Assessor Resource

SITXQUA002A
Originate and develop a concept

Assessment tool

Version 1.0
Issue Date: March 2024


This unit applies to the full range of industry sectors and environments within the service industries.

It may apply to designing a new entertainment concept, hospitality product, retail product or service, client package for a hotel or resort, style of cuisine for a restaurant or food outlet, type of recreational vehicle, quality control program, marketing campaign or convention package.

The unit applies to senior managerial, product or creative personnel who operate autonomously, may have responsibility for others and have a strategic planning and product development role.

This unit describes the performance outcomes, skills and knowledge required to originate and develop a concept to a stage where it becomes the basis of a creative and effective product, service or process. It requires the ability to respond to a brief or develop a self-initiated proposal, originate the concept, seek technical and creative input, adjust the proposal and create an operational specification for the implementation of the concept.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

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

The required outcomes described in this unit of competency contain applicable facets of employability skills. The Employability Skills Summary of the qualification in which this unit is packaged will assist in identifying employability skills requirements.




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, the range statement and the Assessment Guidelines for this Training Package.

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

Evidence of the following is essential:

project or work activities that show the candidate's ability to generate and evaluate original, creative and effective concepts that can be translated into concrete operational proposals

ability to fully research, comprehend and analyse information on the full range of issues that relate to originating and developing the concepts

ability to consult and communicate with colleagues and external specialists

ability to review, modify and document concepts and operational specifications.

Context of and specific resources for assessment

Assessment must ensure:

access to a service industry operation for which concepts would be originated and developed or

access to comprehensive and sufficient information about that service industry operation to allow the candidate to fully develop concepts

involvement of both internal and external specialists so consultation can be achieved.

Methods of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

project activities to originate and develop concepts in conjunction with an industry operator

project activities to originate and develop concepts for service industry products for the training college or local community

case studies to assess the candidate's ability to evaluate, adjust and refine concepts

written and oral questioning or interview to test technical knowledge and knowledge of the contents of operational specifications and other conceptual documentation

review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate.

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

Assessing employability skills

Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts.

Employability skills embedded in this unit should be assessed holistically with other relevant units that make up the skill set or qualification and in the context of the job role.

BSBMGT516A Facilitate continuous improvement


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.

This section describes the essential skills and knowledge and their level, required for this unit.

The following skills must be assessed as part of this unit:

ability to use creative techniques to generate a range of innovative ideas

ability to communicate with a wide range of people

research skills.

The following knowledge must be assessed as part of this unit:

relevant specialist technical knowledge relating to issues for the specific work contexts within the particular service industry sector and business

appropriate ways of documenting creative proposals

past history of work in related areas

social and environmental effects of possible approaches

technical principles and knowledge appropriate to the area covered by the concept

communication principles.

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 in the performance criteria is detailed below.

Product or service may include:

new or enhanced service industry product or service

marketing campaigns

loyalty programs

advertising campaigns.

Purpose of the product or service may be:

new product to gain market share

new product to diversify the current product range

expanded product range to minimise business risk.

Factors may include:

cost-effectiveness

technical feasibility

audience or user characteristics

issues relating to implementation, such as:

level of skill and understanding

resource requirements

need for additional staff training

access to technology.

Constraints may include:

cost

finance

time

availability of skilled experts and personnel

availability of equipment

technical difficulty in realising the concept.

Appropriate format may include:

proposals to be submitted to a funding body or sponsor

briefs for a consultant

descriptions of a creative proposal for in-house consideration.

Colleagues and specialists may include:

staff involved in the design or implementation of process

technical specialists

creative and administrative staff

external consultants.

Established criteria may include:

creativity

appropriateness to the user or audience

cost-effectiveness

level of risk

potential benefits

technical feasibility.

Specifications may include:

purpose

audience

time

budget

human and physical resources, including plant and equipment

ownership of final product

operational plan.

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
Explore the brief, need or opportunity for innovation, investigate and clarify the context for the new product or service. 
Clarify purpose, desired outcome or end product, broad content, style, cost, intended audience or user and other relevant factors of the brief, need or opportunity. 
Specify the purpose, goals, constraints and requirements of the final product, service or process. 
Generate a range of different, innovative and creative approaches and concepts. 
Review different approaches or concepts for feasibility, innovation, creativity and acceptability to client or audience. 
Identify possible constraints and check the approaches or concepts against constraints to determine feasibility. 
Take into consideration social, ethical and environmental impacts of the approaches or concepts. 
Investigate effects and advantages of various combinations of activities, systems, processes, staff and materials for achieving a creative, innovative and appropriate outcome. 
Select concepts or approaches that achieve the required outcome in an innovative and feasible way and document draft proposals representing those approaches in an appropriate format. 
Discuss proposals with colleagues and specialists. 
Clarify creative and technical aspects of proposals and seek expert advice where required. 
Compare proposals with best practice examples of similar products, services or processes. 
Determine advantages and disadvantages of each approach or strategy based on established criteria. 
Evaluate proposals and select the approach that will result in desired outcome. 
Develop detailed specification for the product, service or process in terms of creativity, audience or user, budget and technical requirements. 
Present detailed specification to relevant parties for approval, funding or endorsement. 

Forms

Assessment Cover Sheet

SITXQUA002A - Originate and develop a concept
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

SITXQUA002A - Originate and develop a concept

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: