 Appropriate action is taken in response to problem or
potential problem
4.5 Supply of materials and removal of products are
maintained as required
4.6 Required records are completed
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4.7 Equipment and work area is kept in a clean, organized and
safe condition
5. Prepare
5.1 Emergency pause, stop or shutdown are performed as
equipment for
required
shut down as
required 5.2 Equipment is ensured to be free of product or purged as
required
5.3 Equipment is shut down in accordance with procedures
5.4 Make sure equipment and area is left in a safe condition
and ready for need
6. Adjust and
6.1 Routine maintenance and adjustments are carried out as
maintain
required which may include slide and collar adjustment,
machine
cleaning and lubrication
Variable Range
Workplace May include but not limited to:
• Workplace for this unit covers a manufacturing
environment specifically established for learning
introductory manufacturing skills. It may be:
• a school classroom or workshop equipped to teach
manufacturing principles and practices
• RTO premises equipped to teach manufacturing principles
and practices
• An enterprise environment where above average
supervision exists and training is occurring. The normal
production imperatives have been modified to take into
account the training being delivered.
Procedures May include but not limited to:
• Procedures includes all work instructions, standard
operating procedures, formulas/ recipes, batch sheets,
temporary instructions and similar instructions provided for
the smooth running of equipment and processes. They
may be written, verbal, computer based or in some other
form.
• For the purposes of this Training Package, ' procedures'
also includes good operating practice as may be defined
by industry codes of practice (eg Good Manufacturing
Practice (GMP), Responsible Care) and government
regulations.
Equipment May include but not limited to:
• Equipment for the purposes of this unit covers routine or
common manufacturing equipment suitable for students
operating in a simulated or trial manufacturing environment
where there is a high degree of direct supervision.
examples include but are not limited to:
• Slab saws
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• Tumbling machines
• Grinders and other equipments
Hazards May include but not limited to:
• Workplace hazards include:
• hazardous materials
• gases and liquids under pressure
• moving machinery
• cutting edges
• electrical equipment
• materials handling
• Environments subject to heat, noise, dusts or vapours.
Pre-start up May include but not limited to:
checks • Pre-start up checks include:
• visual checks
• completing checklists
• checking that safety guards, gates etc are in position and
are operational
• other checks required by standard operating procedures
and manufacturer's instructions
operating • Equipment operating conditions will be monitored using a
conditions range of techniques including:
• monitoring of measured or indicated data as shown by
gauges, charts etc., (eg. speed, hours on line, pressure,
temperature, flow, vibration)
• The senses of smell, sight, sound and feel as appropriate.
Product May include but not limited to:
characteristics • Product characteristics includes:
• product quality
• production rate
• defect rate
Problem/potential May include but not limited to:
problem • Problem/potential problem includes:
• changes to operating conditions
• adverse changes to product characteristics
• adverse changes to waste
Appropriate May include but not limited to:
action • Appropriate action includes:
• making adjustments in accordance with procedures
• stopping the equipment in accordance with procedures
• Reporting to appropriate person.
Records May include but not limited to:
• Records include:
• log sheets/books
• job/work sheets
• electronic/paper records
• verbal/voicemail/email reports
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Need May include but not limited to:
• Need includes:
• leaving the equipment ready for restart
• leaving it safe for maintenance
• preparing for a medium/long term shut down
Evidence Guide
Critical aspects of Demonstrates skills and knowledge in:
Competence • It is essential that the equipment be understood and that
the importance of critical material properties, settings and
readings is known. Competence must be demonstrated in
the ability to recognise and analyse potential or actual
problem situations requiring action and then in
implementing appropriate corrective action. The emphasis
should be on the ability to avoid problems rather than on
recovery from a problem.
• Consistent performance should be demonstrated. In
particular look to see that:
• process conditions are maintained within limits
• quality is monitored to minimise wastage
• start-up and shutdown occurs first time
• signals and alarms are responded to immediately
• process measurements are continually made or observed
• All OHS requirements are followed.
• early warning signs of equipment/processes needing
attention or with potential problems are recognised
• the range of possible causes can be identified and
analysed and the most likely cause determined
• appropriate action is taken to ensure a timely return to full
performance
• obvious problems in related plant areas are recognised
and an appropriate contribution made to their solution
• Pre-start checks are made to ensure equipment is lined up
to the plant in accordance with procedures and/or
manufacturers specifications.
• Besides assessing actual operation of manufacturing
equipment many aspects may be also be assessed using
a range of scenarios, case studies or what ifs as the
assessment method. These assessment activities should
include a range of problems, including new, unusual
situations that may have been generated from past history
Knowledge and • all major components of the equipment and describe the
Attitudes function of each
• principles of equipment operation
• equipment operating parameters
• Equipment and product variables and their interactions.
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• apply and/or explain:
• impact of materials and properties
• start-up and shutdown processes
• construction and limitations of the equipment
• out of specification situations
• distinguish between causes of faults such as:
• raw materials
• instrument failure/malfunction
• electrical failure/malfunction
• mechanical failure/malfunction
• Variations in product parameters (temperature, flows,
pressure &levels).
Skills • observation
• following procedures for start up, operation and shut down
of equipment
• analysis
• problem solving
• communication
• documenting
Methods of Competence may be assessed through:
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Unit Title Handle Gem Materials
Unit Descriptor This unit covers handling and examining gem materials to
minimise the risk of damage to gem materials.

1. Prepare 1.1 Examination methods and equipment are selected
equipment for
appropriate to the gem material and examination
gemstone requirements.
examination
1.2 Equipment and specimen/s are prepared.
2. Perform
2.1 The physical and optical properties of gem materials are
gemstone investigated.
examinations
2.2 Examination results are recorded and verified.
3. Handle gem
3.1 Handling measures appropriate to gem material are
materials
identified.
3.2 Gem materials are handled to minimize risk of damage.
4. Investigate and 4.1 Examination results are prepared
report
examination 4.2 These results are recorded.
results
Variable Range
Equipment May include but limited to:
• Refract meter
• UV light
• Microscope
• 10 X loupe
• Tweezers
Investigation May include but limited to:
• Assess need for further examination
• Cross reference other records
• Cross reference valuation documents
Evidence Guide
Critical aspects of Demonstrate skills and knowledge to:
Competence • Assessors must be satisfied that the candidate can
competently and consistently perform all elements of the
unit as specified by the criteria, including required
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knowledge, and be capable of applying the competency in
new and different situations and contexts
Knowledge and • Look for evidence that confirms knowledge of:
Attitudes • examination methods for gem materials in relation to the
properties and features that may affect specific materials
during jewellery manufacture, repair or alteration
• equipment required for examination and the function of
each
• limitations of the selected equipment/methods
• standard operating procedures and supplier/manufacturer
specifications
• the procedures for correct use of selected equipment
• definitions of processes and features
• physical and optical properties of relevant gemstones
• the process for verifying results
• resource materials
• handling measures and precautions for specific gem
materials during jewellery manufacture, repair or alteration
• specific handling measures and precautions used during
given jobs
• evidence used in support of conclusions
• terminology and definitions
• limitations/errors in process/methods
• sources of independent verification
• hazards and control measures associated with handling
gem materials, including housekeeping
• the effects of inadequate housekeeping and workplace
procedures
• use and application of personal protective equipment
• safe work practices and procedures
Skills • for evidence that confirms skills in:
• reading, interpreting and following information on written
job instructions, specifications, standard work procedures,
charts, lists, illustrations and other applicable reference
documents
• checking and clarifying task-related information
• entering task-related information onto proformas and
workplace documents
• selecting procedures and equipment for examination of
gem materials
• preparing, pre-setting, balancing, calibrating, and levelling
equipment
• cleaning specimens
• using equipment according to manuals and standard
operating procedures
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• identifying relevant physical and optical properties of
gemstones
• recording results and comparing results with known control
items/charts/lists/graphs/diagrams and resource materials
• reading valuation documents and making comparisons
• verifying outcomes
• selecting and applying handling measures and precautions
in relation to given gem materials, work processes and
tools/equipment
• preparing format/documentation of results according to
standard operating procedures.
• interpreting results
• obtaining sufficient evidence to support conclusions
• undertaking numerical operations and
calculations/formulae within the scope of this unit
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Unit Title Operate a Personal Computer
Unit Descriptor This unit describes the performance outcomes, skills and
knowledge required to start up a personal computer or
business computer terminal; to correctly navigate the desktop
environment; and to use a range of basic functions. No
licensing, legislative, regulatory or certification requirements
apply to this unit at the time of endorsement.
1. Start computer, 1.1 Workspace, furniture and equipment are adjusted to suit
system user ergonomic requirements
information and
features 1.2 Work organization is ensured to meet organizational and
occupational health and safety (OHS) requirements for
computer operation
1.3 Computer are started or logged on according to user
procedures
1.4 Basic functions and features are identified using system
information
1.5 Desktop configuration is customized, if necessary, with
assistance from appropriate persons
1.6 Help functions are used as required
2. Navigate and 2.1 Features are opened, closed and accessed by selecting
manipulate correct desktop icons
desktop
environment 2.2 Desktop windows are opened, resized and closed by using
correct window functions and roles
2.3 Shortcuts are created from the desktop, if necessary, with
assistance from appropriate persons
3. Organise files 3.1 Folders/subfolders are created with suitable names
using basic
directory and 3.2 Files are saved with suitable names in appropriate folders
folder 3.3 Folders/subfolders and files are renamed and moved as
structures required
3.4 Folder/subfolder and file attributes are identified
3.5 Folders/subfolders and files are moved using cut and
paste, and drag and drop techniques
3.6 Folders/subfolders and files are saved to appropriate
media where necessary
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3.7 Folders/subfolders and files are searched for using
appropriate software tools
3.8 Deleted folder/subfolders and files are restored as
necessary
4. Print 4.1 Information is printed from installed printer
information
4.2 Progress of print jobs is viewed and deleted as required
4.3 Default printer is changed if installed and required
5. Shut down 5.1 All open applications are closed
computer
5.2 Computer is shut-down according to user procedures
Variable Range
Ergonomic May include but not limited to:
requirements • avoiding radiation from computer screens
• chair height, seat and back adjustment
• document holder
• footrest
• keyboard and mouse position
• lighting
• noise minimisation
• posture
• screen position
• workstation height and layout
Work organisation May include but not limited to:
• exercise breaks
• mix of repetitive and other activities
• rest periods
• visual display unit (VDU) eye testing
health and safety • OHS guidelines related to the use of the screen
requirements equipment, computing equipment and peripherals,
ergonomic work stations, security procedures,
customisation requirements
• statutory requirements
Desktop icons May include but not limited to:
• directories/folders
• files
• network devices
• recycle bin and waste basket
File attributes May include but not limited to:
• dates
• size
media • CDs
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• diskettes
• local hard drive
• other locations on a network
• USB/ Flash/Thumb drives
• zip disks
Evidence Guide
Competence • Evidence of the following is essential:
• navigation and manipulation of the desktop environment
within the range of assigned workplace tasks
• knowledge of organisational requirements for simple
documents and filing conventions
• Application of simple keyboard functions to produce
documents with a degree of speed and accuracy relevant
to the level of responsibility required.
Knowledge and • key provisions of relevant legislation from all levels of
Attitudes government that may affect aspects of business
operations, such as:
• OHS
• basic ergonomics of computer use
• main types and parts of computers, and basic features of
different operating systems
• suitable file naming conventions.
Skills • literacy skills to identify work requirements, to comprehend
basic workplace documents, to interpret basic user
manuals and to proofread simple documents
• communication skills to identify lines of communication, to
request advice, to effectively question, to follow
instructions and to receive feedback
• problem-solving skills to solve routine problems in the
workplace, while under direct supervision
• technology skills to use equipment safely while under
direction, basic keyboard and mouse skills and procedures
relating to logging on and accessing a computer
• basic typing techniques and strategies.
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Unit Title Tumble Gem Material
Unit Descriptor This Unit covers the tumbling process including sorting, rough
and smooth grinding and polishing of rough material.

1. Prepare for
1.1 Plan / End result is determined as required by job.
Work
1.2 OHS requirements and the discipline of the workplace are
adhered to throughout the process.
1.3 Task is planned and sequenced in conjunction with other
tumbling processes
1.4 Tools and equipments are selected and checked for
serviceability
1.5 Tumbling material is acquired as required by job
1.6 Tumbling consumables are selected based on
appropriateness.
1.7 Equipment and work area is cleaned to avoid
contamination.
2. Prepare, select
2.1 Rough is selected based on size and hardness.
and weigh
rough material. 2.2 Rough is cleaned (washed) and all dirt, clay and unwanted
matter removed.
2.3 Rough is weighed to keep data of how much material is
used up and to determine recovery rate.
3. Start rough 3.1 Rough is loaded in barrel or bowl to ½ -¾ full based on a
grind.
recipe and tumbling procedures.
3.2 A 1½ tablespoon of 60/80 ungraded or 80 graded grit is
added.
3.3 Fillers are added to allow coverage of space between the
individual tumbling material.
3.4 Water (if required) is filled to cover remaining space.
3.5 Barrels / bowls are closed and lid is tightened.
3.6 Machine is tagged with starting day and grit size.
3.7 Machine is started and run for a week of rough grind.
3.8 Tumbling mix is checked for appropriate grind. If
unsatisfactory is rerun.
3.9 Mix is unloaded if ground material is as desired.
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3.10 Stone is separated from filler and grit.
3.11 Stone is cleaned /washed off grit and dirt.
4. Start smooth
4.1 Barrel or bowl is loaded with the rough tumbled material.
grind.
4.2 A 1½ tablespoon of 220 grit is added to the mix.
4.4 Water is filled to cover remaining space.
4.7 Machine is started and run for a week of smooth grind.
4.11 Stone is cleaned /washed off grit and dirt.
5. Start smooth
5.1 Barrel or bowl is loaded with the smooth tumbled material.
grind.
5.2 A 1½ tablespoon of 600 grit is added to the mix.
5.7 Machine is started and run for a week of smooth grind.
5.11 Stone is cleaned/ washed off grit and dirt.
6. Polish tumbled 6.1 Barrel or bowl is loaded with the previously tumbled
material.
material.
6.2 A 1½ tablespoon of appropriate polish is added to the
mix.
6.3 Fillers are added (if required) to allow coverage of space
between the individual tumbling material.
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6.6 Machine is tagged with starting day and polishing agent.
6.7 Machine is started and run for a week.
6.8 Tumbling mix is checked for appropriate polish. If
6.9 Mix is unloaded if polished material is as desired.
6.10 Stone is separated from other contents.
6.11 Stone is cleaned/ washed off polishing agent.
7. Start machine
7.1 Barrel or bowl is loaded with the polished material.
to clean
polished 7.2 A 2 tablespoon of appropriate detergent is added to the
material. mix.
7.3 Fillers are added (if required) to allow coverage of space
between the individual tumbling material.
7.6 Machine is started and run for few minutes.
7.7 Mix is unloaded.
7.8 Stone is separated from other contents.
7.9 Stone is sorted by size, pattern, etc.
7.10 Sorting is done by type, size and color/pattern and
materials are stored.
7.11 Documentation is completed in accordance with
workplace requirements.
8. Clean up
8.1 Work area is cleared, mopped, equipment and tools
cleaned, checked and stored
8.2 Waste is disposed off or recycled in accordance with
environmentally safe practices and workplace and trade
procedures
Variable Range
Health and Safety • covered shoes
(OHS) • appropriate use of tools and equipment
• workplace environment and safety,
• appropriate handling of materials,
• use of firefighting equipment, use of first aid equipment
• hazard control and hazardous materials and substances
• personal protective equipment is to include that is
prescribed under legislation, regulation and workplace
policies and practices
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Tools, Equipment May include but not limited to:
and Consumables • Tumbler
• measuring cups
• Weights
• Scales
• Spanners,
• Screw Drivers
• Sieves
• Bags
• Loupes
• Light Source
• Materials
Labels
Markers
Lubricants
Grits
Fillers
Polishing Compounds
Soap
Water
Stones/ Rocks
Evidence Guide
Critical aspects of Demonstrates skills and knowledge TO:
Competence • Prepare for Work
• Prepare, select and weigh rough material.
• Start rough grind.
• Start smooth grind.
• Start smooth grind.
• Polish tumbled material.
• Start machine to clean polished material.
• Clean up
Knowledge and
• The Standard System of Measurement
Attitudes
• Workplace and equipment safety requirements including
relevant statutory regulation
• Knowledge of stones and their physical characteristics
• Knowledge of consumables (lapidary supplies)
• Market driven quality procedures and processes within the
context of tumbling baroque pieces
• Equipment maintenance
• Safe work methods
Underpinning Demonstrate skills of:
Skills • Applying workplace and equipment safety requirements
including relevant statutory regulations, and standards
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Unit Title Slab Stones
Unit Descriptor This unit covers the acquisition, slabbing, cleaning and
documenting processes of a gemstone or a rock.

1. Prepare for
1.1 Plan / End result is determined
Work
1.2 Safety requirements and the discipline of the workplace
are adhered to throughout the process
slabbing processes
1.4 Tools and equipment are selected and checked for
serviceability
1.5 Material to be slabbed is acquired
1.6 Equipment and work area is cleaned.
1.7 Coolant is checked and filled if required.
1.8 Blades are checked and maintained or replaced if
required.
1.9 Saws are loaded.
1.10 Vices are double checked for firmness.
1.11 Pump or coolant delivery system is checked.
2. Slab material. 2.1 Saw is kept on till the cut is through.
2.2 Saw is stopped manually if so designed or needed.
2.3 Slab is removed from saw.
2.4 Slab is immersed in an appropriate cleaner.
3. Clean up
3.1 Work area is cleared, mopped, equipment cleaned.
procedures
4. Sort Finished
4.1 Materials’ sorting is done by type, size and color/pattern.
Pieces
4.2 Documentation is completed in accordance with workplace
requirements
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Variable Range
and Consumables
• Tools and equipment are to include
• Slab saws
• measuring tapes or rules
• Weights
• Scales
• Boxes
• Bags
• Light Source
• Pails / Buckets
• Materials
• Blades
Labels
Markers
Lubricants
Soap
Water
Stones/ Rocks
Evidence Guide
Critical aspects of Demonstrate knowledge and skills to:
Competence
• The SI system of measurement
• Ability to maintain and clean equipment
• Applying workplace and equipment safety requirements
• Identifying different stones and their hardness
• Application of industry/organizational quality procedures
and processes within the context of tumbling stones
• Implementation of safe work methods
Knowledge and • The SI system of Measurement
Attitudes • The Standard System of Measurement
• Relevant statutory regulation
context of slabbing stone.
• The Slab saw
Shafts and bearings
The Saw Carriage
Carriage Feeds
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The Coolant and Tank
Splash Hoods
The Vice
The Switches
Skills • maintain and clean equipment
• Apply workplace and equipment safety requirements
• Identify different stones and their hardness
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Unit Title Apply Quality Standards
Unit Descriptor This unit covers the knowledge, attitudes and skills required in
applying quality standards in the operational activities.

1. Assess own 1.1 Completed work is checked against organization
work standards relevant to the activity being undertaken.
1.2 An understanding is demonstrated on how the work
activities and completed work relate to the next process
and to the final appearance of the service / product.
1.3 Faulty service is identified and isolated in accordance with
policies and procedures.
1.4 Faults and any identified causes are recorded and
reported in accordance with standard procedures.
2. Assess quality 2.1 Services rendered are quality checked against standards
of service and specifications.
rendered
2.2 Service rendered are evaluated using the appropriate
evaluation parameters and in accordance with standards.
2.3 Causes of any identified faults are identified and
corrective actions are taken in accordance with policies
and procedures.
3. Record 3.1 Basic information on the quality performance is recorded
information in accordance with organization procedures.
3.2 Records of work quality are maintained according to the
requirements of the organization / enterprise.
4. Study causes 4.1 Causes of deviations from final outputs or services are
of quality investigated and reported in accordance with standard
deviations procedures.
4.2 Suitable preventive action is recommended based on
organization quality standards and identified causes of
deviation from specified quality standards of final service
or output.
5. Complete 5.1 Information on quality parameters and other indicators of
documentation service performance is recorded.
5.2 All service processes and outcomes are recorded.
Variable Range
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Quality check May include but not limited to:
• Visual inspection
• Physical measurements
• Check against specifications/preferences
Quality standards May include but not limited to:
• materials
• service
• output
• processes/procedures
Quality May include but not limited to:
parameters • style/design/specifications
• durability
• service variations
• materials
• damage and imperfections
Evidence Guide
Critical Aspects of Demonstrates skills and knowledge in:
Competency • Checked completed work continuously against standard
• Identified and isolated faulty service / workmanship
• Checked service rendered against organization standards
• Identified and applied corrective actions on the causes of
identified faults
• Recorded basic information regarding quality performance
• Investigated causes of deviations of services against
standard
• Recommended suitable preventive actions
Underpinning Demonstrates knowledge of:
Knowledge • Relevant quality standards, policies and procedures
• Characteristics of services
• Safety environment aspects of service processes
• Relevant evaluation techniques and quality checking
procedures
• Workplace procedures
• Reporting procedures
Underpinning Demonstrates skills to:
Skills • Interpret work instructions, specifications and standards
appropriate to the required work or service
• Carry out relevant performance evaluation
• Maintain accurate work records in accordance with
procedures
• Meet work specifications
• Communicate effectively within defined workplace
procedures
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Resource Access is required to real or appropriately simulated
Implications situations, including work areas, materials and equipment,
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Unit Title Work with Others
Unit Descriptor This unit covers the knowledge, skills, and attitudes required
to develop workplace relationship and contribute in workplace
activities.
Element Performance Criteria

