Elements and Performance Criteria

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Sources of information may include:
agency principals
colleagues, supervisors and managers
government agencies
industry and government websites
industry and professional organisations and associations
industry conferences and seminars
industry consultants, contacts, mentors and advisers
industry journals
information services
libraries
licensed real estate agents
media
personal observation and experience
reference books
training programs
training providers
written correspondence, such as letters and emails.
Information may include:
career opportunities within the industry
environmental issues and requirements
industrial relations issues and major organisations
industry expectations of staff
industry working conditions
new products, technology, techniques and services
organisation of the real estate industry
quality assurance

relationships between the real estate industry and other industries
work ethic required to work in the industry.
Related industries may include:
banking
business
construction
finance
retail
rural
sales.
Quality of work performance may include:
client service
compliance with codes of conduct
compliance with legislative and regulatory requirements
ethical standards
knowledge of property sales and management environment.
Issues of concern may include:
emerging markets
employment issues
environmental and social issues
government initiatives
industry expansion or retraction
new services and products.
Legislation and regulations may include:
relevant federal, and state or territory legislation and local government regulations relating to:
anti-discrimination and equal employment opportunity
consumer protection, fair trading and trade practices
employment and industrial relations
environmental issues
financial services
franchises and business structure
OHS
privacy
property sales and management
real estate licensing.
Real estate industry activities may include:
business broking
property development
property management
property sales.

EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.
Overview of assessment
This unit of competency could be assessed through case studies and practical demonstration of knowledge and application of legislative and regulatory requirements relevant to real estate operations in relevant State or Territory. Targeted written (including alternative formats where necessary) or verbal questioning to assess the candidate's underpinning knowledge would provide additional supporting evidence of competence. The demonstration and questioning would include collecting evidence of the candidate's knowledge and application of ethical standards and relevant federal, and state or territory legislation and regulations. This assessment may be carried out in a simulated or workplace environment.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
A person who demonstrates competency in this unit must be able to provide evidence of:
knowledge of legislative and regulatory framework applying to real estate agency operations in relevant State or Territory
knowledge of real estate industry required to work effectively in relevant State or Territory
sourcing and applying information on the real estate industry in relevant State or Territory
sourcing and applying legislation and regulations affecting agency operations, particularly property sales and management, in relevant State or Territory.
Context of and specific resources for assessment
Resource implications for assessment include:
access to suitable simulated or real opportunities and resources to demonstrate competence
assessment instruments that may include personal planner and assessment record book
access to a registered provider of assessment services.
Where applicable, physical resources should include equipment modified for people with disabilities.
Access must be provided to appropriate learning and/or assessment support when required.
Assessment processes and techniques must be culturally appropriate, and appropriate to the language and literacy capacity of the candidate and the work being performed.
Validity and sufficiency of evidence require that:
competency will need to be demonstrated over a period of time reflecting the scope of the role and the practical requirements of the workplace
where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice with a decision of competence only taken at the point when the assessor has complete confidence in the person's competence
all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence
where assessment is for the purpose of recognition (RCC/RPL), the evidence provided will need to be current and show that it represents competency demonstrated over a period of time
assessment can be through simulated project-based activity and must include evidence relating to each of the elements in this unit.
In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge. Questioning will be undertaken in such a manner as is appropriate to the language and literacy levels of the candidate and any cultural issues that may affect responses to the questions, and will reflect the requirements of the competency and the work being performed.