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.
Key themes, messages and positions may relate to:
essence of the idea
influences on the idea
relationship of idea to established tradition or practice
relationship of idea to new and emerging technology
problems and challenges with the idea
reasons why the idea should be supported
selling a creative team
selling creative ideas
selling self as a creative person
way the idea was developed
who had developed the idea and why
Different ways of communicating ideas may be:
aural
group presentation/pitch
in a forum
in elevators
one-on-one discussion
on planes
oral
remote (e.g. video conferencing)
visual
Individuals may be:
colleagues
community members
friends
gallery owners
interviewers (media)
investors
mentors
panels
peers
students
supervisors or managers
Different techniques to engage, fascinate and involve others may include:
blogging
media releases
multimedia presentations
music
photography
storytelling
viral marketing
visual depictions
Innovative approaches to communication challenges may involve ability to:
get across all key messages in a short time
present on unfamiliar topic
respond to impromptu situations
structure information quickly and effectively
Specific ways to provoke and encourage response may include:
use of engaging objects to explain idea
Risks may involve:
acknowledging own limits and difficulties
asking for help
breaking out of accepted norms
divulging personal information or vulnerabilities
failing and learning from it
incorporating humour
taking a fun approach with a potentially serious audience
Substantiated positions may be positions which are:
grounded in appropriate research
result of rational and logical thought
subjected to the analysis of others (e.g. peer review)
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:
creative and articulate presentations that provoke interest and response
active and confident participation in critical debate and discussion of ideas.
Context of and specific resources for assessment
Assessment must ensure:
presentations to others about ideas
discussion and debate with others about ideas.
Method of assessment
A range of assessment methods should be used t 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
direct observation of candidate participation in presentations and debates
evaluation of candidate's skills in responding to new and different communication situations
evaluation of candidate telling a story, making a pitch or presenting ideas to complete strangers in 'different' environments (e.g. in a restaurant, in the corridor, on a bus, in a lift).
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.