1. Develop 1.1 Duties and responsibilities are done in a positive
effective manner to promote cooperation and good relationship
workplace
1.2 Assistance is sought from workgroup when difficulties
relationship arise and addressed through discussions
1.3 Feedback on performance provided by others in the
team is encouraged, acknowledged and acted upon
1.4 Differences in personal values and beliefs are respected
and acknowledged in the development
2. Contribute to 2.1 Support is provided to team members to ensure
work group workgroup goals are met
activities 2.2 Constructive contributions to workgroup goals and tasks
are made according to organizational requirements
2.3 Information relevant to work are shared with team
members to ensure designated goals are met
Variable Range
Duties and May include but not limited to:
responsibilities • Job description and employment arrangements
• Organization’s policy relevant to work role
• Organizational structures
• Supervision and accountability requirements including
OHS
• Code of conduct
Work group May include but not limited to:
• Supervisor or manager
• Peers/work colleagues
• Other members of the organization
Feedback on May include but not limited to:
performance • Formal/Informal performance appraisal
• Obtaining feedback from supervisors and colleagues and
clients
• Personal, reflective behavior strategies
• Routine organizational methods for monitoring service
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delivery
Providing support May include but not limited to:
to team members • Explaining/clarifying
• Helping colleagues
• Providing encouragement
• Providing feedback to another team member
• Undertaking extra tasks if necessary
Organizational May include but not limited to:
requirements • Goals, objectives, plans, system and processes
• Legal and organization policy/guidelines
• OHS policies, procedures and programs
• Ethical standards
• Defined resources parameters
• Quality and continuous improvement processes and
standards
Evidence Guide
Competence • Provided support to team members to ensure goals are met
• Acted on feedback from clients and colleagues
• Accessed learning opportunities to extend own personal
work competencies to enhance team goals and outcomes
Knowledge and • relevant legislation that affects operations, especially with
Attitudes regards to safety
• reasons why cooperation and good relationships are
important
• knowledge of the organization’s policies, plans and
procedures
• understanding how to elicit and interpret feedback
• knowledge of workgroup member’s responsibilities and
duties
• importance of demonstrating respect and empathy in
dealings with colleagues
• understanding of how to identify and prioritize personal
development opportunities and options
Skills • read and understand the organization’s policies and work
procedures
• write simple instructions for particular routine tasks
• interpret information gained from correspondence
• request advice, receive feedback and work with a team
• organize work priorities and arrangement
• select and use technology appropriate to a task
• relate to people from a range of social, cultural and ethnic
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backgrounds
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Unit Title Receive and Respond to Workplace Communication
Unit Descriptor This unit covers the knowledge, skills and attitudes required to
receive, respond and act on verbal and written
communication.
Element Performance Criteria
1. Follow routine 1.1 Required information are gathered by listening attentively

spoken and correctly interpreting or understanding
messages information/instructions
1.2 Instructions/information are properly recorded
1.3 Instructions are acted upon immediately in accordance
with information received
1.4 Clarification is sought from workplace supervisor on all
occasions when any instruction/information is not clear
2. Perform 2.1 Written notices and instructions are read and
workplace interpreted correctly in accordance with organizational
duties guidelines
following 2.2 Routine written instruction are followed in sequence
written notices
2.3 Feedback is given to workplace supervisor based on the
instructions/information received
Variable Range
Written notices May include but not limited to:
and instructions • Handwritten and printed material
• Internal memos
• External communications
• Electronic mail
• Briefing notes
• General correspondence
• Marketing materials
• Journal articles
guidelines • Information documentation procedures
• Company policies and procedures
• Organization manuals
• Service manual
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Evidence Guide
Competence • Demonstrated knowledge of organizational procedures for
handling verbal and written communications
• Received and acted on verbal messages and instructions
• Demonstrated competence in recording
instructions/information
Knowledge and • organizational policies/guidelines in regard to processing
Attitudes internal/external information
• ethical work practices in handling communications
• communication process
Skills • receive and clarify conciseness
messages/information/communication
• record messages/information accurately
Resource Access is required to real or appropriately simulated situations,
Implications including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
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Unit Title Demonstrate Work Values
Unit Descriptor This unit covers the knowledge, skills and attitude required in
demonstrating proper work values.
1. Define the 1.1 One’s unique sense of purpose for working and the ‘whys’
purpose of of work are identified, reflected on and clearly defined for
work one’s development as a person and as a member of
society.
1.2 Personal mission is achieved in harmony with company’s
values
2. Apply work 2.1 Work values/ethics/concepts are classified and
values/ethics reaffirmed in accordance with the transparent company
ethical standards, policies and guidelines.
2.2 Work practices are undertaken in compliance with
industry work ethical standards, organizational policy and
guidelines
2.3 Personal behavior and relationships with co-workers
and/or clients are conducted in accordance with ethical
standards, policy and guidelines.
2.4 Company resources are used in accordance with
transparent company ethical standard, policies and
guidelines.
3. Deal with 3.1 Company ethical standards, organizational policy and
ethical guidelines on the prevention and reporting of unethical
problems conduct are accessed and applied in accordance with
transparent company ethical standard, policies and
guidelines.
3.2 Work incidents/situations are reported and/or resolved
in accordance with company protocol/guidelines.
3.3 Resolution and/or referral of ethical problems identified
are used as learning opportunities.
4. Maintain 4.1 Personal work practices and values are demonstrated
integrity of consistently with acceptable ethical conduct and
conduct in the company’s core values.
workplace
4.2 Instructions to co-workers are provided based on ethical,
lawful and reasonable directives.
4.3 Company values/practices are shared with co-workers
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using appropriate behavior and language.
Variable Range
Work May include but are not limited to:
values/ethics/ • Commitment/ Dedication
concepts • Sense of urgency
• Sense of purpose
• Love for work
• High motivation
• Orderliness
• Reliability and Dependability
• Competence
• Goal-oriented
• Sense of responsibility
• Being knowledgeable
• Loyalty to work/company
• Sensitivity to others
• Compassion/Caring attitude
• Balancing between family and work
• Sense of nationalism
Work practices May include but are not limited to:
• Quality of work
• Punctuality
• Efficiency
• Effectiveness
• Productivity
• Resourcefulness
• Innovativeness/Creativity
• Cost consciousness
• 5S
• Attention to details
Company May include but are not limited to:
resources • Consumable materials
• Equipment/Machineries
• Human
• Time
• Financial resources
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Work incidents/ May include but are not limited to:
Situations • Violent/intense dispute or argument
• Gambling
• Use of prohibited substances
• Pilferages
• Damage to person or property
• Vandalism
• Falsification
• Bribery
• Sexual Harassment
• Blackmail
Evidence Guide
Competence • Defined one’s unique sense of purpose for working
• Clarified and affirmed work values/ethics/concepts
consistently in the workplace
• Demonstrated work practices satisfactorily and
consistently in compliance with industry work ethical
standards, organizational policy and guidelines
• Demonstrated personal behavior and relationships with
co-workers and/or clients consistent with ethical
standards, policy and guidelines
• Used company resources in accordance with company
ethical standard, policies and guidelines.
• Followed company ethical standards, organizational
policy and guidelines on the prevention and reporting of
unethical conduct/behavior
Knowledge and • Occupational health and safety
Attitudes • Work values and ethics
• Company performance and ethical standards
• Company policies and guidelines
• Fundamental rights at work including gender sensitivity
• Work responsibilities/job functions
• Corporate social responsibilities
• Company code of conduct/values
• Balancing work and family responsibilities
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Underpinning Demonstrates skills in:
Skills • Interpersonal skills
• Communication skills
• Self awareness, understanding and acceptance
• Application of good manners and right conduct
and to information on workplace practices and OHS
practices.
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Occupational Standard : Lapidary Level I
Unit Title Develop Understanding of Entrepreneurship
Unit Descriptor This unit covers skills, knowledge and attitude required to
understand the principles, functions, strategies and methods
of entrepreneurship. It also covers identifying and
developing the major entrepreneurial competences.

1. Describe and 1.1 The principles, concept and terminology of
explain the entrepreneurship are analyzed and discussed
principles, 1.2 The different / various forms of enterprises in the
concept and
community are identified and their roles understood
scope of
entrepreneurship 1.3 The identified enterprises are categorized and
classified
1.4 The terms and elements involved in the concept of
enterprising, both on a personal level and in the context
of being enterprising in business are identified and
interpreted
1.5 Functions of entrepreneurship in business and how the
entrepreneurs improved business and economic
environment are explained
2. Discuss how to 2.1 Self-employment as an alternative option for an
become individual economic independence and personal growth
entrepreneur is discussed and analyzed
2.2 Advantages and disadvantages of self-employment are
discussed and explained
2.3 Entrepreneurial characteristics and traits are identified
and discussed
2.4 Self-potential is assessed to determine if qualified to
become future entrepreneur
2.5 Major competences of successful entrepreneurship are
identified and explained
3. Discuss how to 3.1 The importance and role of business entrepreneurship
organize an in the society are discussed and correlated to the
enterprise operations of the economy
3.2 Facts about small and medium enterprises are
discussed, clarified and understood
3.3 Key success factor in setting up small and medium
business are identified and explained
3.4 Business opportunities are identified and assessed
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3.5 Business ideas are generated using appropriate tools,
techniques and steps
3.6 Procedures for identifying suitable market for business
are discussed and understood
3.7 Major factors to consider in selecting a location for a
business are identified and discussed
3.8 Basic types of business ownership are identified and
explained
3.9 Amount of money needed to start an enterprise
estimated and distinction between pre operations and
initial operation payments clarified
3.10 Advantages and disadvantages of using various
sources of capital to start an enterprise are identified
4. Discuss how to 4.1 Disadvantages and advantages of three alternatives
operate an means of becoming an entrepreneur are identified and
enterprise understood
4.2 Process of hiring and managing people is discussed and
explained
4.3 The importance and techniques of managing time are
discussed and understood
4.4 The techniques and procedures of managing sales are
discussed and explained
4.5 Factors to consider in selecting suppliers and the steps
to follow when doing business with them are identified
and discussed
4.6 Awareness of how new technologies can affect small
and medium business are developed
4.7 Characteristics of appropriate technology for use in
small and medium business are identified and explained
4.8 Different types of cost that occur in a business and how
to manage them are discussed and understood
4.9 Factors and procedures in knowing the cost of the
enterprise are discussed and understood
4.10 Importance of financial record keeping and preparing
simple financial statement are explained and
understood
4.11 The application of self-management skills and
negotiation skills are discussed in operating a business
4.12 Risk assessment and management of business
enterprise are performed
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5. Develop one’s 5.1 Process of preparing/ writing a business plan is
own business discussed and applied
plan 5.2 Standard structure and format are applied in preparing
business plan
5.3 Findings of the business plan are interpreted, assessed
and analyzed
5.4 Feasibility of the business idea is made clear and
understandable
5.5 Problems that may arise or encounter when starting a
business are identified and understand
5.6 Techniques and procedures in obtaining and sourcing
information are discussed and understood
Variables Range
Classification May include but not limited to:
• Private vs. public
• Profit vs. non-profit
• Formal vs. Non-formal
• Individual vs. Community
• Local vs. Foreign
• Business vs. Social
• Small vs. Large
• Manufacturing vs. Service
• Consumer vs. Industrial
Major factors May include but not limited to:
• Economics (local economy)
• Population
• Competition
Three alternatives May include but not limited to:
• Buying an existing business
• Starting a new business
• Operating a franchising business
Evidence Guide
Competence • explained principles and concept of entrepreneurship
• discussed how to become entrepreneur
• discussed how to organize an enterprise
• discussed how to operate an enterprise
• develop business plan
Knowledge and • Entrepreneurship principles, concepts and terminologies
Attitudes • Entrepreneurial competence
• Entrepreneurial motivation
• Risk assessment and evaluation
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• Principles and process of negotiations
• Self-management and self-employment
• Managing sales, people and time
• Factors in setting up small and medium business
• Small and Medium Enterprise
• Business plan development
• Discussion techniques and procedures
Underpinning Skills Demonstrate skills in:
• Planning and Leading
• Presentation skills
• Using technology
• Managing money
• Preparing simple financial statement
• Selecting suppliers
and to information on workplace practices and OHS
practices.
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Unit Title Apply 5S Procedures
Unit Descriptor This unit of competence covers the skills, attitudes and
knowledge required by an employee or worker to apply 5S
procedures (structured approach to housekeeping) to their own
job and work area and maintains the housekeeping and other
standards set by 5S. The unit assumes the employee or
worker has a particular job and an allocated work area and that
processes in the work area are known by the individual.

1. Develop 1.1 Quality assurance procedures of the enterprise or
understanding organization are discussed
of quality
system 1.2 The relationship of quality system and continuous
improvement in the workplace is understood
1.3 Workplace requirements the purpose and elements of
quality assurance (QA) system are identified and
related
1.4 The 5S system is explained as part of the quality
assurance of the work organization
2. Sort needed 2.1 All items in the work area are identified
items from
unneeded 2.2 Essential and non-essential items are distinguished
2.3 Items are sorted to achieve deliverables and value
expected by downstream and final customers
2.4 Items required for regulatory or other required purposes
are sorted
2.5 Any non-essential item is placed in an appropriate place
other than the workplace
2.6 Regularly check that only essential items are in the work
area
3. Set workplace in 3.1 The best location for each essential item is identified
order
3.2 Each essential item is placed in its assigned location
3.3 After use the item is immediately returned each essential
item to its assigned location
3.4 Each essential item is regularly checked in its assigned
location and order.
4. Shine work area 4.1 The work area is kept shine, clean and tidy at all times
4.2 Regular housekeeping activities are conducted during
shift
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4.3 The work area is ensured to be neat, clean and tidy at
both beginning and end of shift
5. Standardize 5.1 Procedures are followed
activities
5.2 Checklists are followed for activities, where available
5.3 The work area is kept to the specified standard
6. Sustain 5S 6.1 After completion of job and before commencing next job
system or end of shift are cleaned up
6.2 Situations are identified where compliance to standards is
unlikely and actions specified in procedures are taken
6.3 Work area is inspected regularly for compliance to
specified standard and sustainability of 5s system
6.4 Improvements are recommended to lift the level of
compliance in the workplace
Variable Range
Elements of QA May include but not limited to:
system • corrective action
• mission statements
• monitoring procedures
• SOPs
• work instructions
• PDCA concept
5S system 5S is a system of work organization originally developed in
Japan based around housekeeping principles. A close
translation of the five stages in the housekeeping approach is:
• sort
• set in order
• shine
• standardize
• sustain
Japanese terms:
• seiri - eliminating everything not required for the work being
performed (sort)
• seiton - efficient placement and arrangement of equipment
and material (set in order)
• seison - tidiness and cleanliness (shine)
• seiketsu - ongoing, standardized, continually improving
seiri,
• seiton, seison
• shitsuke - discipline with leadership
Items in the work May include but not limited to:
area • tools
• jigs/fixtures
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• materials/components
• plant and equipment
• manuals
• personal items (e.g. bags, lunch boxes and posters)
• safety equipment and personal protective equipment
• other items which happen to be in the work area
Sort Sort involves keeping only what is absolutely necessary for the
processes in the work area. Sort includes:
• clearing the work area of all non-essential equipment and
materials
• Non-essential items are those not required to either
produce product, conduct process or operations, or make
required adjustments to equipment during process or
operations
Order After removing unnecessary materials, the remaining
materials must be those that are required immediately for
either the machine or the job at hand. All of these
materials/change/parts etc must have an assigned location on
the production floor.
Locations should be clearly marked and labeled to show what
belongs where. assigning required equipment and materials
appropriate locations in the work area
Shine May include but not limited to:
• keeping the work area clean at all times
• this should be carried out to a regular daily schedule
against allowed time and, on most occasions, at the end of
a job
Procedures May include but not limited to:
• work instructions
• standard operating procedures
• formulas/recipes
• batch sheets
• temporary instructions and similar instructions provided for
the operation of the plant
• good operating practice as may be defined by industry
codes of practice (e.g. good manufacturing practice (GMP)
and responsible care) and government regulations
Procedures may be:
• written, verbal, computer based or in some other format
Standard Once 5S is established, standardizing activities help maintain
the order and the housekeeping standards. Standardizing may
use procedures and checklists developed from a procedure.
Standardizing includes:
• activities that help maintain the order and the housekeeping
standards
• using procedures and checklists developed from a
procedure
• OHS measures such as signage, symbols / coding and
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labeling of work area and equipment
May include but not limited to:
Sustainability of 5s
system • making sure that daily activities are completed every day
regardless of circumstance
• cleaning up after a job
• undertaking inspections, including:
informal inspections carried out often, at least weekly
formal inspections carried out at least monthly
• generating continuous improvement actions from daily
activities
• following up specific actions to generate continuous
improvement
Evidence Guide
Competence • identify own tasks and responsibilities and relate them to
organization and customer requirements
• identify and explain the stages of 5S
• implement 5S in own work area
• identify waste (MUDA) in the work area
• routine practice of 5S as part of their job
Knowledge and • operations and processes relevant to own job
Attitudes • basic principle of quality assurance system and its elements
• quality procedures and continuous improvement (kaizen)
• meaning and application of 5S steps to own job and work
area
• principles of efficient workplace organization
• purposes of 5S
• methods of making/recommending improvements
Skills • communicate with others to clarify issues during 5S
implementation, communicate results and contribute
suggestions for improvement
• visualize operations in terms of flow and contribution to
customer outcomes
• plan own tasks in implementation of 5S
• implement 5S in own work area according to instructions
• identify waste (MUDA)
• organize and prioritize activities and items
• read and interpret documents describing procedures
• record activities and results against templates and other
prescribed formats
• work with others
• solve problems
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Resources Access is required to real or appropriately simulated situations,
Implication including work areas, materials and equipment, and to
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NTQF Level II
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Occupational Standard: Lapidary Level II
Unit Title Operate Basic Machines and Equipments
Unit Descriptor This unit covers application of knowledge, skills and attitudes
of Preparing basic machinery and equipment for use,
checking, cleaning and storing basic machinery and
equipment for operating basic machinery and farm
equipment.

1. Prepare basic
1.1 Machinery and equipment are identified and selected in
machinery and accordance with work requirement.
equipment for
use 1.2 Routine pre-operational checks of machinery are done.
1.3 Equipment is carried out to manufacturer’s specifications
and/ or enterprise procedures.
1.4 Unsafe or faulty machinery and equipment are identified
and segregated for repair or replacement in line with
enterprise requirements
1.5 Occupational Health and Safety hazards in the
workplace are identified and reported to the supervisor
2. Operate basic 2.1 Suitable personal protective clothing and equipment are
machinery and selected, used, maintained and stored in accordance with
equipment Occupational Health and Safety requirements
2.2 Machinery and equipment are operated to manufacturers’
specifications and in accordance with supervisor's
instructions
2.3 Work is completed to supervisor's satisfaction and in
accordance with Occupational Health and Safety
requirements
2.4 Environmental implications associated with operation and
maintenance are identified and reported verbally to the
supervisor
3. Check, clean
3.1 Machinery and equipment use is detailed and recorded in
and store basic
accordance with enterprise requirements
machinery and
equipment 3.2 Machinery and equipment are cleaned, secured and
stored to manufacturers specifications and supervisor
instructions
3.3 Malfunctions, faults, wear or damage to machinery and
equipment are identified and reported in line with
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3.4 Workplace areas are cleaned and maintained in line with
Occupational Health and Safety and enterprise
requirements
Variable Range
Machinery and May include but not limited to:
Equipment • Small engine machinery such as slab/trim saws/cutters,
grinder, drilling and others hand tools.
Health & Safety • safe operation and maintenance of machinery and
(OHS) equipment including guarding of exposed moving parts
• manual handling, including safe lifting and carrying
techniques
• handling and storage of hazardous substances, andthe
appropriate use, maintenance and storage of personal
protective clothing and equipment
• outdoor work including protection from solar radiation
,hazardous noise and organic and other dusts
• identifying and reporting hazards Protection of people in
the workplace.
Evidence Guide
Competence • identified and selected machinery and equipment in
accordance with supervisor's instructions
• identified and segregated unsafe or faulty machinery and
equipment for repair or replacement in line with enterprise
requirements
• selected, used, maintained and stored suitable personal
protective clothing and equipment in accordance with
occupational Health and Safety requirements
• operated machinery and equipment to manufacturers
specifications and in accordance with supervisor's
instructions
• cleaned machinery and equipment, secured and stored to
manufacturers specifications and supervisors instructions
• identified and reported malfunctions, faults, wear or
damage to machinery and equipment in line with
Knowledge and • Pre-operational and safety checks for basic machinery and
Attitudes equipment.
• Hazards associated with the operation of basic machinery
and equipment.
• Operating principles and operating methods for basic
machinery and equipment.
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• Procedures for cleaning, securing and storing basic
• Risks associated with the operation of machinery and
equipment in different weather and difficult terrain
conditions.
• Relevant State/Territory legislation, regulations and Codes
of Practice with regard to workplace OHS requirements,
and the use and control of hazardous substances.
• Environmental impacts and minimization measures
associated with the operation of basic machinery and
equipment.
• Personal protective clothing and equipment and when and
how it should be used, maintained and stored.
• Enterprise policies with regard to machinery and
equipment use, recording and reporting routines
Skills • Pre-operational and safety checks for basic machinery and
equipment.
and equipment.
and to information on workplace practices and OHS practices
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Unit Title Obtain Gem Materials
knowledge required to procure rough opal from a variety of
sources.

1. Investigate 1.1 The market is reviewed for cut and polished opal
markets for
gem products 1.2 The market segment is identified for which the gem is to
be obtained
2. Investigate
2.1 Sources of rough opal and method of obtaining rough
sources of
gem are identified
rough gem
2.2 Various sources of gemstone , and procedures and
protocol to be followed are determined
2.3 The benefits of buying parcels of classed opal (whole or
part) or buying single rough gemstones are investigated
3. Source gem 3.1 Accepted protocols and ethics are complied with when
sourcing gem
3.2 Negotiation is used to solve problems and interaction
finalised
Variable Range
Market May include but not limited to:
• boutique jewellers
• craft stores or markets
• gemstone dealers
• hobby jewellers
• internet auction sites
• internet marketing
• retail and wholesale jewellers
• rock and gem shows
• Souvenir markets.
Sources of rough May include but not limited to:
opal • gem and rock clubs
• internet
• lapidary supply shops
• mining operation
• nodding
• opal buyers
• opal miners
• opal-specific stores
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• retail rock shops
• rock and gem shows
• trading newspapers
• trash and treasure meets
• Wholesale opal dealers.
Buying parcels of May include but not limited to:
classed opal • considering whether the whole parcel is of use and
determining whether to on-sell a segment of the parcel
• determining whether the price is appropriate
• negotiating the price
• paying extra for segment
• splitting the parcel
• understanding how the parcel price was established
• Verifying the origin, who has seen the parcel, that the opal
has been classed and how long it has been for sale.
Protocol and May include but not limited to:
ethics • binding nature of handshake deals
• Complying with no loading Pre-operational and safety
checks for basic machinery and equipment.
and equipment.
machinery and equipment requirements
• ensuring agreement of all parties
• keeping transactions between parties private
• making appointments before visiting
• not entering unattended claims or property
• Respecting privacy and property.
Evidence Guide
Competence • identify sources and methods for obtaining opals,
advantages and disadvantages of each, and the accepted
procedures and protocols for obtaining rough gem
• obtain rough opal
Knowledge and • sources of gem
Attitudes • industry protocol and ethics
• Potential markets.
Skills • contacting sellers and bargain for rough gem
• effectively negotiating to obtain gem
• showing respect when communicating with people from
diverse backgrounds
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• working with people from diverse backgrounds
• critical thinking and analytical skills to:
• investigating sources and markets for rough opal
• assessing the value of a parcel or individual stone
• initiative and enterprise skills to negotiate for opals and
comply with accepted protocols and ethics
• problem-solving skills to handle contingencies and finalise
interaction
• Numeracy skills to negotiate price in obtaining opals.
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Unit Title Slab /Trim and Polish Gemstone Materials
Unit Descriptor This Unit covers the acquisition of rough, slabbing, polishing,
cleaning and stocking of gem material.

