Assessor Resource

SIRXMER304
Present products

Assessment tool

Version 1.0
Issue Date: March 2024


This unit applies to frontline visual merchandising and sales team members.

This unit describes the performance outcomes, skills and knowledge required to produce a range of displays and product presentations. It involves applying visual display knowledge, safely maintaining and using a simple tool kit, and accessing and organising relevant materials and equipment.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Nil


Employability Skills

This unit contains employability skills.




Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

adheres to safe work practices

suspends display cards in vertical and horizontal formats

uses individual visual displays to demonstrate the effective use of colour and the application of design principles

produces and suspends styrene shapes in vertical and horizontal formats

uses visual displays incorporating suspension and under-staging techniques for a range of product categories.

Context of and specific resources for assessment

Assessment must ensure access to:

a real or simulated retail work environment

relevant documentation, such as:

legislation and statutory requirements

WHS requirements

industry codes of practice

store merchandising policies.

a range of display products and materials.

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:

observation of performance in the workplace

role play

third-party reports from a supervisor

a portfolio of visual merchandising presentation ideas and photographs of in situ displays

self-produced risers and styrene shapes

answers to questions about specific skills and knowledge.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

artistic interpretation skills to effectively display merchandise

creative thinking skills to generate ideas

communication and interpersonal skills to:

present display ideas to others through clear and direct communication

use language and concepts appropriate to cultural differences

use and interpret non-verbal communication

literacy skills to interpret safety procedures

practical skills to work with materials, tools and equipment safely

Required knowledge

design and display principles, such as:

grouping

product placement

merchandise range of organisation

WHS requirements relating to creating displays

organisational requirements in terms of product displays

techniques for using tools and equipment

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 individual, accessibility of the item, and local industry and regional contexts) may also be included.

Tool kit may include:

hammer

nails and screws

nylon thread

scissors

screwdriver.

Displays may include:

display for promotional photography

exhibition display

new products

new range

promotion

sale

window display.

Merchandise may include:

baby and toddler products

books

cameras, photographic equipment and services

computer products and services

electrical products

fashion and accessories

floor covering products and services

food and liquor

footwear products and services

furniture products

hair, beauty and cosmetics products

hardware products and services

jewellery

music, audio and video products and services

newsagency products and services

soft furnishings, fabrics, manchester and haberdashery

sporting products and services

toys.

Materials and equipment may include:

card

fixtures and fittings

labels

risers

styrene

tickets.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Maintain a fully stocked display tool kit and tools in working order. 
Use tools according to work health and safety (WHS) requirements and manufacturer instructions. 
Produce product displays to show purposefully designed groupings. 
Ensure groupings clearly reflect display form, shape, composition and depth. 
Demonstrate design principles of flow, unity, harmony and depth in displays. 
Use colour and texture to enhance displays. 
Create displays using self-built and commercially supplied risers. 
Adhere to workplace safety procedures with regard to the construction of visual displays. 
Ensure styrene cutting, painting and design techniques suitable for multi-purpose displays are applied to industry standard. 
Hang styrene shapes and display cards in both horizontal and vertical formats as designated by their design. 
Use industry standard pinning and nylon knotting techniques to suspend vertical and horizontal shapes. 
Consistently follow relevant WHS procedures. 
Generate ideas for the display using creative thinking techniques. 
Test ideas against display objective and organisational requirements. 
Discuss display options with relevant personnel. 
Develop product storyline and access merchandise, materials and equipment. 
Create effective groupings using suspension and under-staging techniques. 
Review and refine display and refinements as required in line with display objective. 
Observe safety procedures at all times during construction and placement of display. 

Forms

Assessment Cover Sheet

SIRXMER304 - Present products
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

SIRXMER304 - Present products

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: