This unit applies to individuals who use sophisticated research and critical analysis skills in the exploration of design, design theory and its application to professional design practice.

The scope of the research activity has both significant depth and breadth. A broader, more general approach to the history and theory of design is covered by BSBDES305A Source and apply information on the history and theory of design.

ELEMENT

PERFORMANCE CRITERIA

1. Research design theory

1.1. Use a range of research techniques to source information about design theory

1.2. Identify and explore new, emerging and alternative sources of ideas and thinking about design

1.3. Expand own knowledge and understanding of design through review and critical analysis of information

1.4. Analyse, compare and contrast a range of theoretical perspectives and thinking on design

2. Apply theories of design to professional practice

2.1. Evaluate the relevance and application of different theories of design based on analysis of own professional and personal experience

2.2. Analyse the ways in which different aspects of history, theory and other influences are applied, adapted or challenged in practice

2.3. Assess the ways in which theories and thinking about design may be applied in ways that provide benefits to individuals, businesses and communities

3. Develop, articulate and debate own perspectives on theories of design

3.1. Take a critical approach to different theories and reflect on own ideas and responses

3.2. Develop own substantiated positions in response to research and analysis

3.3. Articulate own positions in a manner which demonstrates clarity of thought and conceptual understanding of different theories and thinking

3.4. Debate own positions on design showing belief in own and ideas and a willingness to remain open to new perspectives

Required skills

communication skills to articulate and debate complex concepts

critical thinking skills to analyse complex information, and to develop and substantiate own positions and responses to theories and thinking around design

literacy skills to research information dealing with complex concepts and theories

self-management skills to develop and substantiate own views and ideas.

Required knowledge

different theories of design, including different historical perspectives and current and emerging thinking

relationship between theories of design and design in practice (in a particular work or broader social context)

relationships, similarities and differences at a conceptual and practical level between the concepts of design, innovation and creativity

systemic impacts on design - social, economic, political and environmental.

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:

research into past, current and emerging theories of design

development of substantiated positions on design and its application in response to own analysis and research

knowledge of different theories and thinking on design and its application in different social and work contexts.

Context of and specific resources for assessment

Assessment must ensure:

use of current and emerging sources of information and thinking on design.

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 research undertaken by the candidate into design theory and its application

evaluation of candidate's participation in discussion and debate on theories of design

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.

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.

Research techniques may include:

desk research

informal discussions

internet

interviews

literature reviews

New, emerging and alternative sources of ideas and thinking may include:

current business theories

government policy

individual in any field of endeavour

innovative organisations

international trends

Critical analysis may involve:

adapting

analysing and evaluating actions and policies

challenging

clarifying issues, values and standards

comparing analogous situations

comparing and contrasting ideals with practice

comparing and evaluating beliefs, interpretations and theories

developing criteria for evaluation

distinguishing relevant from irrelevant facts

examining and evaluating assumptions

exploring implications and consequences

generating and assessing solutions

debating and discussing

judging

making interdisciplinary connections

making plausible inferences and predictions

noting significant similarities and differences

questioning

reading and listening critically

reflecting

Theoretical perspectives and thinking may be:

economic

environmental

historical

local, national and international

political

social/cultural

Own professional and personal experience may include:

evaluation of contexts in which creativity has flourished

evaluation of different attitudes to design and the role of designers

observations of the ways people interrelate with the design process, of the ways people use and adapt designs in daily life

reflection on current political, social and cultural trends

reflection on own experience with any type design process

workplace experience

Benefits to individuals, businesses and communities may include:

better individual and business relationships

capacity for innovation and invention

greater social cohesion

improved productivity and profit

psychological wellbeing of individuals and communities

Substantiated positions may be positions which are:

grounded in appropriate research

result of rational and logical thought

subjected to the analysis of others

supported by relevant information

Clarity of thought and conceptual understanding may be demonstrated by:

ability to exchange and debate ideas with others

appropriate distillation of ideas to suit the required purpose

audience understanding

clear articulation of ideas

Unit sector

Design - Design Process

This unit contains employability skills.