1.1 Prepare for
1.1 Plan / End result is determined per job order.
Work
1.2 Occupational Health and Safety (OHS) requirements
and the discipline of the workplace are adhered to
throughout the process.
slabbing processes.
serviceability.
1.5 Material to be slabbed is acquired per job order.
1.6 Equipment and work area is cleaned as practiced in the
industry.
1.2 Slab stone. 2.1 Coolant is checked and filled if required.
required.
2.6 Saw is kept on till the cut is through.
2.10 Slabbed material is rinsed and dried as required.
2.11 Slabbed material is documented per job order.
1.3 Clean up Saw
3.1 Work area is cleared, mopped, equipment cleaned.
Area.
procedures.
1.4 Prepare 3.3 Lapping machine and laps are prepared.
Lapping
Machine 3.4 Grits and polishing compounds are acquired.
3.5 Laps are charged with appropriate grit based on the
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smoothness of the saw cut.
1.5 Rough Grind
5.1 Machine is adjusted to spirit level using adjustment, if
the Slabbed available, or physically.
Stone
5.2 Appropriate grit and water are measured to acceptable
consistency.
5.3 Lapping machine is loaded with the appropriate amount of
grit/water mixture.
5.4 Viscosity of the grit/water mixture is checked.
5.5 Slabbed stone(s) is/are loaded on to the laps.
5.6 Stone is weighed by putting on weight to provide the right
friction between the lap and the stone.
5.7 (Ring) guard is put on around the individual stone(s) to
protect the pieces from banging each other.
5.8 Machine is turned on.
5.9 Slab is checked time and again for a sound grind.
5.10 Slab(s) is/are removed when done.
5.11 Slab(s) is/are cleaned to remove grits and dirt.
1.6 Smooth grind
6.1 Grit and water are measured to appropriate consistency.
Slabbed Stone
6.2 Lapping machine is loaded with 220 grit/water mixture.
6.3 Viscosity of the grit/water mixture is checked.
6.4 Slabbed stone(s) is is/are loaded on to the laps.
6.5 Stone is weighed by putting on weight to provide the right
friction between the lap and the stone.
6.6 (Ring) guard is put on around the individual stone(s) to
protect the pieces from banging each other.
6.7 Machine is turned on.
6.8 Slab is checked time and again for a sound grind.
6.9 Slab(s) is/are) removed when done.
6.10 Slab(s) is/are cleaned to remove grits and dirt.
1.7 Polish
7.1 Polishing pad is put on the flat lap.
Smooth
ground lapped 7.2 The pad is charged with a polishing agent.
stone. 7.3 The machine is loaded with slabs.
7.4 Ring guards are put on around the slabs to protect the
pieces from banging each other.
7.5 Machine is started.
7.6 Slab is checked time and again for the required polish.
7.7 The polished slabs are removed when done
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1.8 Cleanup the 8.1 The polished pieces are washed with water and detergent
polished in a pail or appropriate container.
piece.
8.2 The pieces are dried, weighed and or measured as
appropriate.
Variable Range
Health and Safety• covered shoes
• personal protective equipment is to include that prescribed
under legislation, regulation and workplace policies and
practices
and Consumables • Slab saws
• The lapping machine
• Boxes
• Weights and Scales
• Measuring Tapes or Rules
• Weights
• Scales
• Gauges
• Spanners
• Screw Drivers
• Boxes
• Bags
• Light Source
• Pails / Buckets
• Materials such as:
Blades
Labels
Markers
Lubricants and Coolants
Soap
Water
Scribers (Aluminum pencil, brass pencil, etc.)
Polishing Compounds
Laps
Polishing Pads
Waxes
Grits
Soap
Cleaning agents
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Water
Stones/ Rocks
Evidence Guide
Critical aspects of Demonstrate skills e and knowledge in:
Competence • The SI system of measurement
and processes within the context of slabbing and polishing
stones
context of slabbing stone.
Skills • Work area is cleared, mopped, equipment cleaned.
• Polishing pad is put on the flat lap.
• Viscosity of the grit/water mixture is checked.
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Unit Title Identify and Assess Gem Materials
knowledge required to identify opal from various sources,
describe the type of opal and applies the principles of
valuation to different types of opal, based on sound
understanding of how opal is formed, where it is found and the
characteristics of the gemstones.

1. Develop
1.1 The geological conditions suitable for the formation of
knowledge of opal are identified and the theories of technique applied
opal geology
opal formation
1.2 Sources of opal worldwide and locations of opal fields are
determined
2. Apply the 2.1 The principles used for valuing opals are identified in
principles of terms of base and background materials colours,
grading and predominant colours and patterns, and other factors that
quality
influence an opal’s value
assessment to
opal 2.2 Principles of valuing are applied to determine the potential
value of opals
3. Distinguish
3.1 The gemmological characteristics of opal are determined
natural opal based on knowledge of varieties of opal found worldwide
from man-
made varieties 3.2 Gemmological tool and equipment are selected to
authenticate natural opal
3.3 The selected instruments are used to authenticate opal
with safety
3.4 Substances used to simulate opal and synthetic opal-like
substances are identified and their characteristics
compared to natural opal
4. Identify and
4.1 Opals of various types are identified and described using
describe the correct terminology
different types
of opal 4.2 A general awareness of types of opal treatments is
developed and determined which consideration
acceptable in the industry
Variable Range
Techniques May include but not limited to:
• anodising
• binding
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• casting
• champlevé
• cloisonné
• embossing
• enamelling
• engraving
• etching
• fabrication
• forging
• fusion
• granulation
• grinding
• lathe work
• mould making
• patination
• plique-a-jour
• polishing and finishing
• pressing and forming
• reticulation
• soldering
• stone setting
• A combination of techniques.
Materials May include but not limited to:
• das
• fabrics
• fibers
• fimo
• metal objects
• papier-mâché
• plastic
• twine
• found objects
• gem stones
• metals:
• brass
• copper
• guiding metal
• pewter
• silver
• natural objects:
• bones
• clay
• feathers
• palm fronds
• seeds
• shells
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• twigs
• vines
• Wood.
Tools and May include but not limited to:
equipment • hand tools:
brushes
burr
centre punch
clamps
files
hammers
knives
mallets
piercing saw and range of blades
pliers
scissors
scriber
snips
tongs
tweezers
• jewellery bench
• measuring devices
• measuring tools
• modelling tools and sets
• needles
• power tools, such as sander
• protective clothing
• specialised items for:
• embossing
• engraving
• gluing
• piercing
• silver smithing
• soldering
• welding.
Safety May include but not limited to:
• federal, state and territory legislation, regulations and
standards
• personal protection
• recycling
• Safe disposal of waste.
Presentation May include but not limited to:
considerations • availability of space
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• cost
• practical considerations
• presentation context
• Timeframe.
Extending May include but not limited to:
capabilities • exploring the full potential of the art form
through • Innovation.
experimentation
Research May include but not limited to:
• approaching individuals with relevant expertise
• attending lectures and talks
• conducting material and technical experiments and tests
• seeking out information in books, journals, newspapers
• searching the internet
• Visiting exhibitions and museums.
Ideas May include but not limited to:
• artistic aspirations
• current capability with techniques
• historical and theoretical contexts
• subject matter or theme for the work, such as:
built environment
land and place
natural world
political, cultural and social issues
the body
Spiritual concerns.
Intellectual May include but not limited to:
property • extent to which the work may be used
requirements • form of acknowledgement or credit
• procedures for seeking permission to use the work of
others, including systems for the administration of
copyright
• Protocols for the adaptation of work by others.
Professional May include but not limited to:
potential • cost of production
• existence of an established market
• how to promote or sell the work
• market trends
• Professional development.
Criteria May include but not limited to:
• client and user expectations
• duration
• environment in which textile work will be viewed
• materials
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• quality of final product
• techniques
• timelines
• Tools.
Process followed May include but not limited to:
to refine ideas • adjustment to take account of elements and principles of
design
• adjustment to subject matter or theme
• Adjustment to use extended capabilities of the technique.
Sources of supply May include but not limited to:
• commercial outlets
• found objects and materials
• manufacturing or factory waste
• Nature.
Cost and other May include but not limited to:
constraints • availability of materials and tools
• budgeting
• sponsorship
• Timeframe.
Evidence Guide
Critical aspects of Demonstrate and skills knowledge to:
Competence • identify and describe the characteristics of the different
types of opal using correct terminology and equipment
• Apply principles of valuation and determine the
authenticity of opal materials.
Knowledge and • sources of information on the opal industry
Attitudes • valuation systems for opal
• functions of various opal industry sectors, including mining
dealing and manufacturing jewellery
• accepted terminology for describing opal
• Safety issues associated with the use of gemmological
instruments
Skills • communication skills to describe and document opal
identification information
• literacy skills to interpret information about opals
• planning and organizing skills to organize basic work
practices
• numeracy skills to apply valuation principles
• technical skills to use gemmological instruments
• Technology skills to find information on opals.
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Unit Title Handle and Store Rough and Cut Gemstones
knowledge required to handle and store rough and cut opal
in a manner that minimizes damage and loss.

1. Work with opal
1.1 Source, origin and types of rough opal are
documented
1.2 Appropriate storage conditions and locations are
identified for various types and classes of opal
1.3 Ways in which damage might occur are identified to
rough and cut opal and preventative measures taken
1.4 Opals are graded if required
1.5 Opals are weighed and bagged and apron is stored
2. Use processes
2.1 Areas of risk are identified and process employed is
that minimise loss
evaluated for handling and processing gems
and theft
2.2 Strategies are determined for minimising risk and
safeguarding opals
2.3 Risk minimisation strategy is implemented
2.4 All facts about the opals and all procedures are
documented thoroughly
3. Control stock
3.1 An appropriate stock control system is identified
3.2 Stock control procedures are followed to monitor and
manage stock
3.3 Records of stock are maintained
Variable Range
Types of rough May include but not limited to:
opal • composite natural opal – doublets, triplets, mosaic and
chip opals
• natural opal type 1 – opal in one piece in its natural state
apart from cutting and polishing
• natural opal type 2 – opal naturally attached to the host
rock – boulder opal
• natural opal type 3 – opal intimately diffused as infilling in
pores or between the grains of the host rock; matrix opal
• varieties of opal:
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(N1 to N9 represents gradation form black to white in
approximately 10% intervals)
• black – opal which shows a play of colour within or on a
black or very dark body tone (N1, N2, N3, N4)
• dark – opal which shows a play of colour within or on a
dark body tone (N5, N6)
• light – opal which shows a play of colour within or on a
light body tone (N7, N8, N9).
storage • depending on the value: in safe or in designated locked
conditions and cupboard
locations • display boxes and pockets
• display cases
• individually bagged
• humidified atmosphere
• Safes and deposit boxes.
Ways in which May include but not limited to:
damage might • dehydration
occur • exposure to halogen lights
• extremes of temperature
• general wear and tear
• immersion in water
• rough handling
• Surface damage and scratching.
Areas of risk May include but not limited to:
• lack of documentation
• misplacement
• Theft.
Strategies May include but not limited to:
• alarm systems
• banks (deposit boxes)
• display cases
• insurance
• lighting
• photographing
• safes
• scanning
• security locks
• systematic approach to storage and handling
• thorough recording and documenting
• use of standard procedures for handling, storage and
documentation.
Stock control May include but not limited to:
system • manual or electronic
• very simple in the case of small businesses.
Stock May include but not limited to:
• cutting and polishing consumables
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• equipment for production cutting
• rough or cut opal.
Preventative May include but not limited to:
measures • humidifying atmosphere
• Keeping in bags.
Evidence Guide
Competence • identify, explain and apply safe and appropriate
procedures for the handling and storage of rough or cut
and polished opal
• Evaluate the areas where there is risk of loss and theft and
follow risk minimising procedures.
Knowledge and • origin of the types and forms of opal
Attitudes • types of cutting styles
• procedures for handling and storing opal
• areas of risk of theft
Skills • communication skills to document key information
• critical thinking and analytical skills to assess areas of risk
• literacy skills to document operational information
• planning and organising skills to organise storage and
stock control
• problem-solving skills to monitor situations and adjust
actions accordingly
• numeracy skills to use stock control systems and make
basic calculations
• Technical skills to use appropriate handling and storage
Assessment • Interview / Written Test / Oral Questioning
• Observation / Demonstration
Assessment simulated work place setting
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Unit Title Cabbing (Make Cabochon)
Unit Descriptor This Unit covers the acquisition of gemstone material, the
slabbing, cabbing, cleaning and documenting processes.
The unit requires selection of material, the sawing, cabbing
cleaning and documenting processes of making en
cabochon.

1. Prepare for Work 1.1 Plan / End result is determined
are adhered to throughout the process
1.3 Task is planned and sequenced in conjunction with
other slabbing/trimming and cabbing processes.
serviceability
1.5 Material to be slabbed or trimmed and cabbed is
acquired.
1.6 Equipment and work area is cleaned.
1.7 Rough material is prepared, selected and weighed.
1.8 Coolant in saw(s) is checked and filled if required.
required.
1.10 Saws are loaded with stones.
1.11 Vices (if available) are double checked for firmness to
assure that the blade runs straight.
1.13 Caber is checked for proper functionality.
1.14 Grinding wheels on (for) caber are checked.
1.15 Coolant for the caber is filled.
1.16 Templates, dop sticks, glues and wax are acquired
from stock.
1.17 Doping pots are started.
2. Slab stone to be 2.1 Saw is loaded with material to be slabbed.
cabbed.
2.2 Saw is started to begin cutting the loaded HCR material.
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2.4 Saw is stopped (manually if so designed or needed).
2.5 Cut slab is removed from saw.
2.7Saw area is cleaned up.
3. Cab HCR 3.1 The slabbed material is studied thus the qualifying
Material behaviors like patterns and colors, etc., are analyzed.
3.2 Slab is marked or outlined using appropriate size of a
template. Free formed cabs are excepted]
3.3 Rough material is sawed to size (if required).
3.4 Stone is preformed to close to the template size and
shape or dop Stone.
3.5 The outline is ground to template size.
3.6 Pre-formed stone is doped or doped stone is preformed.
3.7 Preformed gemstone is ground and sanded.
3.8 The dome of the cab is rough ground as close to the final
shape as possible.
3.9 The dome is sanded to smooth down roughness.
3.10 The entire cab is polished to the required result.
3.11 Finished HCR is cleaned.
3.12 HCR is documented per as job order.
Variable Range
Health and Safety • Covered toes shoes
practices
Tools, Equipment • May include but not limited to:
and • Slab saws / Trim saws
Consumables, • The Grinder (Caber)
• Scales
• Bags
• Loupes
• Gauges
• Boxes
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• Light Source
• Pails / Buckets
• Materials
• Blades
• Markers, Scribers (Aluminum pencil, brass pencil, etc.)
• Waxes and glues
• Grinding Wheels
• Polishing Pads
• Polishing Wheels
• Polishing Compounds
• Lubricants and Coolants
• Soap
• Water
• Stones/ Rocks
Type and source May include but not limited to:
of Information • Verbal or written and graphical instructions (books,
magazines, pamphlets, handouts, videos, etc.)
• signage, work and graphical /plans/ specifications
• job orders, work bulletins, charts and hand drawings, memos,
material safety
• data sheets , diagrams or sketches
• safe work procedures relating to tumbling and lapidary
• regulatory/ legislative requirements, particularly those
pertaining to lapidary, OHS and environmental requirements
• organization work specifications and requirements
• instructions issued by authorized organizational or external
personnel
• relevant market standards
Evidence Guide
• Application of industry/organizational quality procedures and
processes within the context of tumbling stones
• Workplace and equipment safety requirements
• Safe work methods should include:
• The Slab saw such as:
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Shafts and bearings
The Saw Carriage
Carriage Feeds
The Coolant and Tank
Splash Hoods
The Vice
The Switches
• The Diamond Blade like:
Notch-rim blades
Sintered-rim blades
• Operation of the Saw are:
Slabbing Saw Speeds
Clamping the Stone
Feeding
context of slabbing and cabbing stone.
Skills • Stone is preformed to close to the template size and shape
or dop Stone
Assessment simulated work place setting
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Unit Title Bead Making
Unit Descriptor This Unit covers the acquisition of rough, slabbing, bead
making, cleaning and stocking of HCR material. This Unit
covers the acquisition of rough the slabbing of stones and
the process of making beads to the required specification.
1. Prepare for Work 1.1 Plan / end result is determined per job order.
are adhered to throughout the process.
slabbing and bead making processes.
serviceability.
1.5 Rough material is prepared, selected and weighed.
1.6 Material to be slabbed and turned into bead is acquired
per job order.
1.7 Caber is checked for proper functionality.
1.8 Grinding wheels on (for) caber are checked.
1.9 Equipment and work area is cleaned as practiced in the
industry.
1.10 Equipment is maintained per schedule and / or as
required.
2. Slab stone. 2.1 Coolant is checked and filled if required.
required.
2.10 Slabbed material is rinsed and dried as required.
2.11 Slabbed material is documented per job order.
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3. Clean up Saw 3.1 Work area is cleared, mopped, equipment cleaned.
Area.
procedures.
4. Make HCR 4.1 Rough is preformed or trimmed close to the required
Material Beads size.
4.2 Trimmed or preformed rough is sanded to the
specification at hand.
4.3 Sanded bead is polished as required.
4.4 Polished bead is drilled to the specification.
4.5 HCR is cleaned.
4.6 Documentation is prepared as per job order.
Variable Range
and • Slab saws
Consumables, • Weights and Scales
• Measuring Tapes or Rules
• Weights
• Scales
• Gauges
• Boxes
• Bags
• Light Source
• Pails / Buckets
• Cabbers
• Drills
• Sorting Trays
• Materials
Blades
Grinding Wheels
Polishing Wheels
Polishing Pads
Polishing Compounds
Drill Bits and / or Grits
• Labels
• Markers
• Lubricants
• Soap
• Water
• Stones/ Rocks
Type and source May include but not limited to:
of Information • Verbal or written and graphical instructions (books,
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magazines, pamphlets, handouts, videos, etc.)
• signage, work and graphical /plans/ specifications
• job orders, work bulletins, charts and hand drawings,
memos, material safety
• data sheets , diagrams or sketches
• safe work procedures relating to bead making procedures.
• regulatory/ legislative requirements, particularly those
pertaining to lapidary, OHS and environmental
requirements
• organization work specifications and requirements
• instructions issued by authorized organizational or external
personnel
• relevant market standards
Health and Safety • covered shoes
practices
Evidence Guide
and processes within the context of slabbing and polishing
stones
context of making beads.
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Skills • The SI system of measurement
assessment simulated work place setting.
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Unit Title Undertake Routine Operational Maintenance of Machinery
Unit Descriptor This unit describes the performance outcome, skills and
knowledge required to perform routine maintenance and
rectify minor faults in opal cutting and polishing machinery
and equipment.

1. Perform
1.1 Basic operational maintenance on the equipment and
operational
machinery are performed according to manufacturers’
maintenance
guidelines
1.2 Equipment is adjusted, cleaned and stored consistent with
manufacturers’ specifications
2. Rectify
2.1 Mechanical faults are diagnosed and, where they do not
common require specialist attention is rectified according to
mechanical manufacturers’ guidelines
faults
2.2 Tools appropriate to each task are selected and safe work
practices followed
2.3 Where complex faults are identified and assistance is
sought from manufacturer or technical experts
3. Maintain a 3.1 The workshop is maintained as an environment that is
clean and tidy clean and free from contaminants
workshop and
document 3.2 Hazardous materials are identified and removed according
operational to manufacturers’ instructions
maintenance 3.3 Procedures and update machinery and equipment log
books are documented where required
Variable Range
Operational May include but not limited to:
maintenance • Daily, weekly, monthly, quarterly and yearly servicing
schedules.
Equipment and May include but not limited to:
machinery • bench grinder 6″ or 8″
• combination units for grind, sand and polish
• diamond grinding, sanding and polishing units
• drum or belt sanders
• dry sanding units
• free-hand saws
• grinding arbours with belt drive
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• leather or felt polishing units
• multi-blade saws
• slab saws
• trim saws
• Wet sanding units.
Evidence Guide
Competence • perform operational maintenance and make routine
adjustments to equipment and machinery following
manufacturer guidelines
• Diagnose and rectify minor faults using appropriate tools
and working safely.
Knowledge and • servicing characteristics of machinery and equipment
Attitudes • fault finding techniques in mechanical devices
• recording systems for machinery use.
Skills • communication skills to:
• seek assistance and ask questions where required
• document procedures and update log books
• problem-solving skills to:
• diagnose mechanical faults and, where they do not need
special attention, rectify them according to manufacturer
guidelines
• identify hazards and remove them according to
manufacturer guidelines
• numeracy skills to use numerical features of machinery
• self-management skills to perform operational
maintenance regularly according to manufacturer
guidelines
• technical skills to:
• perform scheduled maintenance
• rectify common mechanical faults
• maintain a workshop environment
• Use appropriate tools.
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Unit Title Participate in Workplace Communication
Unit Descriptor This unit covers the knowledge, skills and attitudes required
to gather, interpret and convey information in response to
workplace requirements.

