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Evidence Guide: CUVDES601A - Design innovative products

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

 

CUVDES601A - Design innovative products

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

Identify commercial opportunities for creative product/s.

  1. Identify purpose, target market and medium of creative product/s.
  2. Undertake market analysis using appropriate information sources to determine design and production requirements of creative product/s.
  3. Evaluate currency/credibility of information sources and ensure research scope is sufficiently broad.
  4. Maintain accurate and comprehensive details of information sources.
Identify purpose, target market and medium of creative product/s.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake market analysis using appropriate information sources to determine design and production requirements of creative product/s.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate currency/credibility of information sources and ensure research scope is sufficiently broad.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain accurate and comprehensive details of information sources.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Formulate and test design concepts for creative product/s.

  1. Conceive and develop ideas/styles that complement design and production requirements using critical thinking techniques and entrepreneurial attitudes.
  2. Communicate design concepts using appropriate documentation methods to produce a preliminary representation of the creative product/s.
  3. Critique, review and test design concepts (including objectives/constraints) with appropriate person/s.
  4. Ensure design concepts incorporate elementsandprinciples of design.
  5. Negotiate design solutions with appropriate person/s.
Conceive and develop ideas/styles that complement design and production requirements using critical thinking techniques and entrepreneurial attitudes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate design concepts using appropriate documentation methods to produce a preliminary representation of the creative product/s.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Critique, review and test design concepts (including objectives/constraints) with appropriate person/s.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure design concepts incorporate elementsandprinciples of design.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate design solutions with appropriate person/s.

Completed
Date:

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Develop and exploit creative product/s.

  1. Select and organise production resources in accordance with design and production requirements.
  2. Develop creative product/s in accordance with design and production requirements.
  3. Supervise the production process to ensure creative product/s meets requirements of target market.
  4. Present creative product/s to appropriate person/s in a way that optimises clarity, conciseness and appeal.
  5. Exploit identified commercial opportunities within target market.
Select and organise production resources in accordance with design and production requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop creative product/s in accordance with design and production requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Supervise the production process to ensure creative product/s meets requirements of target market.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present creative product/s to appropriate person/s in a way that optimises clarity, conciseness and appeal.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Exploit identified commercial opportunities within target market.

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.

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

Evidence of the following is essential:

ability to identify commercial opportunities for creative product/s

ability to formulate and develop design concepts

ability to develop and exploit creative products.

Context of and specific resources for assessment

Assessment must ensure:

access to an appropriate environment where design concepts and solutions can be negotiated with relevant stakeholders

access to an environment where creative and commercial design opportunities can be exploited

access to appropriate equipment, media and software used for product design/manufacture

access to appropriate technology and information sources to undertake market analysis and research design trends

access to appropriate learning and assessment support when required

the use of culturally appropriate processes, and techniques appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.

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

case studies to assess candidate's ability to undertake market analysis/research design trends

direct observation of the candidate negotiating design solutions and exploiting creative products/s

evaluation of design documentation and creative products/s produced by the candidate

oral or written questioning to assess knowledge of technical and context issues that impact on design in a given industry context.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

BSBDES501A Implement design solutions

BSBDES601A Manage design realisation

Required Skills and Knowledge

Required skills:

literacy skills sufficient to communicate design concepts, research and evaluate relevant source materials and complete design documentation

numeracy skills sufficient to:

assess the financial viability of creative/commercial opportunities

manage budgets

communication skills sufficient to critique/review design concepts and negotiate design solutions with stakeholders

creative thinking skills sufficient to conceive and develop design ideas and identify commercial opportunities to exploit them

planning and organisational skills sufficient to:

interpret and respond to design briefs

supervise the production of creative products

undertake market analysis/research into target markets and design trends

problem solving skills sufficient to develop and implement design solutions

technology skills sufficient to implement and use design hardware/software.

Required knowledge:

common formats and features of design briefs

commonly used research methodologies

copyright, moral rights, intellectual property and legislation (applicable to specific industry contexts and design disciplines)

equipment, media and software and their application to product design/manufacture

occupational health and safety requirements relevant to particular work contexts and design disciplines

production processes as they apply to designs in particular industry contexts

quality assurance processes for product design and development (applicable to specific industry contexts and design disciplines)

work and ideas of other product designers.

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.

Creative product/s may include:

platforms

digital media (CDs, DVDs, films, games consoles, kiosks, mobile phones, PDAs, slide shows, television, videos, websites)

tactile media (displays, exhibitions, presentations, print publications)

two and three dimensional visual forms

digital media (animation, audio, code/script, film, graphic, image, modelling, text, video)

tactile media (cardboard, clay, fabric, fibre, film, glass, ink, lacquer, latex, leather, metal, paint, paper, photograph, plaster, plastic, pulp, resin, rubber, sand, stone, wax, wire, wood)

types

business/corporate

community

educational/training

entertainment

ephemera

experiences

information

personal

promotional.

Information sources may include:

copyright/legal representatives

discussions with innovative industry practitioners

electronic/print media (news, reviews, articles)

employee association/union representatives (and other sources of industrial relations information)

events (industry functions, conferences, trade fairs, community activities, expositions, exhibitions, festivals, social events, symposiums)

government bodies and associated publications

industry associations

internet

libraries and archives (text, film, video, sound, graphic)

lifestyle and contemporary issues magazines

museums/galleries/studios

national/international journals (e.g. artist, computing and design journals)

personal observations and experience

professional competitions and awards

retail/wholesale suppliers of products and services

technical publications/reference books

training programs, seminars, workshops, master classes, professional development opportunities.

Design and production requirements may include:

access to resources such as:

software (authoring, composition, drafting, drawing, graphics, image capture, image manipulation, page layout)

equipment (computer hardware, drawing tools, hand and power tools)

medium (digital, tactile)

aesthetic considerations such as:

features

finish

style (interactive, static)

commercial considerations such as:

budget/costs (design, production, marketing)

business risk

feasibility

manufacturability

marketability

production method (mass, batch, one-off)

profitability

sustainability

timeframe

viability

cultural, ethical and social considerations such as:

accessibility

benefits

equity

user friendliness (ease of use)

functional considerations such as:

efficiency/effectiveness

ergonomics

instructional integrity

reliability

spatial

regulatory/technical considerations such as:

conditions of use

environmental

health and safety

industry and/or design standards

legal, contractual and copyright

licensing (product, open-source)

medium characteristics/capabilities

ownership/intellectual property.

Critical thinking techniques may include:

analysing and evaluating actions and policies

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

making interdisciplinary connections

making plausible inferences and predictions

noting significant similarities and differences

reading and listening critically

recognising contradictions

transferring insights to new contexts

using critical vocabulary.

Entrepreneurial attitudes may include:

ability to act on intuition and assumptions

ability to think laterally and independently

ability to work within ambiguity and uncertainty

confidence in self and vision

curiosity

desire to take risks

flexibility

interest in pursuing new ideas.

Appropriate documentation methods may include:

diagrams

drawings or sketches - manual or computer aided design and drafting (CADD)

electronic presentations

illustrations

layouts

mock-ups

models

plans

practice pieces

prototypes

samples

verbal presentations

written notes with rationale or description.

Appropriate person may include:

clients

commissioning body/organisation

community organisation

competitors

construction staff

design team

early adopters

management staff

manufacturers

material importers and suppliers

mentors

peers

production staff

sales staff

suppliers

target market (customer segments, focus groups).

Elements and principles of design may include:

design elements

colour

direction

form

light

line

mass

point

shape

size

space

texture

time

tone

value

design principles

balance

contrast

dominance

emphasis

harmony

movement

pattern

proportion

rhythm

unity.