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.
OHS requirements
are to be in accordance with Commonwealth, State or Territory legislation and regulations, organisational safety policies and procedures
requirements may include but not be limited to the use of personal protective equipment and clothing, fire fighting equipment, first aid equipment, hazard and risk control and elimination of hazardous materials and substances, manual handling, including lifting and carrying
Legislative requirements
are to be in accordance with applicable legislation from all levels of government that affect organisational operation
requirements may include but not be limited to award and enterprise agreements, industrial relations, Australian Standards, confidentiality and privacy, OHS, the environment, equal opportunity, anti-discrimination, relevant industry codes of practice, duty of care and heritage
Organisational requirements
may include but not be limited to legal, organisational and site guidelines, policies and procedures relating to own role and responsibility, quality assurance, procedural manuals, quality and continuous improvement processes and standards, OHS, emergency and evacuation, ethical standards, recording and reporting, access and equity principles and practices, equipment use, maintenance and storage, environmental management (waste disposal, recycling and re-use guidelines)
Design brief
is to include the aims, objectives, milestones for the design project, the point of reference for everyone, elements and principles of design and may include organisational or personal profiles, aims, target audience, budget, timeline, consultation requirements, colour requirements, image requirements and function
Appropriate personnel
may include but not be limited to trainers, supervisors, suppliers, clients, colleagues and managers
Communication
may include verbal and non-verbal language, constructive feedback, active listening, questioning to clarify and confirm understanding, use of positive, confident and cooperative language, use of language and concepts appropriate to individual social and cultural differences, control of tone of voice and body language
Material
may include but not be limited to native timber (native and imported), man-made timber products, plastic, metal, alloys, stones, glass, textiles, fibreglass, foam, cardboard, paper products or any other manipulable substance
Sources
may include but not be limited to the origin of the raw material including, the type and location wood was derived from, how and where it was processed, graph impact growth and available seasoning lead time, the mining source of metal or alloys and how these were processed, the formulas for the composition of plastics, the origin of textiles and how these were milled
Ecological and environmental impact
may include but not be limited to how the use of raw materials effects the ecology and environment and how its continued use will affect the area it has been sourced from, similarly what impact will be felt by reducing or stopping material from the source
Documentation
may include but not be limited to working notes, hand written records, typed information and reports
Elements of design
may include but not be limited to line, shape, form (geometric or organic), texture, colour and function
Principles of design
may include but not be limited to balance, proportion (symmetry, asymmetry), harmony, contrast, pattern, movement, rhythm, unity, style, focus, scale, dominant, sub dominant or subordinate relationship, emphasis, proximity, alignment, space, anthropometry, ergonomics, arrangement, workload, materials handling capacity, skills, control, equipment capabilities, aesthetic relations, tension and development methods
Concepts
are to include ideas generated to respond to the design brief through both ideation drawings or sketching and written explanation
Sketches
may include but not be limited to hand drawn images or ideation drawings completed freehand
Working drawings
may include but not be limited to drafted technical drawings or drawings produced on computer using computer aided drafting software packages. These usually contain project specifications
Model
may include any three dimensional product which is made to full size or replicated through maquette. This is usually produced without normal manufacturing techniques, mainly to provide for the analysis of proportion, balance and aesthetic value
Manufacturing process
may include but not be limited to the methods by which the product will be produced, these steps usually entail working from working drawings and specifications, producing components utilising machine operations, assembly of the components and finishing techniques
Equipment
may include but not be limited to hand tools, static machinery, portable power tools and computer numerically controlled equipment
is to include procedures for lock out protecting operators and co-workers from accidental injury by isolating the machine from the power source
Assembly methods
may include but not be limited to nailing, gluing, screwing, welding, pressing, sewing, bonding, jointing or connecting various materials
Components
may include but not be limited to the parts which make up the whole of a product. Each component is often requires some level of machining to result in the desire part
Finishing
may include but not be limited to paints, waxes, lacquers, stains, pigments, oils and plastic coatings
Packaging and despatch
may include but not be limited to wrapping in fabric, plastic wrapping, shrink wrapping, boxing, foam shells and despatch by truck, trailer, train, plane or ship
Product lifecycle
is the evolution of a product from its raw source, through its inception, development, manufacture, completion and time as a completed product until potential renewal

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
Effectively record the lifecycle of a product from its raw source to its end use, work through the design process assessing the requirements and recording the intended outcomes
Effectively apply design elements and principles to a product lifecycle
Effectively produce a report on the intended outcomes of a product lifecycle analysis
Comply with legislation, regulations, standards, codes of practice and established safe practices and procedures for recording the lifecycle of a product
Communicate effectively and work safely with others in the work area

Context of and specific resources for assessment
The application of competency is to be assessed in the workplace or simulated workplace
Assessment is to occur under standard and authorised work practices, safety requirements and environmental constraints
Assessment of essential underpinning knowledge, other than confirmatory questions, will usually be conducted in an off-site context
Assessment is to comply with relevant regulatory or Australian Standards requirements
The following resources should be made available:
workplace location or simulated workplace
materials and equipment relevant to recording the lifecycle of a product
specifications and work instructions

Method of assessment
Assessment must satisfy the endorsed assessment guidelines of the Furnishing Industry Training Package
Assessment methods must confirm consistency and accuracy of performance (over time and in a range of workplace relevant contexts) together with application of underpinning knowledge
Assessment methods must be by direct observation of tasks and include questioning on underpinning knowledge to ensure its correct interpretation and application
Assessment may be applied under project related conditions (real or simulated) and require evidence of process
Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances
Assessment may be in conjunction with assessment of other units of competency

Guidance information for assessment