1. Obtain and 1.1 Specific and relevant information is accessed from
convey appropriate sources
workplace 1.2 Effective questioning , active listening and speaking skills
information are used to gather and convey information
1.3 Appropriate medium is used to transfer information and
ideas
1.4 Appropriate nonverbal communication is used
1.5 Appropriate lines of communication with supervisors and
colleagues are identified and followed
1.6 Defined workplace procedures for the location and
storage of information are used
1.7 Personal interaction is carried out clearly and concisely
2. Participate in 2.1 Team meetings are attended on time
workplace 2.2 Own opinions are clearly expressed and those of others
meetings and are listened to without interruption
discussions 2.3 Meeting inputs are consistent with the meeting purpose
and established protocols
2.4 Workplace interactions are conducted in a courteous
manner
2.5 Questions about simple routine workplace procedures
and matters concerning working conditions of
employment are asked and responded to
2.6 Meetings outcomes are interpreted and implemented
3. Complete 3.1 Range of forms relating to conditions of employment are
relevant work completed accurately and legibly
related 3.2 Workplace data is recorded on standard workplace forms
documents and documents
3.3 Basic mathematical processes are used for routine
calculations
3.4 Errors in recording information on forms/ documents are
identified and properly acted upon
3.5 Reporting requirements to supervisor are completed
according to organizational guidelines
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Variable Range
sources • Team members
• Suppliers
• Trade personnel
• Local government
• Industry bodies
Medium May include but not limited to:
• Memorandum
• Circular
• Notice
• Information discussion
• Follow-up or verbal instructions
• Face to face communication
Storage May include but not limited to:
• Manual filing system
• Computer-based filing system
Protocols May include but not limited to:
• Observing meeting
• Compliance with meeting decisions
• Obeying meeting instructions
interactions • Face to face
• Telephone
• Electronic and two way radio
• Written including electronic, memos, instruction and forms,
non-verbal including gestures, signals, signs and diagrams
Forms May include but not limited to:
• Personnel forms, telephone message forms, safety reports
Evidence Guide
Competency • Prepared written communication following standard format
of the organization
• Accessed information using communication equipment
• Made use of relevant terms as an aid to transfer
information effectively
• Conveyed information effectively adopting the formal or
informal communication
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Knowledge and • Effective communication
Attitudes
• Different modes of communication
• Written communication
• Organizational policies
• Communication procedures and systems
• Technology relevant to the enterprise and the individual’s
work responsibilities
Skills • Follow simple spoken language
• Perform routine workplace duties following simple written
notices
• Participate in workplace meetings and discussions
• Complete work related documents
• Estimate, calculate and record routine workplace
measures
• Do basic mathematical processes of addition, subtraction,
division and multiplication
• relate to people of social range in the workplace
• Gather and provide information in response to workplace
Requirements
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Unit Title Work in Team Environment
Unit Descriptor This unit covers the skills, knowledge and attitudes to identify
role and responsibility as a member of a team.
1. Describe team 1.1 The role and objective of the team are identified from
role and scope available sources of information
1.2 Team parameters, reporting relationships and
responsibilities are identified from team discussions and
appropriate external sources
2. Identify own 2.1 Individual role and responsibilities within the team
role and environment are identified
responsibility 2.2 Roles and responsibility of other team members are
within team
identified and recognized
2.3 Reporting relationships within team and external to team
are identified
3. Work as a 3.1 Effective and appropriate forms of communications used
team member and interactions undertaken with team members who
contribute to known team activities and objectives
3.2 Effective and appropriate contributions are made to
complement team activities and objectives, based on
individual skills and competencies and workplace
context
3.3 Protocols are observed in reporting using standard
operating procedures
3.4 Contribute to the development of team work plans based
on an understanding of team’s role and objectives and
individual competencies of the members.
Variable Range
Role and May include but not limited to:
objective of team • Work activities in a team environment with enterprise or
specific sector
• Limited discretion, initiative and judgment maybe
demonstrated on the job, either individually or in a team
environment
Sources of May include but not limited to:
information • Standard operating and/or other workplace procedures
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• Job procedures
• Machine/equipment manufacturer’s specifications and
instructions
• Organizational or external personnel
• Client/supplier instructions
• Quality standards
• OHS and environmental standards
context • Work procedures and practices
• Conditions of work environments
• Legislation and industrial agreements
• Standard work practice including the storage, safe handling
and disposal of chemicals
• Safety, environmental, housekeeping and quality guidelines
Evidence Guide
competence • Operated in a team to complete workplace activity
• Worked effectively with others
• Conveyed information in written or oral form
• Selected and used appropriate workplace language
• Followed designated work plan for the job
• Reported outcomes
Knowledge and • Communication process
Attitude
• Team structure
• Team roles
• Group planning and decision making
Skills • Communicate appropriately, consistent with the culture of
the workplace
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Unit Title Develop Business Practice
Unit Descriptor This unit specifies the outcomes required to establish a
business operation from a planned concept. It includes
researching the feasibility of establishing a business operation,
planning the setting up of the business, implementing the plan
and reviewing operations once commenced.
1. Identify 1.1 Business opportunities are investigated and identified

business
1.2 Feasibility study is undertaken to determine likely
opportunity business viability
1.3 Market research on product or service is undertaken
1.4 Assistance with feasibility study of specialist and
relevant parties is sought as required
1.5 Impact of emerging or changing technology including e-
commerce, on business operations are evaluated
1.6 Practicability of business opportunity is assessed in line
with perceived risks, returns sought and resources
available
1.7 Business plan is completed for operation
2. Identify 2.1 Financial and business skills available are identified and
personal taken into account when business opportunities are
business skills researched
2.2 Personal skills/attributes are assessed and matched
against those perceived as necessary for a particular
business opportunity
2.3 Business risks are identified and assessed according to
resources available and personal preferences
3. Plan for 3.1 Business structure and operations are determined and
establishment documented
of business
operation 3.2 Procedures are developed and documented to guide
operations
3.3 Financial backing is secured for business operation
3.4 Business legal and regulatory requirements are identified
and complied
3.5 Human and physical resources required to commence
business operation are determined
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3.6 Recruitment strategies are developed and implemented
4. Implement 4.1 Marketing of business operation is undertaken
establishment
plan 4.2 Physical and human resources are obtained to
implement business operation
4.3 Operational unit is established to support and
coordinate business operation
4.4 Monitoring process is developed and implemented for
managing operation
4.5 Legal documents are carefully maintained and relevant
records are kept and updated to ensure validity and
accessibility
4.6 Contractual procurement rights for goods and services
including contracts with relevant people, negotiated
and secured as required in accordance with the business
plan
4.7 Options for leasing/ownership of business premises
identified and contractual arrangements are completed in
accordance with the business plan
5. Review 5.1 Review process for implementation of business operation
implementation is developed and implemented
process
5.2 Improvements in business operation and associated
management process are identified
5.3 Identified improvements are implemented and monitored
for effectiveness
Variable Range
Business May include but not limited to:
opportunities • expected financial viability
• skills of operator
• amount and types of finance available
• returns expected or required by owners
• likely return on investment
• finance required
• lifestyle issues
Business viability May include but not limited to:
• opportunities available
• market competition
• timing/ cyclical considerations
• skills available
• resources available
• location and/ or premises available
• risk related to a particular business opportunity, especially
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• in regard to Occupational Health and Safety and
• environmental considerations
Specialist and May include but not limited to:
relevant parties • Chamber of commerce
• Financial planners and financial institution representatives,
business planning specialists and marketing specialists
• accountants
• lawyers and providers of legal advice
• government agencies
• industry/trade associations
• online gateways
• business brokers/business consultants
Personal May include but not limited to:
skills/attributes • technical and/ or specialist skills
• business knowledge and skills
• entrepreneurship
• willingness to take risks
Business risks May include but not limited to:
• occupational health and safety and environmental
• considerations
• relevant legislative requirements
• security of investment
• market competition
• security of premises/ location
• supply and demand
• resources available
Human and May include but not limited to:
physical • software and hardware
resources • office premises
• communications equipment
• specialist services through outsourcing, contracting and
• consultancy
• staff
• vehicles
Operational unit May include but not limited to:
• office location staffed with required personnel and equipped
to service and support business
• home-based site or other location such as leased or owned
property
Legal documents May include but not limited to:
• partnership agreements, constitution documents, statutory
books for companies (Register of Members, Register of
Directors and Minute Books), Certificate of Incorporation,
Franchise Agreements and financial documentation,
appropriate software for financial records
• recordkeeping including personnel, financial, taxation, OHS
and environmental
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Contracts with May include but not limited to:
relevant people • owners, suppliers, employees, landlords, agents,
distributors, customers or any person with whom the
business has, or seeks to have, a performance-based
relationship
Evidence Guide
Critical Aspects Demonstrates skills and knowledge in:
of Competence • that a business operation has been planned and
implemented from initial research into feasibility of the
business and completion of the plan, through to
implementing the plan and commencing operations
• the ability to evaluate the results of research and assess
the likely viability and practicability of a business
opportunity, taking into account the current business/market
climate and resources available
Knowledge and • Federal and regional government legislative requirements
Attitudes affecting business operations, especially in regard to
occupational health and safety (OHS), equal employment
opportunity (EEO), industrial relations and anti-
discrimination
• Technical or specialist skills relevant to the business
operation
• Financing options
• Business systems and operations
• Relevant marketing, management, sales and financial
concepts
• Methods for researching business opportunities
• Principles of risk management relevant to the business
• Methods of identifying relevant specialist services to
complement the business
• Forms and administrative systems
• Services available and charges
• Planning and control systems (sales,
• Advertising and promotion, distribution and logistics
• Financial recording systems
• Legal rights and responsibilities
• Record keeping duties
• Operational factors relating to the business (provision of
professional services, products)
Skills • Literacy skills to interpret legal requirements, company
policies and procedures and immediate, day-to-day
demands
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• Marketing skills
• Business planning skills
• Entrepreneurial skills
• Problem-solving skills
• OHS skills
• Time management skills
• Belief in services and products offered by the business
• Communication skills including questioning, clarifying,
reporting, and giving and receiving constructive feedback
• Technical and analytical skills to interpret business
documents, reports and financial statements and
projections
• Ability to relate to people from a range of social, cultural
and ethnic backgrounds and physical and mental abilities
• Problem solving skills to develop contingency plans
• Using computers and software packages to record and
manage data and to produce reports
• Literacy skills to enable interpretation of business
information, numeracy skills for data analysis to aid
research
• Research skills to identify a business opportunity and to
conduct a feasibility study
• Analytical skills to assess personal attributes and to identify
business risks
• Observation skills for identifying appropriate people,
resources and to monitor work
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Unit Title Apply Continuous Improvement Processes (Kaizen)
Unit Descriptor This unit of competence covers the exercise of good
workplace practice and effective participation in quality
Improvement teams. Personnel are required to ensure the
Quality and integrity of their own work, detect non
conformances and work with others to suggest
improvements in productivity and quality.
1. Satisfy quality 1.1 Information on quality system requirements is

system accessed for own job function
requirements in
1.2 Quality control data is recorded and reported in
daily work
accordance with quality system
1.3 Quality control procedures are followed to ensure
products, or data, are of a defined quality as an aid to
acceptance or rejection
1.4 Non-conformances or problems are recognized and
reported
1.5 Work is conducted in accordance with sustainable
energy work practices
1.6 Sustainable energy principles and work practices are
promoted to other workers
2. Analyze 2.1 Current work practices, procedures and process or
opportunities for equipment performance are compared with
corrective and/or requirements and/or historical data or records
optimization
2.2 Variances that indicate abnormal or sub-optimal
action
performance are recognized
2.3 Batch and/or historical records are collected and/or
evaluated to determine possible causes for sub-
optimal performance
2.4 Appropriate quality improvement tools and
techniques are used to rank the probabilities of
possible causes
3. Recommend 3.1 Causes are analyzed to predict likely impacts of
corrective and/or changes and decide on the appropriate actions
optimization
3.2 Required changes are identified to standards and
actions
procedures and training
3.3 Recommendations are reported to designated
personnel
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4. Participate in the 4.1 Approved actions and monitor performance following
implementation of changes are implemented to evaluate results
recommended
4.2 Changes to systems and procedures are implemented
actions
to eliminate possible causes
4.3 Outcomes of actions are documented and
communicated to relevant personnel
5. Participate in the 5.1 All relevant features of work practice are reviewed to
development of identify possible contributing factors leading to sub-
continuous optimal performance
improvement
5.2 Options are identified for removing or controlling the
strategies
risk of sub-optimal performance
5.3 The adequacy of current controls, quality methods and
systems are assessed
5.4 Quality improvement opportunities are identified to
continuously improve performance
5.5 Recommendations are developed for continual
improvements of work practices, methods, procedures
and equipment effectiveness
5.6 Appropriate personnel are consulted to refine
recommendations before implementation of approved
improvement strategies
5.7 Outcomes of strategies are documented and
communicated to relevant personnel
Variable Range
Quality control May include but not limited to:
procedures • standards imposed by regulatory and licensing bodies
• enterprise quality procedures
• working to a customer brief or batch card and associated
quality procedures
• checklists to monitor job progress against agreed time,
costs and quality standards
• preparation of sampling plans
• the use of hold points to evaluate conformance
• the use of inspection and test plans to check compliance
Sustainable energy May include but not limited to:
principles and work • examining work practices that use excessive electricity
practices • switching off equipment when not in use
• regularly cleaning filters
• insulating rooms and buildings to reduce energy use
• recycling and reusing materials wherever practicable
• minimizing process waste
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improvement tools • run charts, control charts, histograms and scatter grams to
and techniques present routine quality control data
• plan, do, check, act (PDCA)
• Ishikawa fishbone diagrams and cause and effect
diagrams
• logic tree
• similarity/difference analysis
• Pareto charts and analysis
• force field/strength weakness opportunities threats
(SWOT) analysis
Reporting May include but not limited to:
• verbal responses
• data entry into laboratory or enterprise database
• brief written reports using enterprise proformas
Relevant personnel May include but not limited to:
• supervisors, managers and quality managers
• administrative, laboratory and production personnel
• internal/external contractors, customers and suppliers

improvement • production processes
opportunities • hygiene and sanitation procedures
• reductions in waste and re-work
• laboratory layout and work flow
• safety procedures
• communication with customers
• methods for sampling, testing and recording data
Evidence Guide
Competence • use the enterprise's quality systems and business goals as
a basis for decision making and action
• apply all relevant procedures and regulatory requirements
to ensure the quality and integrity of the products/services
or data provided
• apply and promote sustainable energy principles and work
practices
• detect non-conforming products or services in the work
area
• follow enterprise procedures for documenting and reporting
information about quality
• contribute effectively within a team to recognize and
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recommend improvements in productivity and quality
• apply effective problem solving strategies
• implement and monitor improved practices and procedures
Knowledge and • specifications for laboratory products and services in the
Attitudes candidate's work area
• quality requirements associated with the individual's job
function and/or work area
• scientific and technical knowledge underpinning the
processes, procedures, equipment and instrumentation
associated with the candidate's work tasks and duties
• workplace procedures associated with the candidate's
regular technical duties
• sustainable energy principles
• relevant health, safety and environment requirements
• layout of the enterprise, divisions and laboratory
• organizational structure of the enterprise
• lines of communication
• role of laboratory services to the enterprise and customers
• methods of making/recommending improvements
• Standards, procedures and/or enterprise requirements
Underpinning Skills Demonstrates skills to:
• Apply problem solving techniques and strategies
• apply statistical analysis and statistical sampling
procedures
• detect non-conforming products or services in the work
area
• document and report information about quality
• contribute effectively within a team to recognize and
recommend improvements in productivity and quality
• implement and monitor improved practices and procedures
• organize and prioritize activities and items
• read and interpret documents describing procedures
• record activities and results against templates and other
prescribed formats
• work with others
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NTQF Level III
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Occupational Standard: Lapidary Level III
Unit Title Facet Semi- precious Gemstones
knowledge required to use a faceting machine to facet semi-
precious gemstones, including selecting material, pre-forming,
and cutting and polishing a selected stone. The machine may
be used to produce a traditional faceted gemstone and also to
complete a range of other tasks, such as making cubes from
opal material.

1. Set up faceting 1.1 Faceting machines are set up to manufacturers’
equipment
specifications identifying machine components and laps
1.2 Manufacturers’ maintenance checklist is completes
1.3 Index wheels are investigated for quill and main and
critical angles identified for gem materials
2. Select, pre-
2.1 Piece of gem suitable for faceting is selected
shape and dop
selected gem 2.2 Piece is pre-shaped using faceting machine or bench
piece grinder to establish crown and pavilion
2.3 Dop stone is selected on work pavilion first
3. Grind, sand
3.1 Dopped stone is placed in quill and aligned to create
and polish
girdle
pavilion
3.2 Girdle is ground to desired shape on medium to fine lap
3.3 Main facets are ground at main angle on medium to fine
lap
3.4 Girdle break facets are ground at girdle break angle on
fine lap
3.5 Culet facets are ground at culet angle on fine or pre-
polish lap
3.6 All pavilion facets including girdle are fine lapped, pre-
polished and polished
4. Transfer stone
4.1 Stone is transferred to suitable dop
4.2 Crown dop is removed and new dop and stone are placed
in faceting quill
5. Grind, pre-
5.1 Girdle facet is placed on lap at 90º, index setting 64 or 96
polish and and lock quill
polish crown
5.2 Girdle break facets are ground at break angle establishing
girdle thickness, on a medium to fine lap
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5.3 Main facets are ground at main angle on fine lap
5.4 Table facet on fine lap, to 40% of total width of gem stone
is cut
5.5 All crown facets are pre-polished
5.6 Star facets are ground using pre-polish lap
5.7 All facets are polished
5.8 Stone is removed from dop and cleaned
Variable Range
Faceting May include but not limited to:
machines • Facetron (USA)
• Gemmasta (Aus)
• Graves (USA)
• jamb peg
• Platform
• Poly-Metrics (USA)
• Post
• Raytech (USA)
• Ultra Tec (USA).
Machine May include but not limited to:
components • angle venire (protractor)
• coarse and fine height adjuster
• coolant tank
• forward and reverse switch
• hand piece (quill)
• index wheel
• master lap
• radial venire (cheater)
• sliding post
• Variable speed control.
Laps’ May include but not limited to:
• coarse #80, #100, #120, #180
• fine #800, #1000, #1200
• medium #220, #320, #360, #400, #600
• polish #14000, #50000, #10000
• Pre-polish #2400, #3000, #8000.
Maintenance May include but not limited to:
checklist • check electrics regularly for faults and water seepage
• cover machine when not in use
• keep all laps separate from each other
• keep whole machine clean
• oil and clean moving parts
• read manufacturer manual and keep near machine.
Gem suitable for May include but not limited to:
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faceting • Garnet
• Periods
• Aquamarine
• Different Quartz verities
• Tourmaline
• Topaz and
• Any..other transparent gem
Angles May include but not limited to:
• critical angle 43½º
• crown main 43º
• culet angle 44º
• girdle breaks, main angle plus 6º to 15º
• pavilion main 45º
• star facets, main angle minus 15º
• Table facet 0º.
Evidence Guide
Competence • select gem pieces suitable for faceting
• use faceting equipment to produce and polish a faceted
gem that conforms to industry standards
• Follow all OHS requirements for machinery and equipment
procedures.
Knowledge and • suitability of gem pieces for faceting
Attitudes • equipment and consumables required for gem faceting
process
• industry standards for faceting
Skills • critical thinking and analytical skills to select appropriate
opal pieces
• problem-solving skills to deal with contingencies and OHS
issues
• facet, grind and polish stones and maintain equipment
• set up equipment to manufacturer specifications.
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Unit Title Complete Pre-cutting Processes for Solid Opals
knowledge required to determine market needs for solid opals
as a basis for decision making, to plan the stones to be cut
and complete the pre-cutting processes. It includes
documenting and recording all aspects of the procurement
and cutting process. This unit requires the application of
research skills to determine market preferences for buying cut
and polished opal so that decisions can be made on how to
cut the opal to gain the best yield and show of colour. It also
covers the ability to carry out all the pre-cutting planning,
cleaning and pre-forming of the gemstone while working
safely with materials and equipment.

1. Survey market 1.1 Current client cut and polished opal-buying preferences
requirements are established in the retail and wholesale markets
as a basis for
1.2 The internet buying preferences are determined for cut
making a
and polished opal
decision on
opal cutting 1.3 Client buying preferences are documented for cut and
strategy polished opal
2. Weigh opal and 2.1 Opal is weighed before cleaning as a basis for determining
record yield
information
2.2 Relevant information is recorded
3. Clean and 3.1 An assessment of the stone is done and consulted with
orient opal to supervisor, colleagues, client or other appropriate persons
determine 3.2 Rub down to expose the colour face using appropriate
yields and
equipment
shape
3.3 Best orientation is determined for gemstone
3.4 The top and bottom of the stone are established
3.5 Unwanted material is removed
3.6 Internal flaws are checked for with powerful light source
3.7 Stone is cut to maximise value, taking yield and colour
play into consideration
4. Process opal to 4.1 Unwanted material is removed from the planned gemstone
pre-form state using appropriate equipment
4.2 The desired shape is ground
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4.3 Internal flaws are checked for and corrected if necessary
4.4 General OHS principles and safe operating procedures
are followed when using tools, equipment and materials
Variable Range
Determining opal- May include but not limited to:
buying • accessing internet auction sites
preferences • accessing internet opal-specific sites
• making contact with opal dealers
• making contact with opal cutters
• phoning jewellery wholesalers and other jewellers
• talking with local jewellery store owners
• Targeting specialist opal stores.
Relevant May include but not limited to:
information • date of purchase
• description of stone
• description of area where mined
• mining lease number
• number of classes
• purchase price
• vendor
• weight.
Appropriate • May include but not limited to:
equipment • cleaning equipment
• diamond grinder
• diamond saw
• free-hand saw
• silicon carbide grinder
• slab saw
• trim saw.
Unwanted • cracked material
material • iron stone
• materials with inclusions or stains
• matrix
• poor colour
• potch
• sandstone.
General OHS May include but not limited to:
principles and • complying with safe operating procedures for each
safe operating machine
procedures • good housekeeping, in particular avoiding contaminants
• using Personal Protective Equipment (PPE) where
required.
Evidence Guide
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Competence • apply knowledge of current retail, wholesale and internet
buying trends
• make decisions on what the final product should be and
how to cut the stone to achieve the desired outcome,
maximising the yield and colour play from each stone
• Safely complete cleaning, shaping and pre-forming.
Knowledge and • characteristics of opal gemstone structure
Attitudes • importance of achieving yield when cutting a gemstone
• market trends and industry requirements for opal products
• safety issues associated with opal-cutting machinery
Underpinning Demonstrate skills in:
Skills • communication skills to:
• document buying preferences and technical data
• consult with others about opal assessments
• critical thinking and analytical skills to assess stones
• literacy skills to interpret information about buying
preferences
• problem-solving skills to identify flaws and maximise yields
• numeracy skills to make basic calculations and use
numerical features of machinery
• Technology skills to source information from the internet
and use cutting machinery.
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Unit Title Cut and Polish Solid Opals

knowledge required to cut and polish a solid opal to make a
finished cabochon or other shape from a pre-formed stone.

1. Prepare to cut
1.1 Consumables required for cutting an opal solid are
an opal solid
identified and obtained
1.2 Tools and equipment to be used are selected
1.3 Jewellers’ cutting angle requirements are determined
1.4 Pre-form is doped on appropriate dop stick using wax or
adhesive as appropriate
are followed when using tools, equipment, machinery and
consumables for opal cutting
2. Cut and polish 2.1 Shape and dome ensuring continuity of contour and
top surface of maintaining jewellers’ setting angles are fine ground
opal
2.2 Sand opal is polished to remove grinding marks using
appropriate sanding papers or diamond wheel
2.3 Top surface of opal is polished with polishing compound to
a high lustre
3. Cut and polish
3.1 Stone is removed from dop, turned over and replaced on
back surface of
dop checking alignment
opal
3.2 The back of the stone is ground to jewellers’ standards
maintaining continuity of form and alignment
3.3 Sand is polished to remove grinding marks if required
3.4 The stone is removed from the dop and the stone cleaned
4. Treat opal 4.1 Opal specimen is selected for treatment and checked to
specimen
ensure it will benefit from treatment
4.2 Selected area is ground, sanded and polished
4.3 The selected area is treated
4.4 Opal specimen is cleaned or neutralised as required
Variable Range
Consumables May include but not limited to:
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• cerium or tin oxide
• cleaning spirit
• diamond or silicon carbide wheels #220 or #360
• diamond polishing compound #2400 to #100000
• diamond polishing wheels #3000 to #50000
• diamond sanding wheels #280 to #1200
• felt or leather buffs
• silicon carbide sanding paper #180 to #600
• Wax or adhesives for doping.
• appropriate ventilation
• grinding machinery
• Personal Protective Equipment (PPE)
• polishing machinery
• sanding machinery
• Saws.
Jewellers’ cutting May include but not limited to:
angle • 10º to 12º side angle (from setting edge to start of dome)
requirements • 35º to 45º back setting edge (standard solid)
• all sharp edges or acute angles to be slightly rounded
• flat or domed back
• high overall polish and free of defects
• proportions of low, medium and high domes to be
maintained
• sanded or polished back
• setting edge to be straight and parallel to back
• thickness of stone not to exceed 2/3 of width (standard
solid)
• Tolerance for standard millimetre sizes, 0.2mil. + or −
• When leaving potch or boulder on back of stone, maintain
proportions in relation to stone size, i.e. approx. 2/3 of
width.
principles and • complying with the safe operating procedures for each
safe operating machine or process
procedures • Good housekeeping using PPE where required.
Shape and dome May include but not limited to:
• a variety of other shapes
• cabochon
• dome – high, medium and low
• free form
• rectangles
• Shapes.
Treatment May include but not limited to:
• sugar and acid treatment
• Sugar and heat treatment.
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Evidence Guide
Competence • apply knowledge of the processes for cutting and polishing
opals in a range of shapes
• Achieve a high quality finish that satisfies the requirements
of the jewellery industry.
Attitudes • processes and consumables needed for cutting and
polishing opals
• safety issues associated with opal cutting and polishing
machinery
Skills • planning and organising skills to plan work logically
• problem-solving skills to identify and address common
cutting and polishing problems
• Technical skills to cut and polish opals using correct
technique.
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Complete Pre-cutting Processes for Opal Doublets and
Unit Title
Triplets
knowledge required to select and prepare opal and backing
materials for cutting as doublets or triplets and completes all
pre-cutting processes.

1. Select opal for 1.1 Suitable materials are selected for cutting as a doublet or
cutting as an triplet based on market requirements and characteristics of
opal doublet or the stone
triplet 1.2 Best play of colour is determined and marked at that side
1.3 Flaws are checked for with powerful light source and
corrected if necessary
are followed when using machinery for opal cutting
2. Flatten opal 2.1 Opal is flattened on marked side until surface is free of
and base potch and impurities and is completely down to the colour
bar using appropriate equipment
2.2 Backing materials are selected and flattened
2.3 Opal and base are lapped until flat satin finish is obtained
2.4 Opal and base are cleaned and dried
3. Cement 3.1 Flattened surface is blackened with appropriate blacking
components agent
together 3.2 Adhesive is mixed in line with manufacturers’ instructions
3.3 Ensure stone is cemented with the best colour face down
3.4 Flattened surfaces are cemented together eliminating
excess adhesive and air bubbles
3.5 Adhesive is allowed to harden following manufacturers’
instructions
4. Pre-form opal 4.1 Stone is ground to expose join between opal and backing
doublet 4.2 Stone is ground to expose best colour
4.3 Rough shape is ground
5. Convert 5.1 A triplet working is manufactured with a very thin opal layer
doublet to
5.2 The colour surface of the opal is lapped until a thin layer of
triplet opal remains on the backing
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5.3 Stone is cleaned and dried
5.4 Manufactured triplet top or preferred alternative is
cemented to the opal surface, eliminating excess adhesive
and air bubbles after curing, grind the stone to expose
both joins
Variable Range
Suitable materials May include but not limited to:
• multiple bars of colour with potch between
• off-cuts from solid production
• opal from unsuitable boulder iron stone
• opal prone to crack (triplet only)
• opalised shell skins
• thin bar of colour in potch
• thin seam opal
• Weak colour on a clear base (jelly opal).
principles and • complying with the safe operating procedures for each
safe operating machine
procedures • good housekeeping
• Using Personal Protective Equipment (PPE) where
required.
equipment • diamond grinder
• diamond saw
• free-hand saw
• slab saw
• Trim saw.
Backing materials May include but not limited to:
• black jade
• black potch
• boulder iron stone
• clear or transparent potch
• dark grey potch
• glass (triplet only)
• obsidian (black)
• vitrolite (triplet only).
Blacking agent May include but not limited to:
• black epoxy additives
• black permanent markers
• nigrosine.
Adhesive May include but not limited to:
• Loctite UV 358 or 363 (triplet top to opal)
• UHU Plus 24hr (opal to backing)
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• other glues, such as:
• UHU Quickset
• Megapoxy 69
• Epoxy 330
• Tenax+ super glue
• Bond 527
• Tite On.
Triplet top May include but not limited to:
• clear quartz
• commercial standards size triplet tops
• glass, plain or plate
• lead crystal glass
• Synthetic spinel, corundum and topaz.
Evidence Guide
Competence • select appropriate materials for making opal doublets and
triplets
• Complete pre-cutting processes using safe work practices.
Attitudes • processes, materials and consumables needed for making
doublets and triplets
machinery
Skills • planning and organising skills to select and prepare opal
backing materials for cutting
problems associated with pre-cutting processes
• complete pre-cutting processes for opal doublets and
triplets using correct technique and equipment
• work safely with opal-cutting equipment and materials
Methods of • Competence may be assessed through:
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Unit Title Cut and Polish Opal Doublets and Triplets
knowledge required to cut and polish both opal doublets and
triplets.

1. Prepare to cut 1.1 Consumables required for cutting and polishing an opal
an opal doublet or triplet are identified and obtained
doublet or 1.2 Tools and equipment to be used are selected
triplet
1.3 Jewellers’ cutting angle requirements are determined
1.4 Pre-form is doped on appropriate dop stick using wax or
adhesive
2. Cut and polish 2.1 Relevant shape is ground using colour pattern and played
an opal as a guide
doublet or 2.2 Shape incorporating jewellers’ side angles, including
triplet backing into shape are ground
2.3 Dome the top of doublet, leaving a minimum of 1mm
above join at side angle
2.4 Top and sides of opal doublet are sanded and polished
2.5 Stone is turned over and re-doped
2.6 Backing is ground, sanded and polished at jewellers’
angles
3. Cut and polish 3.1 Dop stone on top of triplet top
an opal triplet
3.2 Backing thickness is ground down to approximately 1mm
commercial
top 3.3 Edge of backing is ground at approximately 30º until the
edge of the triplet top is met
3.4 Backing is sanded and polished
3.5 Stone is removed from dop and clean
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4. Cut and polish 4.1 Dop pre-form with glass/quartz on top
an opal triplet 4.2 Stone is shaped like high domed doublet on grinder
non-commercial
top 4.3 Opal colour is transformed optically into whole of dome
4.4 Top and sides of stone are sanded and polished
4.5 Stone is turned over and re-doped on top surface
4.6 Backing thickness is ground to 1mm
4.7 Setting edge angle is ground at 30º, until 1mm into top,
under- cutting backing
4.8 Bottom and setting edge is sanded and polished and any
chipping that may occur around edge of top is removed
Variable Range
Consumables May include but not limited to:
• cerium or tin oxide
• cleaning spirit
• diamond or silicon carbide wheels #220 or #360
• diamond polishing compound #2400 to #100000
• diamond polishing wheels #3000 to #50000
• diamond sanding wheels #280 to #1200
• felt or leather buffs
• Silicon carbide sanding paper #180 to #600.
• grinding machinery
• PPE
• polishing machinery
• sanding machinery
• Saw.
Jewellers’ cutting May include but not limited to:
angle • 10º to 12º side angle
requirements • all sharp edges or acute angles be slightly rounded
• flat or domed back
• high overall polish and free of defects
• sanded or polished back
• setting edge to be straight and parallel to back
• Tolerance for standard millimetre sizes, 0.2mil. + Or −.
Wax or adhesives May include but not limited to:
for doping • any 5 minute adhesive, using aluminium dop sticks
• wood glue
• hot wax sticks (hot glue gun)
• super glues
• vacuum dopping
• wax (medium to low melting).
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Shape May include but not limited to:
• a variety of other shapes
• cabochon
• dome – high, medium and low
• free form
• Rectangles.
Triplet top May include but not limited to:
materials • clear quartz
• commercial standards size triplet tops
• glass, plain or plate
• lead crystal glass
• material of the triplet top should be disclosed
• Synthetic spinal, corundum and topaz.
Evidence Guide
Competence • cut and polish doublets and triplets from a range of types
of opal using appropriate consumables and equipment and
using commercial and non-commercial triplet tops to
accepted industry standards
• Safely complete the cutting, polishing and cleaning
processes, using equipment and consumables safely.
Knowledge and • characteristics of opal that make it suitable for use as a
Attitudes doublet or triplet
• general principles of OHS for working in an opal-cutting
workshop, including:
• complying with the safe operating procedures for each
machine and materials
• good housekeeping
required
• materials used in doublets and triplets
• Processes to be used in making a doublet or triplet.
Skills • planning and organising skills to prepare materials for
cutting and polishing
cutting and polishing problems
• cut and polish opals using correct technique
• work safely with opal-cutting equipment and materials
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Unit Title Carve Gem Materials
knowledge required to carve Cameos, Intaglios, Ornamental
or Utilitarian Items from gem materials, including all the
processes from the selection of the piece of gem to the
completed polished carving.

1. Select the 1.1 Available pieces of rough gem are reviewed to determine
stone and the suitability or necessity for carving
clarify the
1.2 The potential of pieces of gem is assessed for carving
required
depending on the shape, size, position of the colour, and
outcome
other characteristics of the stone
1.3 The stone is rubbed removing foreign materials and
eliminating faults
1.4 The potential is discussed for enhancing stone with
colleagues and client
1.5 The approach to be taken is determined to achieve the
potential of the stone and the value of the finished product
maximised
2. Select tools, 2.1 Carving tools and equipment needed are selected to
equipment achieve the desired result
and materials
2.2 Consumables are selected for sanding and polishing the
carving
2.3 OHS issues are determined and complied with OHS
procedures when using the equipment and consumables
3. Carve Gem 3.1 The stone is cleaned removing foreign materials and
eliminating faults
3.2 Stone is ground to desired shape using high speed fine grit
burr and accommodating existing colour and patterns
3.3 Carving is sanded with suitable sanding mediums, from
coarse to extra fine
4. Polish the 4.1 Entire carving is polished with polishing compound
carving
4.2 Magnification is used to check the finished carving for
faults and if necessary rectify faults
5. Ensure that 5.1 The carving is checked to ensure that industry practice
industry and expectations are satisfied
standards are
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satisfied 5.2 Any faults or defects are corrected if required
Variable Range
Carving tools May include but not limited to:
• assorted mandrels
• coarse, medium, fine and extra fine wheels
• diamond grinding burrs of assorted shapes
• diamond polishing wheels of assorted shapes
• diamond sanding wheels of assorted shapes
• felt polishing buffs
• sanding discs, assorted grit sizes and diameters
• silicon carbide grinding burrs of assorted shapes
• supporting equipment:
• drip feed watering system
• dust extraction system
• Wooden polishing buffs.
Carving May include but not limited to:
equipment • air power tools
• centre point carvers
• flexible drive
• hobby carvers
• micro motor
• Personal Protective Equipment (PPE).
OHS issues May include but not limited to:
• contamination
• eye protection
• guarding
• keeping a clean work area
• minimising dust inhalation
• maintaining equipment
• Unattended running machinery.
Sanding May include but not limited to:
mediums • coarse, medium, fine and extra fine wheels of assorted
shapes
• diamond powders up to #1200 on felt/wooden wheels
• pumice powders on felt wheels
• sandpaper wheels and discs up to #1200, assorted sizes
• Silicon carbide powders up to #1200 on felt/wooden
wheels.
Polishing May include but not limited to:
compounds • tin oxide on felt, leather or wooden wheels or discs
• diamond compounds from #1200 to #100,000
Industry practice May include but not limited to:
and expectations • no sharp or protruding areas
• when shaping, keep the setting into jewellery in mind
• very high polish
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• no grinding marks or sanding marks on surface
• no cracks or obvious inclusions that should have been
removed with initial grinding
• avoiding making the carving too large
• Considering how strength of colour may affect the need for
detail.
Evidence Guide
Critical aspects Demonstrate knowledge and skills to:
of Competence • select gem pieces suitable for carving
• carve the opal using opal carving equipment to industry
standard
• Polish the carving according to industry standards.
Knowledge and • characteristics of gemstone structure
Attitudes • suitability of gem pieces for carving
• opal carving process, including required equipment and
consumables
• safety issues associated with gem cutting and polishing
machinery
• industry standards for carving
Skills • communication skills to discuss potential for enhancing
stone with colleagues and clients
• critical thinking and analytical skills to assess the potential
of pieces and choose the best approach
• planning and organising skills to select appropriate tools,
equipment and materials
• choose appropriate stone for cutting
• cut, sand and polish opals using correct technique
• Correct faults and defects.
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Unit Title Monitor Implementation of Work Plan/Activities
Unit Descriptor This unit covers competence required to oversee and monitor
the quality of work operations within an enterprise. This unit
may be carried out by team leaders or supervisors.

1. Monitor and 1.1 Efficiency and service levels are monitored on an
improve ongoing basis.
workplace 1.2 Operations in the workplace support overall enterprise
operations goals and quality assurance initiatives.
1.3 Quality problems and issues are promptly identified and
adjustments are made accordingly.
1.4 Procedures and systems are changed in consultation
with colleagues to improve efficiency and effectiveness.
1.5 Colleagues are consulted about ways to improve
efficiency and service levels.
2. Plan and 2.1 Current workload of colleagues is accurately assessed.
organise 2.2 Work is scheduled in a manner which enhances
workflow efficiency and customer service quality.
2.3 Work is delegated to appropriate people in accordance
with principles of delegation.
2.4 Workflow is assessed against agreed objectives and
timelines and colleagues are assisted in prioritisation of
workload.
2.5 Input is provided to appropriate management regarding
staffing needs.
3. Maintain 3.1 Workplace records are accurately completed and
workplace submitted within required timeframes.
records 3.2 Where appropriate completion of records is delegated
and monitored prior to submission.
4. Solve 4.1 Workplace problems are promptly identified and
problems and considered from an operational and customer service
make perspective.
decisions 4.2 Short term action is initiated to resolve the immediate
problem where appropriate.
4.3 Problems are analysed for any long term impact and
potential solutions are assessed and actioned in
consultation with relevant colleagues.
4.4 Where problem is raised by a team member, they are
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encouraged to participate in solving the problem.
4.5 Follow up action is taken to monitor the effectiveness of
solutions in the workplace.
Variables Range
Problems May include but not limited to:
• difficult customer service situations
• equipment breakdown/technical failure
• delays and time difficulties
• competence
Workplace May include but is not limited to:
records • staff records and regular performance reports
Evidence Guide
of Competence • ability to effectively monitor and respond to a range of
common operational and service issues in the workplace
• understanding of the role of staff involved in workplace
monitoring
• knowledge of quality assurance, principles of workflow
planning, delegation and problem solving
Knowledge and • roles and responsibilities in monitoring work operations
Attitudes • overview of leadership and management responsibilities
• principles of work planning and principles of delegation
• typical work organization methods appropriate to the sector
• quality assurance principles and time management
• problem solving and decision making processes
• industrial and/or legislative issues which affect short term
work organization as appropriate to industry sector
Skills • monitor and improve workplace operations
• plan and organize workflow
• maintain workplace records
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Unit Title Apply Quality Control
Unit Descriptor This unit covers the knowledge, attitudes and skills required in
applying quality control in the workplace.

1. Implement 1.5 Agreed quality standard and procedures are acquired and
quality confirmed.
standards
1.6 Standard procedures are introduced to organizational
staff/personnel.
1.7 Quality standard and procedures documents are provided
to employees in accordance with the organization policy.
1.8 Standard procedures are revised / updated when
necessary.
2. Assess quality 2.4 Services delivered are quality checked against
of service organization quality standards and specifications.
delivered
2.5 Service delivered are evaluated using the appropriate
evaluation quality parameters and in accordance with
organization standards.
2.6 Causes of any identified faults are identified and
corrective actions are taken in accordance with
organization policies and procedures.
3. Record 3.3 Basic information on the quality performance is recorded
information in accordance with organization procedures.
3.4 Records of work quality are maintained according to the
requirements of the organization.
4. Study causes 4.3 Causes of deviations from final outputs or services are
of quality investigated and reported in accordance with organization
deviations procedures.
4.4 Suitable preventive action is recommended based on
organization quality standards and identified causes of
deviation from specified quality standards of final service
or output.
5. Complete 5.3 Information on quality and other indicators of service
documentation performance is recorded.
5.4 All service processes and outcomes are recorded.
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Variable Range
Quality check May include but not limited to:
• Check against design / specifications
• Visual inspection and Physical inspection
Quality standards May include but not limited to:
• Materials
• Components
• Process
• Procedures
parameters • Standard Design / Specifications
• Material Specification
Evidence Guide
Competence • Checked completed work continuously against organization
standard
• Identified and isolated faulty or poor service
• Checked service delivered against organization standards
• Identified and applied corrective actions on the causes of
identified faults or error
• Recorded basic information regarding quality performance
• Investigated causes of deviations of services against
standard
• Recommended suitable preventive actions
Knowledge • Relevant quality standards, policies and procedures
• Characteristics of services
• Safety environment aspects of service processes
• Evaluation techniques and quality checking procedures
• Workplace procedures and reporting procedures
Skills • interpret work instructions, specifications and standards
appropriate to the required work or service
• carry out relevant performance evaluation
• maintain accurate work records
• meet work specifications and requirements
• communicate effectively within defined workplace
procedures
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Unit Title Lead Workplace Communication
Unit Descriptor This unit covers the knowledge, attitudes and skills needed to
lead in the dissemination and discussion of information and
issues in the workplace.

1. Communicate 1.1 Appropriate communication method is selected
information
about 1.2 Multiple operations involving several topics areas are
workplace communicated accordingly
processes 1.3 Questions are used to gain extra information
1.4 Correct sources of information are identified
1.5 Information is selected and organized correctly
1.6 Verbal and written reporting is undertaken when required
1.7 Communication skills are maintained in all situations
2. Lead 2.1 Response to workplace issues are sought
workplace
discussion 2.2 Response to workplace issues are provided immediately
2.3 Constructive contributions are made to workplace
discussions on such issues as production, quality and
safety
2.4 Goals/objectives and action plan undertaken in the
workplace are communicated.
3. Identify and 3.1 Issues and problems are identified as they arise
communicate
issues arising 3.2 Information regarding problems and issues are organized
in the coherently to ensure clear and effective communication
workplace 3.3 Dialogue is initiated with appropriate staff/personnel
3.4 Communication problems and issues are raised as they
arise
Variable Range
Methods of May include but not limited to:
communication • Non-verbal gestures
• Verbal
• Face to face
• Two-way radio
• Speaking to groups
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• Using telephone
• Written
• Using Internet
• Cell phone
Evidence Guide
Competence • Dealt with a range of communication/information at one
time
• Made constructive contributions in workplace issues
• Sought workplace issues effectively
• Responded to workplace issues promptly
• Presented information clearly and effectively written form
• Used appropriate sources of information
• Asked appropriate questions
• Provided accurate information

Knowledge and • Organization requirements for written and electronic
Attitudes communication methods
• Effective verbal communication methods

Skills • Organize information
• Understand and convey intended meaning
• Participate in variety of workplace discussions
• Comply with organization requirements for the use of
written and electronic communication methods
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Unit Title Lead Small Teams
Unit Descriptor This unit covers the skills, knowledge and attitudes required
to determine individual and team development needs and
facilitate the development of the work group.
1. Provide team 1.1 Learning and development needs are systematically

leadership identified and implemented in line with organizational
requirements
1.2 Learning plan to meet individual and group training and
developmental needs is collaboratively developed and
implemented
1.3 Individuals are encouraged to self-evaluate performance
and identify areas for improvement
1.4 Feedback on performance of team members is
collected from relevant sources and compared with
established team learning process
2. Foster 2.1 Learning and development program goals and objectives
individual and are identified to match the specific knowledge and skills
organizational requirements of Competence standards
growth 2.2 Learning delivery methods are appropriate to the
learning goals, the learning style of participants and
availability of equipment and resources
2.3 Workplace learning opportunities and coaching/
mentoring assistance are provided to facilitate individual
and team achievement of competencies
2.4 Resources and timelines required for learning activities
are identified and approved in accordance with
organizational requirements
3. Monitor and 3.1 Feedback from individuals or teams is used to identify
evaluate and implement improvements in future learning
workplace arrangements
learning
3.2 Outcomes and performance of individuals/teams are
assessed and recorded to determine the effectiveness of
development programs and the extent of additional
support
3.3 Modifications to learning plans are negotiated to improve
the efficiency and effectiveness of learning
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3.4 Records and reports of Competence are maintained
within organizational requirement
4. Develop team 4.1 Open communication processes to obtain and share
commitment information is used by team
and
4.2 Decisions are reached by the team in accordance with its
cooperation
agreed roles and responsibilities
4.3 Mutual concern and camaraderie are developed in the
team
5. Facilitate 5.1 Team members actively participated in team activities
accomplishment and communication processes
of organizational
5.2 Teams members developed individual and joint
goals
responsibility for their actions
5.3 Collaborative efforts are sustained to attain
organizational goals
Variable Range
Learning and May include but not limited to:
development • Coaching, mentoring and/or supervision
needs • Formal/informal learning program
• Internal/external training provision
• Work experience/exchange/opportunities
• Personal study
• Career planning/development
• Performance appraisals
• Workplace skills assessment
• Recognition of prior learning
requirements • Quality assurance and/or procedures manuals
• Goals, objectives, plans, systems and processes
• Legal and organizational policy/guidelines and
requirements
• Safety policies, procedures and programs
• Confidentiality and security requirements
• Business and performance plans
standards
Feedback on May include but not limited to:
performance • Formal/informal performance appraisals
• Obtaining feedback from supervisors and colleagues
• Obtaining feedback from clients
• Personal and reflective behavior strategies
• Routine and organizational methods for monitoring service
delivery
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Learning delivery May include but not limited to:
methods • On the job coaching or mentoring
• Problem solving
• Presentation/demonstration
• Formal course participation
• Work experience and Involvement in professional networks
• Conference/seminar attendance and induction
Evidence Guide
Competence • identified and implemented learning opportunities for others
• gave and received feedback constructively
• facilitated participation of individuals in the work of the team
• negotiated learning plans to improve the effectiveness of
learning
• prepared learning plans to match skill needs
• accessed and designated learning opportunities
Knowledge and • coaching and mentoring principles
Attitude • understanding how to work effectively with team members
who have diverse work styles, aspirations, cultures and
perspective
• understanding how to facilitate team development and
improvement
• understanding methods and techniques for eliciting and
interpreting feedback
• understanding methods for identifying and prioritizing
personal development opportunities and options
• knowledge of career paths and competence standards in
the industry
Skills • read and understand a variety of texts, prepare general
information and documents according to target audience;
spell with accuracy; use grammar and punctuation effective
relationships and conflict management
• receive feedback and report, maintain effective
relationships and conflict management
• organize required resources and equipment to meet
learning needs
• provide support to colleagues
• organize information; assess information for relevance and
accuracy; identify and elaborate on learning outcomes
• facilitation skills to conduct small group training sessions
• relate to people from a range of social, cultural, physical
and mental backgrounds
Resource Access to relevant workplace or appropriately simulated
Implications environment where assessment can take place
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Assessment • Interview / Written exam
Context of Competence may be assessed in the workplace or in a
Assessment simulated workplace setting
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Unit Title Improve Business Practice
Unit Code MINGCP3 11 0114
Unit Descriptor This unit covers the skills, knowledge and attitudes required in
promoting, improving and growing business operations.
1. Diagnose the 1.1 Data required for diagnosis is determined and acquired.
business
1.2 Competitive advantage of the business is determined
from the data.
1.3 SWOT analysis of the data is undertaken.
2. Benchmark 2.1 Sources of relevant benchmarking data are identified.
the business 2.2 Key indicators for benchmarking are selected in
consultation with key stakeholders.
2.3 Like indicators of own practice are compared with
benchmark indicators.
2.4 Areas for improvement are identified.
3. Develop 3.1 A consolidated list of required improvements is
plans to developed.
improve 3.2 Cost-benefit ratios for required improvements are
business determined.
performance
3.3 Work flow changes resulting from proposed improvements
are determined.
3.4 Proposed improvements are ranked according to agreed
criteria.
3.5 An action plan is developed and agreed to implement the
top ranked improvements.
3.6 Organizational structures are checked to ensure they
are suitable.
4. Develop 4.1 The practice vision statement is reviewed.
marketing 4.2 Practice objectives are developed/ reviewed.
and
promotional 4.3 Target markets are identified/ refined.
plans 4.4 Market research data is obtained.
4.5 Competitor analysis is obtained.
4.6 Market position is developed/ reviewed.
4.7 Practice brand is developed.
4.8 Benefits of practice/practice products/services are
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identified.
4.9 Promotion tools are selected/ developed.
5. Develop 5.1 Plans are developed to increase yield per existing
business client.
growth plans
5.2 Plans are developed to add new clients.
5.3 Proposed plans are ranked according to agreed criteria.
5.4 An action plan is developed and agreed to implement the
top ranked plans.
5.5 Practice work practices are reviewed to ensure they
support growth plans.
6. Implement 6.1 Implementation plan is developed in consultation with all
and monitor relevant stakeholders.
plans
6.2 Indicators of success of the plan are agreed.
6.3 Implementation is monitored against agreed indicators.
6.4 Implementation is adjusted as required.
Variable Range
Data required May include but not limited to:
includes: • organization capability
• appropriate business structure
• level of client service which can be provided
• internal policies, procedures and practices
• staff levels, capabilities and structure
• market, market definition
• market changes/market segmentation
• market consolidation/fragmentation
• revenue
• level of commercial activity
• expected revenue levels, short and long term
• revenue growth rate
• break even data
• pricing policy
• revenue assumptions
• business environment
• economic conditions
• social factors
• demographic factors
• technological impacts
• political/legislative/regulative impacts
• competitors, competitor pricing and response to pricing
• competitor marketing/branding
• competitor products
Competitive May include but not limited to:
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advantage • services/products
• fees
• location
• timeframe
SWOT analysis May include but not limited to:
• internal strengths such as staff capability, recognized
• quality
• internal weaknesses such as poor morale,
• under-capitalization, poor technology
• external opportunities such as changing market and
• economic conditions
• external threats such as industry fee structures, strategic
• alliances, competitor marketing
Key indicators May include but not limited to:
• salary cost and staffing
• personnel productivity (particularly of principals)
• profitability
• fee structure
• client base
• size staff/principal
• overhead/overhead control
structures • Legal structure (partnership, Limited Liability Company,
etc.)
• organizational structure/hierarchy
• reward schemes
Objectives May include but not limited to:
should be • S: Specific
'SMART' • M: Measurable
• A: Achievable
• R: Realistic
• T: Time defined
Market research May include but not limited to:
data • data about existing clients
• data about possible new clients
• data from internal sources
• data from external sources such as:
trade associations/journals
Yellow Pages small business surveys
libraries
Internet
Chamber of Commerce
client surveys
industry reports
secondary market research
• primary market research such as:
telephone surveys
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personal interviews
mail surveys
Competitor May include but not limited to:
analysis • competitor offerings
• competitor promotion strategies and activities
• competitor profile in the market place
Market position May include but not limited to:
should • product
include data on: • the good or service provided
• product mix
• the core product - what is bought
• the tangible product - what is perceived
• the augmented product - total package of consumer
• features/benefits
• product differentiation from competitive products
• new/changed products
• Price and pricing strategies (cost plus, supply/demand,
ability to pay, etc.)
• Pricing objectives (profit, market penetration, etc.)
• cost components
• market position
• distribution strategies
• marketing channels
• promotion
• promotional strategies
• target audience
• communication
• promotion budget
Practice brand May include but not limited to:
• practice image
• practice logo/letter head/signage
• phone answering protocol
• facility decor
• slogans
• templates for communication/invoicing
• style guide
• writing style
• AIDA (attention, interest, desire, action)
Benefits May include but not limited to:
• features as perceived by the client
• benefits as perceived by the client
Promotion tools May include but not limited to:
• networking and referrals
• seminars
• advertising
• press releases
• publicity and sponsorship
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• brochures
• newsletters (print and/or electronic)
• websites
• direct mail
• telemarketing/cold calling
Yield per existing May include but not limited to:
client • raising charge out rates/fees
• packaging fees
• reduce discounts
• sell more services to existing clients
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Evidence Guide
of Competence • ability to identify the key indicators of business performance
• ability to identify the key market data for the business
• knowledge of a wide range of available information sources
• ability to acquire information not readily available within a
business
• ability to analyze data and determine areas of improvement
• ability to negotiate required improvements to ensure
implementation
• ability to evaluate systems against practice requirements
• and form recommendations and/or make recommendations
• ability to assess the accuracy and relevance of information
Knowledge and • data analysis
Attitudes • communication skills
• computer skills to manipulate data and present information
• negotiation skills
• problem solving
• planning skills
• marketing principles
• ability to acquire and interpret relevant data
• current product and marketing mix
• use of market intelligence
• development and implementation strategies of promotion
and growth plans
Underpinning Demonstrates skill in:
Skills • data analysis and manipulation
• ability to acquire and interpret required data, current
practice systems and structures and sources of relevant
benchmarking data
• applying methods of selecting relevant key benchmarking
indicators
• communication skills
• working and consulting with others when developing plans
for the business
• planning skills, negotiation skills and problem solving
• using computers to manipulate, present and distribute
information
simulated work place setting.
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Assessment
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Maintain Quality System and Continuous Improvement
Unit Title
Processes (Kaizen)
Unit Descriptor This unit of competence covers the skills and knowledge
required to prevent process improvements in their own work
from slipping back to former practices or digressing to less
efficient practices. It covers responsibility for the day- to-day
operation of the work/functional area and ensuring that
quality system requirements are met and that continuous
improvements are initiated and institutionalized.
1. Develop and 1.1 Information about the enterprise's quality system is

maintain quality distributed and explained to personnel
framework 1.2 Personnel are encouraged to participate in
within work area improvement processes and to assume responsibility
and authority
1.3 Responsibilities are allocated for quality within work
area in accordance with quality system
1.4 Coaching and mentoring are provided to ensure that
personnel are able to meet their responsibilities and
quality requirements
2. Maintain quality 2.1 Required quality documentation, including records of
documentation improvement plans and initiatives are identified
2.2 Quality documentation is prepared and accurate data
records are maintained and kept
2.3 Document control system is maintained for work area
2.4 The development and revision of quality manuals and
work instructions are contributed to the work area
2.5 Inspection and test plans are developed and
implemented for quality controlled products
3. Facilitate the 3.1 All required procedures are ensured to be accessible
application of by relevant personnel
standardized
3.2 Personnel are assisted to access relevant procedures,
procedures as required
3.3 Facilitate the resolution of conflicts arising from job
3.4 Facilitate the completion of required work in
accordance with standard procedures and practices
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4. Provide training 4.1 Roles, duties and current competency of relevant
in quality personnel are analyzed
systems and 4.2 Training needs are identified in relation to quality
improvement system and continuous improvement processes
processes (kaizen)
4.3 Opportunities are identified for skills development
and/or training programs to meet needs
4.4 Training and skills development programs are initiated
and monitored
4.5 Accurate training record is maintained
5. Monitor and 5.1 Performance outcomes are reviewed to identify ways in
review which planning and operations could be improved
performance 5.2 The organization’s systems and technology are used
to monitor and review progress and to identify ways in
which planning and operations could be improved
5.3 Customer service is enhanced through the use of
quality improvement techniques and processes
5.4 Plans are adjusted and communicated to personnel
involved in their development and implementation
6. Build continuous 6.1 Improvement team is organized and facilitated
improvement 6.2 Work group members are encouraged to routinely
process monitor key process indicators
6.3 Capacity in the work group is built to critically review
the relevant parts of the value chain
6.4 Work group members are assisted to formalize
improvement suggestions
6.5 Relevant resources are facilitated and work group
members are assisted to develop implementation plans
6.6 Implementation of improvement plans taking
appropriate actions is monitored to assist
implementation where required.
7. Facilitate the 7.1 The job completion process is analyzed
identification of 7.2 Relevant questions of job incumbent are asked
improvement
opportunities 7.3 Job incumbents are encouraged to conceive and
suggest improvements
7.4 The trying out of improvements is facilitated, as
appropriate
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8. Evaluate 8.1 Regular audits of components of the quality system that
relevant relate to the work area are undertaken
components of 8.2 Continuous improvement tools are implemented in
quality system the quality system in accordance with own level of
responsibility and workplace procedures
8.3 The updating of standard procedures and practices is
facilitated
8.4 The capability of the work team aligns with the
requirements of the procedure is ensured
Variable Range
Coaching and May include but not limited to:
mentoring • providing assistance with problem-solving
• providing feedback, support and encouragement
• teaching another member of the team, usually focusing
on a specific work task or skill
Continuous May include but not limited to:
improvement • cyclical audits and reviews of workplace, team and
processes individual performance
• evaluations and monitoring of effectiveness
• implementation of quality systems, such as International
Standardization for Organization (ISO)
• modifications and improvements to systems, processes,
services and products
• policies and procedures which allow the organization to
systematically review and improve the quality of its
products, services and procedures
• seeking and considering feedback from a range of
stakeholders
• Kaizen
• Enterprise-specific improvement systems
Technology May include but not limited to:
• computerized systems and software such as databases,
project management and word processing
• telecommunications devices
• any other technology used to carry out work roles and
responsibilities
Customer service May include but not limited to:
• internal or external
• to existing, new or potential clients
Key process Key process indicators may include:
indicators • statistical process control data/charts
• orders
• lost time, injury and other OHS records
• equipment reliability charts, etc.
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Continuous May include but not limited to:
improvement tools • statistics
• cause and effect diagrams
• fishbone diagram
• Pareto diagrams
• run charts
• X bar R charts
• PDCA
• Sigma techniques
• balanced scorecards
• benchmarking
• performance measurement
• upstream and downstream customers
• internal and external customers immediate and/or final
Evidence Guide
Critical Aspects of Evidence of the following is essential:
Competence • taking active steps to implement, monitor and adjust plans,
processes and procedures to improve performance
• supporting others to implement the continuous
improvement system/processes, and to identify and report
opportunities for further improvement
• knowledge of principles and techniques associated with
continuous improvement systems and processes
• assist others to follow standard procedures and practices
• assist others make improvement suggestions
• standardize and sustain improvements
Assessors should ensure that candidates can:
• implement and monitor defined quality system
• requirements and initiate continuous improvements within
the work area
• apply effective problem identification and problem solving
techniques
• strengthen customer service through a focus on continuous
improvement
• implement, monitor and evaluate quality systems in the
work area
• initiate quality processes to enhance the quality of
performance of individuals and teams in the work area
• gain commitment of individuals/teams to quality principles
and practices
• implement effective communication strategies
• encourage ideas and feedback from team members when
developing and refining techniques and processes
• analyze training needs and implement training programs
• prepare and maintain quality and audit documentation
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Knowledge and • principles and techniques associated with:
Attitudes benchmarking
best practice
change management
continuous improvement systems and processes
quality systems
• range of procedures available and their application to
different jobs
• applicability of TAKT time and MUDA to jobs
• identification and possible causes of variability in jobs
• continuous improvement process for organization
• questioning techniques
• methods of conceiving improvements
• suggestion and try out procedures
• relevant OHS
• quality measurement tools for use in continuous
improvement processes
• established communication channels and protocols
• communication/reporting protocols
• continuous improvement principles and process
• enterprise business goals and key performance indicators
• enterprise information systems management
• enterprise organizational structure, delegations and
responsibilities
• policy and procedure development processes
• relevant health, safety and environment requirements
• relevant national and international quality standards and
protocols
• standard operating procedures (SOPs) for the technical
work performed in work area
• enterprise quality system
• coach and mentor team members
• gain the commitment of individuals and teams to
continuously improve
• innovate or design better ways of performing work
• communicate with relevant people
• prioritize and plan tasks related to encouraging and
improving use of standardized procedures
• negotiate with others to resolve conflicts and gain
commitment to standardized procedures
• facilitate other employees in improvement activities
• implement and monitor defined quality system requirements
• initiate continuous improvements within the work area
• apply effective problem identification and problem solving
techniques
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• strengthen customer service through a focus on continuous
improvement
• implement, monitor and evaluate quality systems
• implement effective communication strategies
• encourage ideas and feedback from team members when
developing and refining techniques and processes
• analyze training needs and implementing training programs
• prepare and maintain quality and audit documentation
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NTQF Level IV
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Occupational Standard: Lapidary Level IV
Identify the Requirements for Establishing Gem-Cutting
Unit Title
Workshop
knowledge required to identify the requirements for
establishing an gem-cutting workshop.

1. Assess
1.1 What the workshop is to be used for and how many people
workshop will be working there are decided
requirements
1.2 The consumables, fixtures and fittings needed for an
gem-cutting workshop are determined
1.3 Essential and desirable machinery needed for a cutting
and polishing workshop are identified
1.4 The OHS issues are assessed for an opal-cutting and
polishing workshop and determine control measures
required
1.5 The environmental protection requirements and plan
compliance are determined
1.6 The specifications are assessed for the building needed
for an opal-cutting workshop, including size, electrical
fittings, and water and drainage requirements
2. Identify
2.1 Manufacturers and suppliers/agents are identified for
suppliers of
new and second-hand lapidary equipment
machinery and
consumables 2.2 Prices and advantages and disadvantages of new and
and establish second-hand equipment, and the costs are compared in
set-up cost obtaining machinery and equipment
2.3 Suppliers are listed of consumables and prices compared
2.4 Estimates of the cost of services required to set up the
workshop are obtained
3. Investigate
3.1 A draft budget and cash flow are developed for the first
resources year of operation
needed to set
up the workshop 3.2 Appropriate research techniques are used to investigate
sources of finance and repayment schedules
4. Document the
4.1 The information gained is recorded
information
4.2 The information is organised so that it can be used as the
basis for making a decision on whether to proceed with the
option to set up an opal cutting and polishing business
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Variable Range
Fixtures and May include but not limited to:
fittings • air conditioning
• benches
• chairs
• chemical cupboards
• cupboards
• floor coverings
• safes
• security requirements, such as door and window locks
alarms
• shelving
• telephone
• windows and doors.
Machinery and May include but not limited to:
equipment • bench grinder 6″ or 8″
• combination units for grind, sand and polish
• diamond grinding, sanding and polishing units
• drum or belt sanders
• dry sanding units
• free-hand saws
• grinding arbours with belt drive
• leather or felt polishing units
• multi-blade saws
• slab saws
• trim saws
• ventilation system and filters
• Wet sanding units.
OHS issues May include but not limited to:
• appropriate clothing and footwear
• chemicals
• cleanliness of work areas
• dangers of using electricity and water in the same
environment
• dust and fumes
• ergonomics
• fire extinguishers
• first aid kit
• guarding for machinery
• lighting
• naked flames
• noise
• safety glasses
• Ventilation.
Electrical fittings May include but not limited to:
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• cabling and machine wiring
• exhaust fans and dust extraction
• hardwired control and fuse box
• lighting primary and secondary
• switches and safety stops
• Waterproof power outlets.
Water and May include but not limited to:
drainage • hosing to machinery
requirements • sludge traps
• splash guards
• taps
• water drainage and disposal
• water supply, mains or gravity fed
• Water trays.
Manufacturers May include but not limited to:
and • Ashworths Pty Ltd
suppliers/agents • Contempo Lapidary
• Covington
• Des Liston Lapidary
• Diamond Pacific
• Embel Lapidary
• Gemmasta
• Gemtec
• Graves
• Lapcraft
• Raytech
• Robilt
• Shelleys Lapidary Supplies
• T. F. Lapidary
• Thompson’s Lapidary
• Western Lapidary Supplies.
Costs May include but not limited to:
• bank charges
• currency exchange
• duty or excise
• freight
• GST
• initial cost of machine
• insurance
• ongoing maintenance
• postage
• Set-up costs.
Services May include but not limited to:
• electrician
• Plumbing.
Sources of May include but not limited to:
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finance • banks
• credit unions
• partnerships
• Private loans.
Evidence Guide
Competence • various reference materials
• internet
• Lapidary magazines and catalogues.
Knowledge and • gem-cutting workshop requirements
Attitudes • manufacturers and suppliers of gem-cutting equipment
• Basic cost analysis, business principles and business
planning.
Skills • source information from suppliers about costs and
equipment requirements
• obtain estimates from service providers and financial
institutions
• document and access information on gem-cutting
equipment, manufacturers and the setting up of an gem-
cutting workshop
• initiative and enterprise skills to:
• obtain estimates
• develop draft budgets and cash flow
• investigate sources of finance
• planning and organising skills to record information and
organise it in a way that can be used as a basis for
decision making
• problem-solving skills to identify contingencies, such as
OHS issues and rectify them
• numeracy skills to develop draft budgets, cash flow and
price materials
• self-management skills to deliver information on time to
appropriate persons for review and decision making
• basic research skills, including internet searching skills
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Unit Title Apply Advanced Pre-cutting Processes to Complex

Precious Gems
knowledge required to perform the pre-cutting processes for
boulder and other special opals. It includes documenting and
recording all aspects of the procurement and pre-cutting
process.

1. Identify type of
1.1 Preliminary investigations are undertaken before deciding
opal rough
how to proceed with cutting or carving the opal
1.2 Current market requirements are reviewed and consulted
with client to determine his/her preference for how opal
could be cut
1.3 The location of the colour within the rough opal is
determined based on knowledge of the geological
formation of opal, field from which the opal came and past
experience
1.4 Possible strategies are discussed for cutting with
colleagues and client as required
1.5 Jewellers’ requirements are determined for products being
considered
1.6 The options are reviewed for cutting and cut is planned to
achieve the best result
2. Block off the 2.1 When working with boulder opal, a series of cuts are used
stone (boulder
to block off stone to gain more information about position
opal) and quality of the opal present in the stone and determine
best gem outcomes from that piece of boulder
2.2 Position of opal is identified and waste minimised when
making cuts
2.3 Block opal is cracked along fault lines if appropriate
3. Expose the
3.1 Appropriate equipment is used to expose the colour
colour
without removing gem material
3.2 The correct grinding wheels and grits are selected for a
given piece
4. Decide on
4.1 The stone is reviewed, the directionality determined and
whether to cut
decided on the final outcome to be achieved
and/or carve the
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opal
4.2 Unwanted material is removed and the stone prepared
for final processing
4.3 The way is selected to cut the stone for the best artistic
and commercial return
Variable Range
equipment • Asahi wheel
• diamond grinder
• diamond sawing
• free-hand saw
• nova wheel
• slab saw
• Trim saw.
Unwanted May include but not limited to:
material • cotton and gypsum
• cracked material
• crockery
• iron stone
• materials with inclusions or stains
• matrix (in black opal as a unwanted inclusion)
• poor colour
• potch
• Sandstone.
Evidence Guide
Competence • make sound decisions about the final outcome to be
achieved and complete all pre-cutting and pre-forming
processes for boulder, black and especially valuable or
difficult opals
• Demonstrate knowledge of geological formation and
structure of opal.
Knowledge and • characteristics of opal gemstone structure and formation
Attitudes • importance of achieving yield when cutting a gemstone
• market trends
• jewellers’ and industry requirements
• OHS principles and safe operating procedures for cutting
machinery, including:
• appropriate procedures for dealing with emissions
• complying with the safe operating procedures for each
machine
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required

Skills communication skills to discuss cutting strategies with clients
and colleagues
• planning and organising skills to:
choose appropriate equipment
select the way to cut the stone for best artistic and
commercial return
• problem-solving skills to deal with complications in the pre-
cutting stage as well as OHS or safety issues
• make sound decisions to achieve best colour and yield
• determine the position of the colour in a boulder opal
• use appropriate equipment
• apply OHS principles and safe operating procedures
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Unit Title Opal Spheres and Beads
knowledge required to produce opal spheres and beads,
including the selection of the rough opal through to the drilling
and final polishing.

