Elements and Performance Criteria

The Range of Variables provide the range of applications of this unit of competency to allow for differences within enterprises and workplaces. It provides details of practices, knowledge and requirements referred to in the elements and performance criteria. The variables chosen in training and assessment will depend on the work contexts.
The following variables may include but are not limited to:
Purpose of the display may include:
window display
promotion
sale
new products
new range
Resources required may include:
tickets
labels
materials
fixtures and fittings
staff
time
budget
Constraints or factors may include:
time
budget
staff
availability of materials
space
product characteristics
Organisational requirements may include:
organisational standards
aesthetics
budget
staff
allocated space
Relevant personnel may include:
manager
colleagues
team leader
marketing personnel
external personnel with display creation expertise
Creative thinking techniques may include:
visualisation
lateral thinking
product association
Display options may include:
indoor
outdoor
stationary
moving
sound
lighting
The Range of Variables provide the range of applications of this unit of competency to allow for differences within enterprises and workplaces. It provides details of practices, knowledge and requirements referred to in the elements and performance criteria. The variables chosen in training and assessment will depend on the work contexts.
The following variables may include but are not limited to:
Purpose of the display may include:
window display
promotion
sale
new products
new range
Resources required may include:
tickets
labels
materials
fixtures and fittings
staff
time
budget
Constraints or factors may include:
time
budget
staff
availability of materials
space
product characteristics
Organisational requirements may include:
organisational standards
aesthetics
budget
staff
allocated space
Relevant personnel may include:
manager
colleagues
team leader
marketing personnel
external personnel with display creation expertise
Creative thinking techniques may include:
visualisation
lateral thinking
product association
Display options may include:
indoor
outdoor
stationary
moving
sound
lighting

The following components of the evidence guide relate directly to the performance criteria and the range of variables for the unit of competency and provide guidance for assessment of the unit in the workplace and/or training program.
Critical Aspects of Evidence
Competency in this unit requires evidence that the candidate:
Can accurately identify the requirements of a new display.
Can create a display plan that meets the requirements of the product, the audience and the organisation.
Can successfully implement the display plan and maintain the display.
Underpinning Skills and Knowledge
Knowledge and skills are essential to apply this unit in the workplace, to transfer to other contexts and deal with unplanned events. The requirements for this unit of competency are listed below:
Knowledge of:
Basic design principles including:
colour
shape
use of space
flow of product

The audience for the display and what the display needs to communicate
A variety of display options
Organisational requirements in terms of product display
Skills in:
Creative thinking skills
Representing ideas in the form of a display plan
Observing when display needs to be changed, updated or altered
Maintaining display
Communicating display ideas to others
Seeking and accepting feedback from others
Generic Process Skills
There are a number of processes that are learnt throughout work and life which are required in all jobs. They are fundamental processes and generally transferable to other work functions. Some of these are covered by the key competencies, although others may be added. The questions below highlight how these processes are applied in this unit of competency. Following each question a number indicates the level to which the key competency needs to be demonstrated where 0 = not required, 1 = perform the process, 2 = perform and administer the process, and 3 = perform, administer and design the process.
How can communication of ideas and information be applied?
Ideas for the display need to be communicated to relevant personnel. (2)
How can information be collected, analysed and organised?
Information on the products to be displayed and the audience for the display will be gathered and analysed. (2)
How are activities planned and organised?
Implementing the display plan will involve planning and organising a range of activities. (2)
How can team work be applied?
Team work may be required in developing ideas and implementing the plan. (1)
How can the use of mathematical ideas and techniques be applied?
Mathematical ideas and techniques may be used to develop the display plan. (1)
How can problem solving skills be applied?
Problem solving skills will be required in designing a display to fit the requirements of the store. (2)
How can the use of technology be applied?
Technology may be required in creating the display following the plan. (1)
Context of Assessment
Assessment Process
For valid and reliable assessment of this unit, evidence should be gathered through a range of methods to indicate consistent performance.
It can be gathered from assessment of the unit of competency alone, through an integrated assessment activity or through a combination of both.
Evidence should be gathered as part of the learning process.
Integrated Competency Assessment
Evidence is most relevant when provided through an integrated activity which combines the elements of competency for each unit, or a cluster of units of competency.
The candidate will be required to:
Apply knowledge and skills which underpin the process required to demonstrate competence, including appropriate key competencies.
Integrate knowledge and skills critical to demonstrating competence in this unit.
Unit WRRM6A can be assessed with other units that make up a particular job function.
Evidence Gathering Methods
Evidence should include products, processes and procedures from the workplace context. Evidence might include:
Observation of the person in the workplace
Third party reports from a supervisor
Customer feedback
Answers to questions about specific skills and knowledge
Resources Required
A retail work environment
Relevant documentation, such as:
store policy and procedures manuals

Access to a range of display products and materials
The following components of the evidence guide relate directly to the performance criteria and the range of variables for the unit of competency and provide guidance for assessment of the unit in the workplace and/or training program.
Critical Aspects of Evidence
Competency in this unit requires evidence that the candidate:
Can accurately identify the requirements of a new display.
Can create a display plan that meets the requirements of the product, the audience and the organisation.
Can successfully implement the display plan and maintain the display.
Underpinning Skills and Knowledge
Knowledge and skills are essential to apply this unit in the workplace, to transfer to other contexts and deal with unplanned events. The requirements for this unit of competency are listed below:
Knowledge of:
Basic design principles including:
colour
shape
use of space
flow of product

The audience for the display and what the display needs to communicate
A variety of display options
Organisational requirements in terms of product display
Skills in:
Creative thinking skills
Representing ideas in the form of a display plan
Observing when display needs to be changed, updated or altered
Maintaining display
Communicating display ideas to others
Seeking and accepting feedback from others
Generic Process Skills
There are a number of processes that are learnt throughout work and life which are required in all jobs. They are fundamental processes and generally transferable to other work functions. Some of these are covered by the key competencies, although others may be added. The questions below highlight how these processes are applied in this unit of competency. Following each question a number indicates the level to which the key competency needs to be demonstrated where 0 = not required, 1 = perform the process, 2 = perform and administer the process, and 3 = perform, administer and design the process.
How can communication of ideas and information be applied?
Ideas for the display need to be communicated to relevant personnel. (2)
How can information be collected, analysed and organised?
Information on the products to be displayed and the audience for the display will be gathered and analysed. (2)
How are activities planned and organised?
Implementing the display plan will involve planning and organising a range of activities. (2)
How can team work be applied?
Team work may be required in developing ideas and implementing the plan. (1)
How can the use of mathematical ideas and techniques be applied?
Mathematical ideas and techniques may be used to develop the display plan. (1)
How can problem solving skills be applied?
Problem solving skills will be required in designing a display to fit the requirements of the store. (2)
How can the use of technology be applied?
Technology may be required in creating the display following the plan. (1)
Context of Assessment
Assessment Process
For valid and reliable assessment of this unit, evidence should be gathered through a range of methods to indicate consistent performance.
It can be gathered from assessment of the unit of competency alone, through an integrated assessment activity or through a combination of both.
Evidence should be gathered as part of the learning process.
Integrated Competency Assessment
Evidence is most relevant when provided through an integrated activity which combines the elements of competency for each unit, or a cluster of units of competency.
The candidate will be required to:
Apply knowledge and skills which underpin the process required to demonstrate competence, including appropriate key competencies.
Integrate knowledge and skills critical to demonstrating competence in this unit.
Unit WRRM6A can be assessed with other units that make up a particular job function.
Evidence Gathering Methods
Evidence should include products, processes and procedures from the workplace context. Evidence might include:
Observation of the person in the workplace
Third party reports from a supervisor
Customer feedback
Answers to questions about specific skills and knowledge
Resources Required
A retail work environment
Relevant documentation, such as:
store policy and procedures manuals

Access to a range of display products and materials