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Evidence Guide: BSBDES201A - Follow a design process

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

BSBDES201A - Follow a design process

What evidence can you provide to prove your understanding of each of the following citeria?

Clarify the challenge

  1. Confirm the nature and scope of the challenge with stakeholders
  2. Agree on specific objectives with stakeholders
  3. Identify any constraints that may impact on the design process
  4. Identify and source relevant supporting information and assistance
Confirm the nature and scope of the challenge with stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Agree on specific objectives with stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify any constraints that may impact on the design process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and source relevant supporting information and assistance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore different ideas and solutions

  1. Generate a range of ideas to respond to the challenge
  2. Explore different options and ideas for meeting objectives
  3. Involve others in the process of developing ideas and solutions
Generate a range of ideas to respond to the challenge

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore different options and ideas for meeting objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Involve others in the process of developing ideas and solutions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select and present a solution

  1. Reflect on different ideas and feedback, and select a preferred solution
  2. Summarise the key ideas in the solution and present to stakeholders in appropriate format
  3. Obtain any required approvals to take the solution to the next stage
Reflect on different ideas and feedback, and select a preferred solution

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Summarise the key ideas in the solution and present to stakeholders in appropriate format

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain any required approvals to take the solution to the next stage

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement the solution

  1. Schedule key tasks and organise resources to support implementation
  2. Carry out testing, prototyping or trialling of the proposed solution
  3. Maintain any required documentation
  4. Identify problems and seek advice and guidance from others
Schedule key tasks and organise resources to support implementation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Carry out testing, prototyping or trialling of the proposed solution

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain any required documentation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify problems and seek advice and guidance from others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the solution

  1. Check the success of the solution based on original objectives
  2. Seek feedback from appropriate stakeholders
  3. Review both the solution and the process undertaken to develop the solution as part of an ongoing learning process
Check the success of the solution based on original objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback from appropriate stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review both the solution and the process undertaken to develop the solution as part of an ongoing learning process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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.

Required Skills and Knowledge

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.

Range Statement

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