1. Set up 1.1 Bead mill, sphere-making equipment and drills are set
machinery and up to manufacturers’ specifications
equipment
1.2 The maintenance areas are identified and the required
maintenance routine is completed
1.3 Other methods of making spheres and beads are
investigated if commercial equipment is not available
2. Select and 2.1 Materials suitable for making spheres or beads are
pre-form selected
material
2.2 Opal are performed using saw or grinder to produce
required shape
2.3 Shape corners are ground to establish rounded form
3. Produce opal 3.1 Holder template is filled with pre-formed beads (range of
bead is drilled shapes)
3.2 Pre-formed beads in bead mill are ground using #120
silicon carbide powder until they are rounded
3.3 The holder template is changed to a small size if
necessary
3.4 Faulty or broken opal is removed from the bead mill
3.5 Beads are removed from the bead mill and clean
4. Drill beads 4.1 Beads are selected for drilling
4.2 Bead is placed in bead vice, half way is drilled into the
bead, alignment is turned over, checked and the other half
is drilled ensuring a cut hole through the bead
5. Polish beads 5.1 Cleaned beads are placed in tumble polisher with
increasingly fine grinding medium
5.2 Tumbler and beads are cleaned at every change over
5.3 Beads are cleaned thoroughly after the final grind, placed
in the tumbler with polishing medium and tumbled to a
high lustre
5.4 Finished beads are cleaned thoroughly with water
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6. Produce opal 6.1 Opals are selected to make spheres and pre-form the
spheres spheres
6.2 The spheres in a sphere maker are ground with water and
increasingly fine grinding medium
6.3 Spheres are cleaned thoroughly at each change over
6.4 Cleaned sphere is polished with polishing medium and
water using leather sphere cups to desired polish
Variable Range
Bead mill, sphere May include but not limited to:
making • Arrowhead Gem craft (USA) Sphere Machine
equipment and • E & J Adams Lapidary (USA) Sphere Machine
drills • home-made equipment
• Mahashi (Japan) Bead Mill
• Richardson’s (USA) Sphere Machine.
areas • bead mill:
all bearings
all electrics
bead holders and wear factor
bottom rotating disc and wear factor
rubber pad on top rotating disc
• sphere makers:
all electrics
assorted sphere cups
polishing pads
Reduction boxes.
Materials suitable May include but not limited to:
for making • any opal material, taking into account a yield factor or
spheres and recovery rate of only 10% to 15% from a given ounce of
beads rough opal
• beads of a variety of regular or free form shapes
• Spheres cut from any opal material, with consideration of
yield factor.
Grinding May include but not limited to:
mediums • diamond powder #80 through to #1200
• Silicon carbide grit #80 through to #1200.
Polishing May include but not limited to:
mediums • cerium or tin oxide
• Diamond powder #3000 through to #100,000.
Evidence Guide
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Competence • Identify and safely use machinery and equipment to cut
and polish opal beads and spheres to meet the
requirements of industry.
Knowledge and • Machinery, equipment and consumables required to
Attitudes produce opal beads and spheres.
Skills • critical thinking and analytical skills to investigate other
methods of making spheres and beads where commercial
equipment isn’t available
• planning and organising skills to organise required
materials
• problem-solving skills to deal with contingencies
• use appropriate machinery and equipment
• Select appropriate material for beads and spheres.
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Unit Title Facet Precious Gemstones
knowledge required to use a faceting machine to facet semi-
precious gemstones, including selecting material, pre-forming,
and cutting and polishing a selected stone. The machine may
be used to produce a traditional faceted gemstone and also to
complete a range of other tasks, such as making cubes from
opal material.

1. Set up faceting
1.1 Faceting machines are set up to manufacturers’
equipment specifications identifying machine components and laps
1.2 Manufacturers’ maintenance checklist is completed
1.3 Index wheels are investigated for quill and main and
critical angles identified for opal
2. Select, pre-
2.1 Piece of opal suitable for faceting is selected
shape and dop
selected gem 2.2 Piece is pre-shaped using faceting machine or bench
piece grinder to establish crown and pavilion
2.3 Dop stone and work on pavilion first
3. Grind, sand
3.1 Dopped stone is placed in quill and aligned to create girdle
and polish
pavilion 3.2 Girdle is ground to desired shape on medium to fine lap
3.3 Main facets are ground at main angle on medium to fine
lap
3.4 Break facets are ground at girdle break angle on fine lap
3.5 Culet facets are ground at culet angle on fine or pre-polish
lap
3.6 All pavilion facets including girdle are fine lapped, pre-
polished and polished
4. Transfer stone 4.1 Stone is transferred to suitable dop
4.2 Crown dop is removed and new dop and stone are placed
in faceting quill
5. Grind, pre- 5.1 Girdle facet on lap is placed at 90º, index setting 64 or 96
polish and
and lock quill
polish crown
5.2 Girdle break facets are ground at break angle establishing
girdle thickness, on a medium to fine lap
5.3 Main facets are ground at main angle on fine lap
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5.4 Table facet on fine lap is cut to 40% of total width of stone
5.5 All crown facets are pre-polished
5.6 Star facets are ground using pre-polish lap
5.7 All facets are polished
Variable Range
Faceting May include but not limited to:
machines • Facet on (USA)
• Gemmasta (Aus)
• Graves (USA)
• jamb peg
• Platform
• Poly-Metrics (USA)
• Post
• Raytech (USA)
• Ultra Tec (USA).
Machine May include but not limited to:
components • angle venire (protractor)
• coarse and fine height adjuster
• coolant tank
• forward and reverse switch
• hand piece (quill)
• index wheel
• master lap
• radial venire (cheater)
• sliding post
• Variable speed control.
Laps’ diamond May include but not limited to:
grit size • coarse #80, #100, #120, #180
• fine #800, #1000, #1200
• medium #220, #320, #360, #400, #600
• polish #14000, #50000, #10000
• Pre-polish #2400, #3000, #8000.
checklist • check electrics regularly for faults and water seepage
• cover machine when not in use
• keep all laps separate from each other
• keep whole machine clean
• oil and clean moving parts
• read manufacturer manual and keep near machine.
Opal suitable for • May include but not limited to:
faceting • Australian clear jelly opal
• Australian electric blue opal
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• contra-luz
• Mexican cherry opal
• Mexican fire opal
• any transparent opal.
Angles May include but not limited to:
• critical angle 43½º
• crown main 43º
• culet angle 44º
• girdle breaks, main angle plus 6º to 15º
• pavilion main 45º
• star facets, main angle minus 15º
• Table facet 0º.
Evidence Guide
Competence • select opal pieces suitable for faceting
• use faceting equipment to produce and polish a faceted
opal that conforms to industry standards
• Follow all OHS requirements for machinery and equipment
procedures.
Knowledge and • suitability of opal pieces for faceting
Attitudes • equipment and consumables required for opal faceting
process
• industry standards for faceting
Skills • critical thinking and analytical skills to select appropriate
opal pieces
• problem-solving skills to deal with contingencies and OHS
issues
• facet, grind and polish stones and maintain equipment
• set up equipment to manufacturer specifications.
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Unit Title Production Cut and Polish Opal
knowledge required to cut and polish opal to meet trade
requirements so that the operation is completed in minimum
time Those applying the skills and knowledge covered by this
unit cut and polish opals on a continuous basis producing
pieces that comply with trade requirements. The cutting must
be done in such a way that the cutting business is viable and
the stone meets trade requirements.

1. Select the 1.1 The machinery, consumables and adhesives are
machinery and
selected
consumables for
production 1.2 The lighting equipment is selected for UV-sensitive
cutting opal adhesives
1.3 Material Safety Data Sheets (MSDS) are obtained for
materials used
2. Identify and
2.1 Sources and cost of rough opal are determined and
coordinate
supplies obtained
resources
2.2 Sources and cost of consumables, including backing
material and triplet tops are determined, and supplies
obtained
2.3 Information about suppliers and costs is recorded
2.4 Stock management system is set up
3. Review the
3.1 Workshop layout is reviewed in relation to production
layout of the cutting and adjustments are made to facilitate workflow
workshop and
where required
set up
machinery and 3.2 Multi-blade saw, grinder, sander, polisher and lighting
equipment for equipment are set up to manufacturers’ specifications
production 3.3 Dopping rack and other racks and containers are set up as
cutting needed
4. Cut and polish 4.1 Opals are cut and polished to trade requirements within
opal to industry
the predetermined time constraints
requirements
within the time 4.2 Appropriate dopping techniques are used for production
constraints of work
the production 4.3 Opals trade requirements for standard millimetre sizes
process are ensured for particular applications
4.4 OHS requirements are followed for machinery, equipment
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and consumables
Variable Range
Machinery May include but not limited to:
• cabochon cutting machine
• cabochon pre-former
• diamond sintered wheel grinder
• faceting unit pre-former
• high speed sanding unit
• multi-blade trim saw
• pumice pre-polishing unit
• soft diamond wheel sanding and polishing unit
• spongy wheel sanding unit
• triplet slicing machine
• UV light box
• vibro tumbler.
Consumables and May include but not limited to:
adhesives • #400 acid treated silicon carbide powder
• backing material
• blackening agent
• dopping wax or adhesive
• epoxy adhesive
• grinding wheels
• polishing powder (cerium oxide)
• polishing wheels (diamond or felt)
• red sealing wax
• rough opal
• sanding wheels (diamond or spongy)
• trim saw blades
• triplet slicing blades: 120, 140, 160 and 180
• triplet tops
• UV adhesive
• Water and electricity.
Backing materials May include but not limited to:
• black jade
• black potch (best)
• boulder iron stone
• clear or transparent potch
• dark grey potch
• glass (triplet only)
• obsidian (black)
• vitrolite (triplet only).
Stock May include but not limited to:
management • avoiding cutting irregular sizes or shapes to minimise slow
system stock
• maintaining rough opal and consumable supplies
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• regularly checking continuity of consumables with
suppliers
• Stocking popular sizes to meet new markets.
Doping May include but not limited to:
techniques • 5-minute epoxy glue
• aluminium or wooden dop sticks
• collapsible rack for holding dop sticks
• green or red sealing wax
• vacuum doping
• Wood glues.
Standard May include but not limited to:
millimetre sizes • consistent accurate sizes
• no grinding marks or sanding marks on surface.
Evidence Guide
Competence • cut opal in a production environment meeting industry and
quality standards and working with commercial constraints
• select machinery and consumables
• organise the workshop for production cutting
• Handle OHS issues appropriately.
Attitudes • suitability of opal pieces for carving
consumables
• procedures and equipment used in production cutting
• where to locate and cost materials for production cutting
• stock management requirements
machinery
Skills • planning and organising skills to:
select appropriate tools, equipment and materials
set up a workshop environment
• problem-solving skills to correct OHS issues
• literacy skills to interpret technical documentation
• numeracy skills to:
cost materials
use numerical features of machinery
• choose appropriate stone for cutting
• cut, sand and polish opals using correct technique
• correct faults and defects
• source materials
• follow the procedures for stock management
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• service and test equipment
• Technology skills to set up and use production equipment.
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Unit Title Perform Gemstone Setting
Unit Descriptor This unit covers performing most diamond and gem setting
styles by manual methods.
1. Identify setting 1.1 Setting requirements are identified.

requirements
1.2 Gemstone status is assessed.
1.3 Setting metal is identified.
2. Prepare 2.1 Tools are selected for use in achieving the desired
materials and outcome.
equipment for
setting 2.2 Tools are prepared and maintained to produce required
specifications.
2.3 Metal is prepared for setting.
3. Perform 3.1 Gemstones are secured correctly.
gemstone
setting 3.2 Setting metal is finished/burnished to specification.
4. Identify setting 4.1 Setting requirements are identified.

requirements
4.2 Gemstone status is assessed.
4.3 Setting metal is identified.
Variable Range
Setting May include but not limited to:
requirements • Type of setting, specific product handling measures
Tools May include but not limited
• Various holding and securing devices, pliers, burrs,
scaupers, burnishes, emery, beaders
Evidence Guide
Competence • the candidate can competently and consistently perform all
elements of the unit as specified by the criteria, including
required knowledge, and be capable of applying the
competency in new and different situations and contexts
Knowledge and • setting processes and terminology gemstone features and
Attitudes handling procedures
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• suitability of metal for carving and setting maintenance of
tools
• setting techniques, processes and procedures working
properties of materials
Skills • selecting and preparing tools
• identifying metals
• identifying gemstone features
• adjusting, sharpening and maintaining tools
• preparing metals
• securing gemstones
• Reading and interpreting routine information on written job
instructions, specifications and standard operating
procedures.
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Unit Title Opal Carving
knowledge required to carve Cameos, Intaglios, Ornamental
or Utilitarian Items from gem materials, including all the
processes from the selection of the piece of opal to the
completed polished carving.

1. Select the stone
1.1 Available pieces of rough opal are reviewed to determine
and clarify the the suitability or necessity for carving
required
outcome 1.2 The potential of pieces of opal is assessed for carving
depending on the shape, size, position of the colour, and
other characteristics of the stone
1.3 The stone is rubbed removing foreign materials and
eliminating faults
1.4 The potential for enhancing stone is discussed with
colleagues and client
1.5 The approach to be taken is determined to achieve the
potential of the stone and the value of the finished product
maximised
2. Select tools, 2.1 Carving tools and equipment needed to achieve the
equipment and desired result are selected
materials
2.2 Consumables are selected for sanding and polishing the
carving
2.3 OHS issues are determined and complied with OHS
procedures when using the equipment and consumables
3. Carve Gem
3.1 The stone is cleaned removing foreign materials and
eliminating faults
3.2 Stone is ground to desired shape using high speed fine grit
burr and accommodating existing colour and patterns
3.3 Ensure opal is not heated
3.4 Carving is sanded with suitable sanding mediums, from
coarse to extra fine
4. Polish the
4.1 Entire carving is polished with polishing compound
carving
4.2 Magnification is used to check the finished carving for
faults and if necessary rectify faults
5. Ensure that
5.1 The carving is checked to ensure that industry practice
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industry and expectations are satisfied
standards are 5.2 Any faults are corrected or defected if required
satisfied
Variable Range
Carving tools May include but limited to:
• assorted mandrels
• coarse, medium, fine and extra fine wheels
• diamond grinding burrs of assorted shapes
• diamond polishing wheels of assorted shapes
• diamond sanding wheels of assorted shapes
• felt polishing buffs
• sanding discs, assorted grit sizes and diameters
• silicon carbide grinding burrs of assorted shapes
• supporting equipment:
drip feed watering system
dust extraction system
• Wooden polishing buffs.
Carving May include but limited to:
equipment • air power tools
• centre point carvers
• flexible drive
• hobby carvers
• micro motor
• Personal Protective Equipment (PPE).
OHS issues May include but limited to:
• contamination
• eye protection
• guarding
• keeping a clean work area
• minimising dust inhalation
• maintaining equipment
• Unattended running machinery.
Sanding mediums May include but limited to:
• coarse, medium, fine and extra fine wheels of assorted
shapes
• diamond powders up to #1200 on felt/wooden wheels
• pumice powders on felt wheels
• sandpaper wheels and discs up to #1200, assorted sizes
• Silicon carbide powders up to #1200 on felt/wooden
wheels.
Polishing May include but limited to:
compounds • cerium oxide on felt, leather or wooden wheels or discs
• Diamond compounds from #1200 to #100,000tin oxide.
Industry practice May include but limited to:
and expectations • no sharp or protruding areas
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• when shaping, keep the setting into jewellery in mind
• very high polish
• no grinding marks or sanding marks on surface
• no cracks or obvious inclusions that should have been
removed with initial grinding
• avoiding making the carving too large
• Considering how strength of colour may affect the need for
detail.
Evidence Guide
Competence • select opal pieces suitable for carving
• carve the opal using opal carving equipment to industry
standard
• Polish the carving according to industry standards.
Attitudes • suitability of opal pieces for carving
consumables
machinery
• industry standards for carving
Skills • communication skills to discuss potential for enhancing
stone with colleagues and clients
• critical thinking and analytical skills to assess the potential
of pieces and choose the best approach
• planning and organising skills to select appropriate tools,
equipment and materials
choose appropriate stone for cutting
cut, sand and polish opals using correct technique
Correct faults and defects.
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Unit Title Market Gemstones
Unit Descriptor This unit covers skill, knowledge & attitude of designing and
co-coordinating a marketing plan. It requires the application of
skills and knowledge to analyze market conditions and access
and evaluate advice on market and potential distribution
options. In addition, it requires an awareness of industry
structures and business trends. The functions associated with
this standard would be performed independently and under
limited supervision.

1. Evaluate
1.1 Relevant information is researched and analyzed to
commerce all in identify market trends.
formation
1.2 Competing products are identified and evaluated to
determine strengths and weaknesses of own products.
1.3 Collected information is presented in a manner which
provides clear and concise information.
1.4 Market and situation analysis is conducted using
established techniques in accordance with available
budget and the need for external assistance.
2. Identify
2.1 Materials are created that enhance the product and
marketing
commercial presentation.
requirements
2.2 Priorities, responsibilities, timelines and budgets are
recorded and communicated to appropriate colleagues.
2.3 Proximity of the market area is evaluated.
3. Determine
3.1 Detailed plans for promotional activities are prepared
promotional
and recorded according to enterprise guidelines.
strategies
3.2 Outlined in the promotional plan are objectives, level of
exposure to be achieved and available markets.
3.3 Strategies are taken account of feedback from operational
staff, time management and scheduling issues, and
resource constraints.
3.4 Marketing objectives are established based on new and
retained business consistent with product and operational
business plans.
4. Organize
4.1 Criteria are established to measure impact and success of
implementation
promotional activities.
4.2 Adjustments to the promotional strategy product
distribution are made promptly to ensure consistency of
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promotion.
4.3 Required distribution channels are defined and
established.
4.4 Product documentation is distributed on time in the
specified quantities.
Variable Range
Information May include but not limited to:
• market information
• customer/client feedback
• Higher learning and Research Institutions
Market Area May include but not limited to:
• National and International Trade fairs
• Exhibitions
• Shops
Promotional May include but not limited to:
activities • Printed medias
• Electronic medias
• Web site
• Display
Evidence Guide
Competence • Researched and analyzed relevant information to identify
market trends.
• Identified and evaluated competing products to determine
strengths and weaknesses of own products.
• Created promotional materials that enhance the product
and commercial presentation.
• Established marketing objectives based on new and
business plans.
• Made adjustments to the promotional strategy product
distribution promptly to ensure consistency of promotion.
• Defined and established required distribution channels.
Knowledge and • financial management and budgeting
Attitudes • rural organizations policies and procedures for marketing
and promotions
• sales and marketing principles and practices
• sound knowledge of promotional activities including, trade
shows, in-house promotions, advertising, public relations,
familiarizations, signage, display and word of mouth
• relevant State/Territory legislative requirements with
regard to OHS and risk management procedures for
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management of promotional activities
• legal issues that affect marketing activities (trade
practices, Fair Trading Acts, Sales of Goods Acts)
• industry and marketing knowledge including sales
networks and distribution systems, and customer trends
and preferences
• Demographic studies and their application in the
development of a marketing plan.
Skills • Identified and evaluated competing products to determine
strengths and weaknesses of own products.
• Created promotional materials that enhance the product
and commercial presentation.
• Established marketing objectives based on new and
business plans
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Unit Title Plan and Organize Work
Unit Descriptor This unit covers the knowledge, skills and attitude required in
planning and organizing work activities in a production
application. It may be applied to a small independent
operation or to a section of a large organization.

1. Set objectives 1.1 Objectives are planned consistent with and linked to
work activities in accordance with organizational aims.
1.2 Objectives are stated as measurable targets with clear
time frames.
1.3 Support and commitment of team members are reflected
in the objectives.
1.4 Realistic and attainable objectives are identified.
2. Plan and 2.1 Tasks/work activities to be completed are identified and
schedule work prioritized as directed.
activities 2.2 Tasks/work activities are broken down into steps in
accordance with set time frames and achievable
components.
2.3 Task/work activities are assigned to appropriate team or
individuals in accordance with agreed functions.
2.4 Resources are allocated as per requirements of the
activity.
2.5 Schedule of work activities is coordinated with
personnel concerned.
3. Implement 3.1 Work methods and practices are identified in
work plans consultation with personnel concerned.
3.2 Work plans are implemented in accordance with set time
frames, resources and standards.
4. Monitor work 4.1 Work activities are monitored and compared with set
activities objectives.
4.2 Work performance is monitored.
4.3 Deviations from work activities are reported and
recommendations are coordinated with appropriate
personnel and in accordance with set standards.
4.4 Reporting requirements are complied with in accordance
with recommended format.
4.5 Timeliness of report is observed.
4.6 Files are established and maintained in accordance with
standard operating procedures.
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5. Review and 5.1 Work plans, strategies and implementation are reviewed
evaluate work based on accurate, relevant and current information.
plans and
5.2 Review is done based on comprehensive consultation
activities
with appropriate personnel on outcomes of work plans
and reliable feedback.
5.3 Results of review are provided to concerned parties and
formed as the basis for adjustments/simplifications to be
made to policies, processes and activities.
5.4 Performance appraisal is conducted in accordance with
organization rules and regulations.
5.5 Performance appraisal report is prepared and
documented regularly as per organization requirements.
5.6 Recommendations are prepared and presented to
appropriate personnel/authorities.
5.7 Feedback mechanisms are implemented in line with
organization policies.
Variable Range
Objectives May include but not limited to:
• Specific
• General
Resources May include but not limited to:
• Personnel
• Equipment and technology
• Services
• Supplies and materials
• Sources for accessing specialist advice
• Budget
Schedule of work May include but not limited to:
activities • Daily
• Work-based
• Contractual
Regular
Work methods May include but not limited to:
and practices • Legislated regulations and codes of practice
• Industry regulations and codes of practice
• Occupational health and safety practices
Work plans May include but not limited to:
• Daily work plans
• Project plans
• Program plans
• Resource plans
• Skills development plans
• Management strategies and objectives
Standards May include but not limited to:
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• Performance targets
• Performance management and evaluation systems
• Occupational standards
• Employment contracts
• Client contracts
• Discipline procedures
• Workplace assessment guidelines
• Internal quality assurance
• Internal and external accountability and auditing
requirements
• Training Regulation Standards
• Safety Standards
personnel/ • Appropriate personnel include:
authorities • Management
• Line Staff
Feedback May include but not limited to:
mechanisms • Verbal feedback
• Informal feedback
• Formal feedback
• Questionnaire
• Survey
• Group discussion
Evidence Guide
of Competence • set objectives
• planned and scheduled work activities
• implemented work plans
• monitored work activities
• reviewed and evaluated work plans and activities
Knowledge and • organization’s strategic plan, policies rules and regulations,
Attitudes laws and objectives for work unit activities and priorities
• organizations policies, strategic plans, guidelines related to
the role of the work unit
• team work and consultation strategies
Underpinning Demonstrates skill to:
Skills • plan
• lead
• organize
• coordinate
• communicate
• inter-and intra-person/motivation skills
• present
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Unit Title Migrate to New Technology
Unit Descriptor This unit defines the competence required to apply skills and
knowledge in using new or upgraded technology. The
rationale behind this unit emphasizes the importance of
constantly reviewing work processes, skills and techniques in
order to ensure that the quality of the entire business process
is maintained at the highest level possible through the
appropriate application of new technology. To this end, the
person is typically engaged in on-going review and research
in order to discover and apply new technology or techniques
to improve aspects of the organization’s activities.
1. Apply existing 1.1 Situations are identified where existing knowledge can be
knowledge and used as the basis for developing new skills.
techniques to
1.2 New or upgraded technology skills are acquired and
technology and
used to enhance learning.
transfer
1.3 New or upgraded equipment are identified, classified and
used where appropriate, for the benefit of the
organization.
2. Apply functions 2.1 Testing of new or upgraded equipment is conducted
of technology according to the specification manual.
to assist in
2.2 Features of new or upgraded equipment are applied
solving
within the organization
organizational
problems 2.3 Features and functions of new or upgraded equipment
are used for solving organizational problems
2.4 Sources of information relating to new or upgraded
equipment are accessed and used
3. Evaluate new 3.1 New or upgraded equipment is evaluated for
or upgraded performance, usability and against OHS standards.
technology
3.2 Environmental considerations are determined from
performance
new or upgraded equipment.
3.3 Feedback is sought from users where appropriate.
Variables Range
Environmental May include but is not limited to:
Considerations • recycling, safe disposal of packaging (e.g. cardboard,
polystyrene, paper, plastic) and correct disposal of waste
materials by an authorized body
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Feedback May include but is not limited to:
• surveys,
• questionnaires,
• interviews and meetings.
Evidence Guide
Critical Aspects of Competence must confirm the ability to transfer the
Competence application of existing skills and knowledge to new technology
Knowledge and • Broad awareness of current technology trends and
Attitudes directions in the industry (e.g. systems/procedures,
services, new developments, new protocols)
• Knowledge of vendor product directions
• Ability to locate appropriate sources of information
regarding metal manufacturing and new technologies
• Current industry products/services, procedures and
techniques with knowledge of general features
• Information gathering techniques
Skills • Research skills for identifying broad features of new
technologies
• Ability to assist in the decision making process
• Literacy skills in regard to interpretation of technical
manuals
• Ability to solve known problems in a variety of situations
and locations
• Evaluate and apply new technology to assist in solving
organizational problems
• General analytical skills in relation to known problems
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Unit Title Establish Quality Standards
Unit Descriptor This unit covers the knowledge, skills and attitudes required to
establish quality specifications for work outcomes and work
performance. It includes monitoring and participation in
maintaining and improving quality, identifying critical control
points in the production of quality output and assisting in
planning and implementing of quality assurance procedures.
1. Establish 1.1 Market specifications are sourced and legislated

