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Evidence Guide: CUEDES04B - Establish and refine a brief

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

 

CUEDES04B - Establish and refine a brief

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

Establish design requirements

  1. Identify and make appropriate contact with relevant stakeholders for the design project, including client
  2. Identify and source information and references relevant to the design project
  3. Critically analyse sources and extract key information to inform the design project
  4. Liaise with client and other key stakeholders to determine overall objectives and parameters for the design project
  5. Pro-actively seek, review and act upon information needed to inform constructive communication with client
  6. Build trust and respect between self and client through effective use of communication skills and demonstration of professional integrity
Identify and make appropriate contact with relevant stakeholders for the design project, including client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and source information and references relevant to the design project

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Critically analyse sources and extract key information to inform the design project

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Liaise with client and other key stakeholders to determine overall objectives and parameters for the design project

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Pro-actively seek, review and act upon information needed to inform constructive communication with client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Build trust and respect between self and client through effective use of communication skills and demonstration of professional integrity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and refine the design brief

  1. Develop concepts and ideas for inclusion in the brief which take account of overall project objectives and parameters, including budget constraints
  2. Undertake own analysis of concept and challenge ideas and approaches taken to ensure responsiveness to project needs
  3. Present ideas in an appropriate format/medium and seek feedback from key stakeholders
  4. Use effective communication techniques to generate discussion, debate and critical analysis
  5. Re-evaluate and refine options based on own analysis and discourse with others
  6. Establish and agree on the final nature and scope of the brief with the client and accurately document details
Develop concepts and ideas for inclusion in the brief which take account of overall project objectives and parameters, including budget constraints

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake own analysis of concept and challenge ideas and approaches taken to ensure responsiveness to project needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present ideas in an appropriate format/medium and seek feedback from key stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use effective communication techniques to generate discussion, debate and critical analysis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Re-evaluate and refine options based on own analysis and discourse with others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish and agree on the final nature and scope of the brief with the client and accurately document details

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate terms and conditions

  1. Negotiate and agree terms and conditions of the brief in accordance with relevant organisational and professional standards
  2. Clarify, agree and document roles and responsibilities of those involved in the project
  3. Confirm agreements in writing in accordance with organisational requirements, including approval processes
  4. Identify the need for and seek specialist advice in the development of formal agreements or contracts where appropriate
Negotiate and agree terms and conditions of the brief in accordance with relevant organisational and professional standards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify, agree and document roles and responsibilities of those involved in the project

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm agreements in writing in accordance with organisational requirements, including approval processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the need for and seek specialist advice in the development of formal agreements or contracts where appropriate

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

The following evidence is critical to the judgement of competence in this unit:

effective collaboration and communication skills to work with others to develop and refine a design brief

sound knowledge of the design process within the specific industry context/design discipline.

Context of and specific resources for assessment

The assessment context must provide for:

practical demonstration of skills through the development and finalisation of a design brief for a specific industry purpose

interaction with and involvement of others to reflect the collaborative nature of the unit and the communication and negotiation skills required.

Method of assessment

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:

evaluation of a design brief in which the candidate has played a significant development role

evaluation of reports prepared by the candidate detailing the processes undertaken for establishing and refining the brief, including challenges faced and lessons for the future

questioning and discussion on the process and to assess knowledge of issues surrounding legislation, industry context, sources of information

case studies to assess ability to adapt approach to different client requirements and contexts

review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.

Assessment methods should closely reflect workplace demands and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling).

Guidance information for assessment

Assessment of this unit requires access to sources of information relevant to the industry context.

Required Skills and Knowledge

Required skills

communication, presentation and negotiation skills specifically for the process of working with clients to establish and refine design briefs in a particular area of design

literacy skills sufficient to research and evaluate a wide range of source materials for the development of the concept for own work, to conduct a critical discourse about the concept for own work

numeracy skills sufficient to develop realistic costing for realisation of design concept

Required knowledge

sources of information that inform the development of design concepts within a specific industry context

the scope, nature and potential variations within design briefs relevant to a specific industry context

legal issues that affect negotiations and contracts in the relevant industry context

copyright, moral rights and intellectual property issues and legislation that impact on design work in the relevant industry 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.

Design requirements may relate to any industry/design discipline, and may include:

event design

graphic design

interior design

multimedia design

object design

product design

theatrical/film production design, eg sets, costumes, lighting

wearable object design, e.g. fashion, jewellery

Relevant stakeholders in addition to client may include:

authorities, e.g. local council for outdoor event design

creative specialists

other designers

others involved in the project

production teams

technical specialists

venue managers

Information and references relevant to the design project may include:

environment

financial information

music and/or film/video

oral history

organisational information

photographs and other artworks

project team members

promotional material

technical reports/data

texts and other written references

work of other designers/artists

Critical analysis may involve:

considering how ideas may be adapted

considering how ideas may be challenged

drawing links between references and potential designs

evaluating work of other designers

making judgements about potential ideas in relation to the budget and available resources

making judgements about relevance of information and ideas

Overall objectives and parameters may relate to:

audience

availability of materials, tools, equipment and human resources

budget

conflicting competing demands

organisational vision

presentation venue/context

sponsorship

timeframe

Appropriate format/medium for presentation of ideas may include:

checklists

digital presentation

drawings

electronic presentations

graphic formats

models

paintings

photographs

plans

prototypes

verbal description/oral presentation

video

visual diagrams

Terms and conditions may relate to:

conceptual parameters

contracts

deliverables

legal and financial issues such as processes to be used

ownership and copyright

reporting

technical requirements

timelines

Organisational and professional standards may include:

industry standards for written agreements

industry-accepted fee schedules

requirements for written agreements