Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

BSBDES201A Mapping and Delivery Guide
Follow a design process

Version 1.0
Issue Date: November 2018


Qualification -
Unit of Competency BSBDES201A - Follow a design process
Description This unit describes the performance outcomes, skills and knowledge required to follow a design process at a basic level.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to any individual who follows a design process to respond to specific issues or challenges, including product and service requirements arising from particular business or community needs. The unit acknowledges the need to encourage the development of skills, which are sometimes called 'design thinking' or 'design consciousness'. In essence, the unit is about purposeful problem solving - defining the challenge, coming up with ideas, working with others to develop ideas, reflecting on progress, presenting an idea so it can be implemented and, of course, evaluating whether an idea has met the original challenge.Designers use the processes described in this unit but at a much more sophisticated and complex level. This unit is not about being a designer.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field Design - Design Process
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Clarify the challenge
  • Confirm the nature and scope of the challenge with stakeholders
  • Agree on specific objectives with stakeholders
  • Identify any constraints that may impact on the design process
  • Identify and source relevant supporting information and assistance
       
Element: Explore different ideas and solutions
  • Generate a range of ideas to respond to the challenge
  • Explore different options and ideas for meeting objectives
  • Involve others in the process of developing ideas and solutions
       
Element: Select and present a solution
  • Reflect on different ideas and feedback, and select a preferred solution
  • Summarise the key ideas in the solution and present to stakeholders in appropriate format
  • Obtain any required approvals to take the solution to the next stage
       
Element: Implement the solution
  • Schedule key tasks and organise resources to support implementation
  • Carry out testing, prototyping or trialling of the proposed solution
  • Maintain any required documentation
  • Identify problems and seek advice and guidance from others
       
Element: Evaluate the solution
  • Check the success of the solution based on original objectives
  • Seek feedback from appropriate stakeholders
  • Review both the solution and the process undertaken to develop the solution as part of an ongoing learning process
       


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.

Overview of assessment

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

Evidence of the following is essential:

active participation in a project which uses the design process to develop solutions to a given challenge

effective communication skills to be a member of a collaborative team

knowledge of the design process, and how it can be used in developing solutions to different issues and challenges.

Context of and specific resources for assessment

Assessment must ensure:

access to materials, tools and equipment required to implement solutions in the given work context

interaction with others to reflect the collaborative nature of the design process.

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

direct observation of the candidate participating in collaborative processes

evaluation of documentation maintained by the candidate to support different ideas

evaluation of a presentation made by the candidate outlining proposed solutions and processes used to develop those solutions

oral or written questioning to assess knowledge of parameters and context for work 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, for example:

other technical or specialist units from particular areas of work.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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

communication skills to liaise with others, to share ideas, and to present information and ideas clearly and concisely

creative thinking skills to generate ideas in response to a defined problem or need in a familiar context

literacy skills to analyse and interpret information dealing with concepts and ideas from own area of work

problem-solving skills to identify problems and to work with others to develop solutions

self-management skills to take responsibility for own work as part of an overall collaborative process.

Required knowledge

context for the challenge, including any specific factors that impact on work

creative thinking techniques that can be used to generate ideas in any context

key features and steps in the design process as a way of thinking and solving problems

legal framework that impacts on activities in a particular context

potential sources of information for new ideas, relevant to the specific context.

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.

Nature and scope of the challenge could be very varied, and may relate to new or improved:

applications of materials or equipment

processes

products or services

systems

uses of technology

Stakeholders may include:

client

end users

friends and family

supervisor or manager

work colleagues (working in the same or different areas)

Constraints may relate to:

availability of materials, equipment or tools

boundaries about what can and cannot be changed

legal restrictions

time and budget

Relevant supporting information and assistance may include:

drawings, specifications or other technical data

ideas from colleagues

industry associations or organisations

personal experience

policy and procedures manuals

print or electronic media (including internet)

reference manuals

technical experts

Different options and ideas may be generated by:

brainstorming:

stop and go

sequencing

buzz session

bulletin board

computer-aided

daydreaming and mental wandering

Edward de Bono's six thinking hats

ego alter or heroes

graphic organisers:

visual maps

webbing

concept fans

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

Appropriate format may be:

checklists

digital presentation

drawings/sketches

models

plans

verbal presentation

Resources to support implementation may include:

equipment

financial resources

human resources

information technology support

materials

tools

Testing, prototyping or trialling may involve:

creating a physical model or sample

testing the solution against different scenarios

using a small group to test the solution

Documentation may include:

diary showing progress of work

progress reports

records of communication (e.g. emails)

working drawings

Advice and guidance may involve:

facilitating access to networks or contacts

facilitating access to resources

providing technical expertise

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
Confirm the nature and scope of the challenge with stakeholders 
Agree on specific objectives with stakeholders 
Identify any constraints that may impact on the design process 
Identify and source relevant supporting information and assistance 
Generate a range of ideas to respond to the challenge 
Explore different options and ideas for meeting objectives 
Involve others in the process of developing ideas and solutions 
Reflect on different ideas and feedback, and select a preferred solution 
Summarise the key ideas in the solution and present to stakeholders in appropriate format 
Obtain any required approvals to take the solution to the next stage 
Schedule key tasks and organise resources to support implementation 
Carry out testing, prototyping or trialling of the proposed solution 
Maintain any required documentation 
Identify problems and seek advice and guidance from others 
Check the success of the solution based on original objectives 
Seek feedback from appropriate stakeholders 
Review both the solution and the process undertaken to develop the solution as part of an ongoing learning process 

Forms

Assessment Cover Sheet

BSBDES201A - Follow a design process
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

BSBDES201A - Follow a design process

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: