1. Originate ideas for 3-D design
   • Generate ideas for design concepts through research, exploration and experimentation
2. Develop initial design concepts consistent with the intent of the work orspecifications of the brief
   • Evaluate, explore and play with options and materials that best suit the design brief
   • Refine options and select the approach that best meets design brief requirements
3. Plan design process
   • Develop clear plan and schedule for design realisation
   • Organise and allocate resources to meet required standards, timeframes and budget
   • Liaise with others involved in design realisation as required
   • Monitor process to ensure integrity of design is maintained, including challenging own design work
   • Identify difficulties or problems and take action to rectify
   • Maintain accurate, relevant and complete documentation
4. Refine and consolidate process
   • Develop effective 3-D designs and design processes
   • Develop and document a design language that reflects own style and approach
   • Identify opportunities for refinement and re-thinking and make adjustments as required
   • Articulate the design process and the final solution through effective documentation of work
   • Prepare and present 3-D design solutions to key people
5. Maintain expertise
   • Apply professional work ethic to design activities
   • Use feedback from others to improve own skills in design
   • Stay up-to-date with industry standards and seek opportunities to further develop technical and conceptual skills
   • Source new ideas and trends through regular review of the work of others
   • Keep informed about new creative approaches, techniques, materials and equipment for 3-D design

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

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.