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, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Formal and informal research strategies may include:
formal study
participating actively in relevant industry associations
participating in, and contributing to, discussion through conferences, meetings, seminars, courses and journals
participating in professional development and other learning opportunities
reading current literature, including specialist journals and industry magazines
web research
Information on global design trends may relate to:
best practice examples
emerging and future technology
history
philosophy
role of design in the broader social, economic and political environment
sustainability
New and alternative sources may include:
inspirations from nature
work from other areas of community or business activity for example:
artists
authors
business people
entertainers
film makers
historians
philosophers
photographers
scientists
Critical analysis may include:
analysing and evaluating actions and policies
clarifying issues, values and standards
comparing analogous situations
comparing and contrasting ideals with practice
comparing and evaluating beliefs, interpretations and theories
developing criteria for evaluation
distinguishing relevant from irrelevant facts
examining and evaluating assumptions
exploring implications and consequences
generating and assessing solutions
making interdisciplinary connections
making plausible inferences and predictions
noting significant similarities and differences
reading and listening critically
Substantiated positions and ideas may be those which are:
grounded in appropriate research
result of rational and logical thought
subjected to the analysis of others
supported by relevant information

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

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
conducting research on a complex range of design issues, trends and ideas
analysing, critiquing and synthesising complex sources to develop own positions and ideas
design research
knowledge of copyright/moral/intellectual property issues associated with research and with design more broadly.
Context of and specific resources for assessment
Assessment must ensure:
use of a current and varied range of familiar and unfamiliar information sources.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
evaluation of research undertaken by the candidate in terms of scope, depth and the level of critical thinking applied
direct observation of candidate debating issues arising from research into global design trends
oral or written questioning to assess knowledge of global design trends in terms of depth and complexity.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.