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.
User/client needs may be:
expressed in a brief:
diagrammatic
verbal
visual
written
expressed in other documentation such as research papers or workplace plans
informally articulated
in need of further research
Specifications, parameters and constraints may relate to:
audience
budgeting and financing
cost of production
medium
purpose
technical issues
timeframes
Appropriate format may include:
drawings or sketches - manual or computer aided design and drafting (CADD)
electronic presentation
verbal presentation
written notes with rationale or description
Information may include:
codes of practice
contractual obligations
historical data
industry standards
legal requirements
specialist information
technological trends and developments
Historical, current and future perspectives and trends may relate to:
industry context
materials
social or ethical issues
sustainability
technologies
Social, economic, ethical and cultural issues may include:
availability of materials, tools or equipment
budgetary issues
community impact
cost of production
customer relationships
government policies
sponsorship opportunities
triple bottom line (people, planet, profit)
workforce relationships
Environmental issues may include:
conservation of resources
energy efficiency
environmental consciousness/green design
recycling
use of renewable resources
waste/by products/emissions
Key stakeholders may include:
client
employer
end user
peers
supervisor
technical experts
work colleagues
Creative thinking techniques may include:
brainstorming:
bulletin board
buzz session
computer-aided
sequencing
stop and go
daydreaming and mental wandering
Edward de Bono's six thinking hats
ego alter or heroes
graphic organisers:
concept fans
visual maps
webbing
lateral thinking games
making associations
mind mapping
morphological analysis
storytelling
sub-culture surfing
trigger words
use of metaphors and analogies
vision circles
visualisation
wishful thinking
word salads
Functionality, ergonomics, aesthetics and sustainability may be related to:
end use and users
production processes
Criteria against which to evaluate different options and ideas may relate to:
access to resources - physical, human or financial
aesthetic appeal
consistency with original brief
desired level of originality and innovation
ease of manufacture or further development
environmental sustainability
ethical issues
health and safety requirements
impact upon client and community
industry standards and practice
legal issues
level of risk
personal affinity with medium and materials
technological considerations
Supporting documentation may include:
drawings or plans
illustrations
material samples
models
photographs
specifications for production

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:
development of a design solution through research, reflection and the generation and refinement of ideas
effective collaboration with others in the design process
knowledge of design trends and technologies in the relevant industry context.
Context of and specific resources for assessment
Assessment must ensure:
interaction with others to reflect the collaborative nature of the design process
access to sources of information on design in the relevant industry context.
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 a design solution generated by the candidate against an original brief, set of criteria or guiding objectives
evaluation of the process used to reach a design solution in terms of research and ideas generation/refinement
oral or written questioning to assess knowledge of technical and context issues that impact on design in a given industry context.
Guidance information for assessment
The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
Combined assessment with the following unit is appropriate:
BSBCRT301A Develop and extend critical and creative thinking skills.