quality requirements identified.
specifications
1.2 Quality specifications are developed and agreed upon
for product
1.3 Quality specifications are documented and introduced to
organization staff / personnel in accordance with the
organization policy
1.4 Quality specifications are updated when necessary
2. Identify 2.1. Critical control points impacting on quality are identified.
hazards and 2.2. Degree of risk for each hazard is determined.
critical control
points 2.3. Necessary documentation is accomplished in
accordance with organization quality procedures
3. Assist in 3.1 Procedures for each identified control point are
planning of developed to ensure optimum quality.
quality 3.2 Hazards and risks are minimized through application of
assurance
appropriate controls.
procedures
3.3 Processes are developed to monitor the effectiveness of
quality assurance procedures.
4. Implement 4.1 Responsibilities for carrying out procedures are allocated
quality to staff and contractors.
assurance
4.2 Instructions are prepared in accordance with the
procedures
enterprise’s quality assurance program.
4.3 Staff and contractors are given induction training on the
quality assurance policy.
4.4 Staff and contractors are given in-service training
relevant to their allocated safety procedures.
5. Monitor quality 5.1 Quality requirements are identified
of work
5.2 Inputs are inspected to confirm capability to meet quality
outcome requirements
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5.3 Work is conducted to produce required outcomes
5.4 Work processes are monitored to confirm quality of
output and/or service
5.5 Processes are adjusted to maintain outputs within
specification.
6. Participate in 6.1 Work area, materials, processes and product are
maintaining routinely monitored to ensure compliance with quality
and improving requirements
quality at work
6.2 Non-conformance in inputs, process, product and/or
service is identified and reported according to workplace
reporting requirements
6.3 Corrective action is taken within level of responsibility, to
maintain quality standards
6.4 Quality issues are raised with designated personnel
7. Report 7.1 Potential or existing quality problems are recognized.
problems that 7.2 Instances of variation in quality are identified from
affect quality specifications or work instructions.
7.3 Variation and potential problems are reported to
supervisor/manager according to enterprise guidelines.
Variable Range
Sourced May include but is not limited to:
• End-users
• Customers or stakeholders
Legislated May include but is not limited to:
requirements • Verification of product quality as part of consumer legislation
or specific legislation related to product content or
composition.
Safety May include but is not limited to:
procedures. • Use of tools and equipment for fabrication/production/
manufacturing works
• Workplace environment and handling of material safety,
• Following occupational health and safety procedures
designated for the task
• Respect the policies, regulations, legislations, rule and
procedures for manufacturing/production/fabrication works
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Evidence Guide
Critical Aspect of Demonstrates skills and knowledge in:
Competence • Monitored quality of work
• Established quality specifications for product
• Participated in maintaining and improving quality at work
• Identified hazards and critical control points in the production
of quality product
• Assisted in planning of quality assurance procedures
• Reported problems that affect quality
• Implemented quality assurance procedures
Knowledge • work and product quality specifications
• quality policies and procedures
• improving quality at work
• hazards and critical points of operation
• obtaining and using information
• applying federal and regional legislation within day-today
work activities
• accessing and using management systems to keep and
maintain accurate records
• requirements for correct preparation and operation
• technical writing
Skills • monitor quality of work
• establish quality specifications for product
• participate in maintaining and improving quality at work
• identify hazards and critical control points in the production of
quality product
• assist in planning of quality assurance procedures
• report problems that affect quality
• implement quality assurance procedures
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Unit Title Develop Individuals and Team
to determine individual and team development needs and
facilitate the development of the workgroup.

1. Provide team 1.1 Learning and development needs are systematically
leadership identified and implemented in line with organizational
requirements
1.2 Learning plan to meet individual and group training and
developmental needs is collaboratively developed and
implemented
1.3 Individuals are encouraged to self-evaluate performance
and identify areas for improvement
1.4 Feedback on performance of team members is
collected from relevant sources and compared with
established team learning process
2. Foster 2.1 Learning and development program goals and objectives
individual and are identified to match the specific knowledge and skills
organizational requirements of Competence standards
growth 2.2 Learning delivery methods are made appropriate to the
learning goals, the learning style of participants and
availability of equipment and resources
2.3 Workplace learning opportunities and coaching/
mentoring assistance are provided to facilitate individual
and team achievement of competencies
2.4 Resources and timelines required for learning activities
are identified and approved in accordance with
organizational requirements
3. Monitor and 3.1 Feedback from individuals or teams is used to identify
evaluate and implement improvements in future learning
workplace arrangements
learning 3.2 Outcomes and performance of individuals/teams are
assessed and recorded to determine the effectiveness of
development programs and the extent of additional
support
3.3 Modifications to learning plans are negotiated to improve
the efficiency and effectiveness of learning
3.4 Records and reports of competence are maintained within
organizational requirement
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4. Develop team 4.1 Open communication processes to obtain and share
commitment information is used by team
and 4.2 Decisions are reached by the team in accordance with its
cooperation agreed roles and responsibilities
4.3 Mutual concern and camaraderie are developed in the
team
5. Facilitate 5.1 Team members are actively participated in team activities
accomplishm and communication processes
ent of 5.2 Individual and joint responsibility is developed by teams
organizational members for their actions
goals
5.3 Collaborative efforts are sustained to attain organizational
goals
Variable Range
Learning and May include but is not limited to:
development • Coaching, monitoring and/or supervision
needs • Formal/informal learning program
• Internal/external training provision
• Work experience/exchange/opportunities
• Personal study
• Career planning/development
• Performance evaluation
• Workplace skills assessment
• Recognition of prior learning
Organizational May include but is not limited to:
requirements • Quality assurance and/or procedures manuals
• Goals, objectives, plans, systems and processes
• Legal and organizational policy/guidelines and
requirements
• Safety policies, procedures and programs
• Confidentiality and security requirements
• Business and performance plans
standards
Feedback on May include but is not limited to:
performance • Formal/informal performance evaluation
• Obtaining feedback from supervisors and colleagues
• Obtaining feedback from clients
• Personal and reflective behavior strategies
• Routine and organizational methods for monitoring
service delivery
Learning delivery May include but is not limited to:
methods • On the job coaching or monitoring
• Problem solving
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• Presentation/demonstration
• Formal course participation
• Work experience and involvement in professional networks
• Conference and seminar attendance
Evidence Guide
Competence • identified and implemented learning opportunities for others
• gave and received feedback constructively
• facilitated participation of individuals in the work of the team
• negotiated plans to improve the effectiveness of learning
• prepared learning plans to match skill needs
• accessed and designated learning opportunities
Knowledge and • coaching and monitoring principles
Attitude • understanding how to work effectively with team members
who have diverse work styles, aspirations, cultures and
perspective
• understanding how to facilitate team development and
improvement
• understanding methods and techniques to obtain and
interpreting feedback
• understanding methods for identifying and prioritizing
personal development opportunities and options
• knowledge of career paths and competence standards in
the industry
Skills • read and understand a variety of texts, preparing general
information and documents according to target audience;
spell with accuracy; use grammar and punctuation
effective relationships and conflict management
• communicate including receiving feedback and reporting,
maintaining effective relationships and conflict
management
• plan and organize required resources and equipment to
meet learning needs
• coach and mentor skills to provide support to colleagues
• report to organize information; assess information for
relevance and accuracy; identify and elaborate on learning
outcomes
• facilitate and conduct small group training sessions
• relate to people from a range of social, cultural, physical
and mental backgrounds
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Unit Title Utilize Specialized Communication Skills
to use specialized communication skills to meet specific
needs of internal and external clients, conduct interviews,
facilitate group discussions, and contribute to the
development of communication strategies.

1. Meet common 1.1 Specific communication needs of clients and colleagues
and specific are identified and met
communication 1.2 Different approaches are used to meet communication
needs of clients needs of clients and colleagues
and colleagues
1.3 Conflict is addressed promptly and in a timely way and in
a manner which does not compromise the standing of the
organization
2. Contribute to 2.1 Strategies for internal and external dissemination of

the information are developed, promoted, implemented and
development of reviewed as required
communication 2.2 Channels of communication are established and
strategies reviewed regularly
2.3 Coaching in effective communication is provided
2.4 Work related network and relationship are maintained as
necessary
2.5 Negotiation and conflict resolution strategies are used
where required
2.6 Communication with clients and colleagues is
appropriate to individual needs and organizational
objectives
3. Represent the 3.1 When participating in internal or external fora,
organization presentation is relevant, appropriately researched and
presented in a manner to promote the organization
3.2 Presentation is made clear and sequential and delivered
within a predetermined time
3.3 Appropriate media is utilized to enhance presentation
3.4 Differences in views are respected
3.5 Written communication is made consistent with
organizational standards
3.6 Inquiries are responded in a manner consistent with
organizational standard
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4. Facilitate group 4.1 Mechanisms which enhance effective group
discussion interaction are defined and implemented
4.2 Strategies which encourage all group members to
participate are used routinely
4.3 Objectives and agenda are routinely set and followed for
meetings and discussions
4.4 Relevant information are provided to group to facilitate
outcomes
4.5 Evaluation of group communication strategies is
undertaken to promote participation of all parties
4.6 Specific communication needs of individuals are
identified and addressed
5. Conduct 5.1 A range of appropriate communication strategies are
interview employed in interview situations
5.2 Different types of interview is conducted in accordance
with the organizational procedures
5.3 Records of interviews are made and maintained in
accordance with organizational procedures
5.4 Effective questioning, listening and nonverbal
communication techniques are used to ensure that
required message is communicated
Variable Range
Strategies May include but is not limited to:
• Recognizing own limitations
• Utilizing techniques and aids
• Providing written drafts
• Verbal and non verbal communication
Effective group May include but is not limited to:
interaction • Identifying and evaluating what is occurring within an
interaction in a non-judgmental way
• Using active listening
• Making decision about appropriate words, behavior
• Putting together response which is culturally appropriate
• Expressing an individual perspective
• Expressing own philosophy, ideology and background and
exploring impact with relevance to communication
Interview May include but is not limited to:
situations • Establish rapport
• obtain facts and information
• Facilitate resolution of issues
• Develop action plans
• Diffuse potentially difficult situation
Types of Interview May include but is not limited to:
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• Related to staff issues
• Routine
• Confidential
• Evidential
• Non-disclosure
• Disclosure
Evidence Guide
Competence • Demonstrated effective communication skills with clients
and work colleagues accessing service
• Adopted relevant communication techniques and
strategies to meet client particular needs and difficulties
Knowledge and • communication process
Values • dynamics of groups and different styles of group leadership
• communication skills relevant to client groups
Skills • full range of communication techniques including:
active listening
feedback
interpretation
role boundaries setting
negotiation
establishing empathy
communication strategies
• communicate to fulfill job roles as specified by the
organization
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Unit Title Manage and Maintain Small/Medium Business Operations
Unit Descriptor This unit covers the operation of day-to-day business activities
in a micro or small business. The strategies involve developing,
monitoring and managing work activities and financial
information, developing effective work habits, and adjusting
work schedules as needed.
1. Identify daily 1.1 Work requirements are identified for a given time period by
work taking into consideration resources and constraints
requirements 1.2 Work activities are prioritized based on business needs,
requirements and deadlines
1.3 If appropriate, work is allocated to relevant staff or
contractors to optimize efficiency
2. Monitor and 2.1 People, resources and/or equipment are coordinated to
manage provide optimum results
work
2.2 Staff, clients and/or contractors are communicated within a
clear and regular manner, to monitor work in relation to
business goals or timelines
2.3 Problem solving techniques are applied to work
situations to overcome difficulties and achieve positive
outcomes
3. Develop 3.1 Work and personal priorities are identified and a balance is
effective achieved between competing priorities using appropriate
work habits time management strategies
3.2 Input from internal and external sources is sought and
used to develop and refine new ideas and approaches
3.3 Business or inquiries is/are responded to promptly and
effectively
3.4 Information is presented in a format appropriate to the
industry and audience
4. Interpret 4.1 Relevant documents and reports are identified
financial
information 4.2 Documents and reports are read and understood and any
implications discussed with appropriate persons
4.3 Data and numerical calculations are analyzed, checked,
evaluated, organized and reconciled
4.4 Daily financial records and cash flow are maintained
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correctly and in accordance with legal and accounting
requirements
4.5 Invoices and payments are prepared and distributed in a
timely manner and in accordance with legal requirements
4.6 Outstanding accounts are collected or followed-up on
5. Evaluate 5.1 Opportunities for improvements are monitored according to
work business demands
performance
5.2 Work schedules are adjusted to incorporate necessary
modifications to existing work and routines or changing
needs and requirements
5.3 Proposed changes are clearly communicated and
recorded to aid in future planning and evaluation
5.4 Relevant codes of practice are used to guide an ethical
approach to workplace practices and decisions
Variable Range
Resources May include but is not limited to:
• staff
• money
• time
• equipment
• space
Business goals May include but is not limited to:
• sales targets
• budgetary targets
• team and individual goals
• production targets
• reporting deadlines
Problem solving May include but is not limited to:
techniques • gaining additional research and information to make better
informed decisions
• looking for patterns
• considering related problems or those from the past and how
they were handled
• eliminating possibilities
• identifying and attempting sub-tasks
• collaborating and asking for advice or help from additional
sources
Time May include but is not limited to:
management • prioritizing and anticipating
strategies • short term and long term planning and scheduling
• creating a positive and organized work environment
• clear timelines and goal setting that is regularly reviewed
and adjusted as necessary
• breaking large tasks into smaller tasks
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• getting additional support if identified and necessary
Internal and May include but is not limited to:

external sources • staff and colleagues
• management, supervisors, advisors or head office
• relevant professionals such as lawyers, accountants,
management consultants
• professional associations
Evidence Guide
Critical Aspects A person must be able to demonstrate:
of Competence • ability to identify daily work requirements and allocate work
appropriately
• ability to interpret financial documents in accordance with
legal requirements
Knowledge and • Federal and Local Government legislative requirements
Attitudes affecting business operations, especially in regard to
occupational health and safety (OHS), equal employment
opportunity, industrial relations and anti-discrimination
• technical or specialist skills relevant to the business
operation
• relevant industry code of practice
• planning techniques to establish realistic timelines and
priorities
• identification of relevant performance measures
• quality assurance principles and methods
• relevant marketing, management, sales and financial
concepts
• methods for monitoring performance and implementing
improvements
• structured approaches to problem solving, idea
management and time management
Skills • interpret legal requirements, company policies and
procedures and immediate, day-to-day demands
• communicate using questioning, clarifying, reporting, and
giving and receiving constructive feedback
• numeracy skills for performance information, setting targets
and interpreting financial documents and reports
• technical and analytical skills to interpret business
document, reports and financial statements and projections
• relate to people from a range of social, cultural and ethnic
backgrounds and physical and mental abilities
• solve problem and develop contingency plans
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• using computers and software packages to record and
manage data and to produce reports
• evaluate using assessment work and outcomes
• observe for identifying appropriate people, resources and to
monitor work
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Unit Title Manage Continuous Improvement System
knowledge required to sustain and develop an environment in
which continuous improvement, innovation and learning are
promoted and rewarded.
1. Review 1.1 Strategies are established to monitor and evaluate

programs, performance of key systems and processes
systems and
1.2 Detailed analyses of supply chains, operational and
processes product/service delivery systems is undertaken
1.3 Performance measures, and assessment tools and
techniques are identified, and their effectiveness is
evaluated
1.4 Performance reports and variance are analyzed from
plans for all key result areas of the organization
1.5 Changing trends and opportunities relevant to the
organization are identified and analyzed
1.6 Advice is sought from specialists, where appropriate, to
identify technology and electronic commerce opportunities
2. Develop options 2.1 Groups are briefed on performance improvement
for continuous strategies and innovation as an essential element of
improvement competition
2.2 Creative climate and organizational learning are fostered
through the promotion of interaction within and between
work groups
2.3 New ideas and entrepreneurial behavior are encouraged,
tested and recognized where successful
2.4 Failure of an idea is accepted during trialing, and success
are recognized, celebrated and embedded into systems
2.5 Risk management and cost benefit analyses are
undertaken for each option/idea approved for trial
2.6 Innovations are approved through agreed organizational
processes
3. Implement 3.1 Sustainability/continuous improvement is promoted as
innovative an essential part of doing business
processes
3.2 Impact of change and consequences are addressed for
people, and transition plans are implemented
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3.3 Objectives, timeframes, measures and communication
plans are ensured in place to manage implementation
3.4 Contingency plans are implemented in the event of non-
performance
3.5 Failure is followed-up by prompt investigation and
analysis of causes
3.6 Emerging challenges and opportunities are managed
effectively
3.7 Continuous improvement systems and processes are
evaluated regularly
3.8 Costs and benefits of innovations and improvements are
communicated to all relevant groups and individuals
Variable Range
Supply chains May include but is not limited to:
• network of facilities that procures raw materials, transforms
them into intermediate products or services and then
finished goods or service, and delivers them through a
distribution system
• procurement, production and distribution, viewed as
interlinked not as discrete elements
Performance May include but is not limited to:
reports • budget or cost variance
• customer service
• environmental
• financial
• OHS
• quality
• other operating parameters
Sustainability/contin May include but is not limited to:
uous improvement • addressing environmental and resource sustainability
initiatives, such as environmental management systems,
action plans, green office programs, surveys and audits
• applying the waste management hierarchy in the workplace
• complying with regulations and corporate social
responsibility considerations for sustainability to enhance
the organization’s standing in business and community
environments
• determining organization’s most appropriate waste
treatment, including waste to landfill, recycling, re-use,
recoverable resources and wastewater treatment
• implementing ecological footprint
• implementing environmental management systems, e.g.
ISO 14001:1996 Environmental management systems life
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cycle analyses
• implementing government initiatives,
• improving resource and energy efficiency
• initiating and maintaining appropriate organizational
procedures for operational energy consumption
• introducing a green office program - a cultural change
program
• introducing green purchasing
• introducing national and international reporting initiatives,
• introducing product stewardship
• reducing emissions of greenhouse gases
• reducing use of non-renewable resources
• referencing standards, guidelines and approaches, such as
sustainability covenants and compacts or triple bottom line
reporting
• supporting sustainable supply chain
Evidence Guide
Competence • demonstration of consultation processes to introduce or
evaluate an existing continuous improvement process or
system, including suggested actions or an action plan
• generation of an idea or concept which exhibits creative
thinking and which offers the possibility of advantaging the
organization
• how the concept or idea was introduced, tested and
evaluated - the idea or concept does not have to have been
shown to work or to be adopted by the business
• knowledge of quality management and continuous
improvement theories
Knowledge and • quality management and continuous improvement theories
Attitudes • creativity/innovation theories/concepts
• risk management
• cost-benefit analysis methods
• creativity and innovation theories and concepts
• organizational learning principles
• quality management and continuous improvement theories
• risk management
• sustainability practices
• analyze and identify improvement opportunities in relation
to
• deliver services/products or develop concepts/ideas
• do flexibility and creativity skills to think laterally
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• use leadership skills to foster a commitment to quality and
an openness to innovation
• use teamwork and leadership skills to foster a commitment
to quality and an openness to innovation
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Acknowledgement
We wish to extend thanks and appreciation to the many representatives of business,
industry, academe and government agencies who donated their time and expertise
to the development of this occupational standard.
We would like also to express our appreciation to Federal TVET Agency, Ministry of
Education (MoE), Ministry of Mining who made the development of this occupational
standard possible.
This occupational standard was developed in January 2014 at Addis Ababa,
Ethiopia.
Version 1

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Federal Democratic Republic of Ethiopia

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Elements Performance Criteria

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Elements Performance Criteria

Elements Performance Criteria

Elements Performance Criteria

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Elements Performance Criteria

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Element Performance Criteria

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Element Performance Criteria

1. Follow routine 1.1 Required information are gathered by listening attentively

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Elements Performance Criteria

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Elements Performance Criteria

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