- BSBDES401A - Generate design solutions
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBDES401A Mapping and Delivery Guide
Generate design solutions
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | BSBDES401A - Generate design solutions |
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| Description | This unit describes the performance outcomes, skills and knowledge required to generate design solutions in response to a particular design need.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 individuals who generate concepts and solutions in response to a design challenge in any industry context. The starting point may be an open or closed brief; a spontaneous idea; modification of an existing product, service, process or system; or a point in an ongoing design process.This unit builds on BSBDES201A Follow a design process, and places greater focus on research, concept generation and collaboration with others as key aspects of the design process. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| 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 | |
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| Elements of Competency | Performance Criteria | |||||||
| Element: Define the design challenge |
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| Element: Undertake research to inform the design solution |
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| Element: Communicate and collaborate with others |
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| Element: Generate ideas and responses to the design challenge |
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| Element: Select a design solution |
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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: development of a design solution through research, reflection and the generation and refinement of ideas effective collaboration with others in the design process knowledge of design trends and technologies in the relevant industry context. |
Context of and specific resources for assessment | Assessment must ensure: interaction with others to reflect the collaborative nature of the design process access to sources of information on design in the relevant industry context. |
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 evaluation of a design solution generated by the candidate against an original brief, set of criteria or guiding objectives evaluation of the process used to reach a design solution in terms of research and ideas generation/refinement oral or written questioning to assess knowledge of technical and context issues that impact on design 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. Combined assessment with the following unit is appropriate: BSBCRT301A Develop and extend critical and creative thinking skills. |
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.
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Required skills |
communication skills to liaise, consult and negotiate with others on potentially complex issues creative, critical thinking and problem-solving skills to generate a range of ideas and solutions to a particular design challenge research skills to interpret and develop a wide range of visual and written information sources planning and organisational skills to collate information, and to coordinate liaison and consultation with others during the design process. |
Required knowledge |
copyright, moral rights and intellectual property issues and legislation that impact on design in the relevant context elements and principles of design and their application in the relevant design context features of the wider industry, economic, social and historical context in which design solutions are being generated other designs and the work of other design practitioners in the relevant context sources of information that support the development of technical and other knowledge technical knowledge of the area for which design solutions are being generated - in terms of materials, tools, equipment, techniques and industry processes and procedures. |
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. | |
User/client needs may be: | expressed in a brief: diagrammatic verbal visual written expressed in other documentation such as research papers or workplace plans informally articulated in need of further research |
Specifications, parameters and constraints may relate to: | audience budgeting and financing cost of production medium purpose technical issues timeframes |
Appropriate format may include: | drawings or sketches - manual or computer aided design and drafting (CADD) electronic presentation verbal presentation written notes with rationale or description |
Information may include: | codes of practice contractual obligations historical data industry standards legal requirements specialist information technological trends and developments |
Historical, current and future perspectives and trends may relate to: | industry context materials social or ethical issues sustainability technologies |
Social, economic, ethical and cultural issues may include: | availability of materials, tools or equipment budgetary issues community impact cost of production customer relationships government policies sponsorship opportunities triple bottom line (people, planet, profit) workforce relationships |
Environmental issues may include: | conservation of resources energy efficiency environmental consciousness/green design recycling use of renewable resources waste/by products/emissions |
Key stakeholders may include: | client employer end user peers supervisor technical experts work colleagues |
Creative thinking techniques may include: | brainstorming: bulletin board buzz session computer-aided sequencing stop and go daydreaming and mental wandering Edward de Bono's six thinking hats ego alter or heroes graphic organisers: concept fans visual maps webbing 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 |
Functionality, ergonomics, aesthetics and sustainability may be related to: | end use and users production processes |
Criteria against which to evaluate different options and ideas may relate to: | access to resources - physical, human or financial aesthetic appeal consistency with original brief desired level of originality and innovation ease of manufacture or further development environmental sustainability ethical issues health and safety requirements impact upon client and community industry standards and practice legal issues level of risk personal affinity with medium and materials technological considerations |
Supporting documentation may include: | drawings or plans illustrations material samples models photographs specifications for production |
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 |
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| Determine and evaluate user/client needs | |||
| Clarify specifications, parameters and constraints of the design challenge in consultation with relevant stakeholders | |||
| Articulate the essence of the design challenge in an appropriate format | |||
| Source, evaluate and acknowledge information that may assist in responding to the design challenge | |||
| Consider historical, current and future perspectives and trends that might inform design solutions | |||
| Consider relevant social, economic, environmental, ethical and cultural issues that may impact on design solutions | |||
| Analyse, distil and collate information to inform the development of the design solution | |||
| Establish and develop working relationships with key stakeholders | |||
| Seek and integrate input and ideas from others during the design process | |||
| Inform key stakeholders about progress of the design and related implications | |||
| Negotiate and agree on any changed requirements or modifications | |||
| Reflect on and integrate ideas generated from research and consultation | |||
| Use a range of creative thinking techniques to generate different options and ideas | |||
| Apply relevant principles of functionality, ergonomics, aesthetics and sustainability to the development of different options | |||
| Develop and use a range of criteria against which to evaluate different options and ideas | |||
| Select a preferred solution against agreed criteria and in consultation with relevant key stakeholders | |||
| Adjust and refine proposed design solution based on research, testing and reflection | |||
| Present proposed design solution with appropriate supporting documentation according to project requirements |
Forms
Assessment Cover Sheet
BSBDES401A - Generate design solutions
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Assessment Record Sheet
BSBDES401A - Generate design solutions
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