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Evidence Guide: CUVICS04B - Originate and develop a concept

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

 

CUVICS04B - Originate and develop a concept

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

Interpret the brief or clarify need oropportunity

  1. The brief, need or opportunity for innovation is explored. The context for the new product or service is investigated and clarified and the audience/user is determined.
  2. The purpose, desired outcome or end product, broad content, style, cost, intended audience and other relevant factors of the brief, need or opportunity are clarified.
  3. The purpose, goals, constraints and requirements of the final product/service/process are specified.
The brief, need or opportunity for innovation is explored. The context for the new product or service is investigated and clarified and the audience/user is determined.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The purpose, desired outcome or end product, broad content, style, cost, intended audience and other relevant factors of the brief, need or opportunity are clarified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The purpose, goals, constraints and requirements of the final product/service/process are specified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a range of creative approaches

  1. A range of different, innovative and creative approaches and concepts is generated.
  2. Different approaches/concepts are reviewed for feasibility, innovation, creativity, and acceptability to client or audience.
  3. Possible constraints are identified and the approaches/concepts are checked against these to determine feasibility.
  4. The social, ethical and environmental impacts of the approaches/concepts are taken into consideration.
  5. The effects and advantages of various combinations of activities, systems, processes, staff, materials for achieving a creative, innovative and appropriate outcome are investigated.
  6. The concept(s) or approach(es) that achieve the required outcome in an innovative and feasible way are selected and draft proposals representing those approaches are documented in an appropriate format.
A range of different, innovative and creative approaches and concepts is generated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Different approaches/concepts are reviewed for feasibility, innovation, creativity, and acceptability to client or audience.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Possible constraints are identified and the approaches/concepts are checked against these to determine feasibility.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The social, ethical and environmental impacts of the approaches/concepts are taken into consideration.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The effects and advantages of various combinations of activities, systems, processes, staff, materials for achieving a creative, innovative and appropriate outcome are investigated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The concept(s) or approach(es) that achieve the required outcome in an innovative and feasible way are selected and draft proposals representing those approaches are documented in an appropriate format.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek opinions of colleagues and a range of creative and technical experts/specialists

  1. Proposals are discussed with colleagues and specialists.
  2. Creative and technical aspects of the proposals are clarified and expert advice sought where required.
  3. Proposals are compared with best practice examples of similar products, services or processes.
Proposals are discussed with colleagues and specialists.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Creative and technical aspects of the proposals are clarified and expert advice sought where required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Proposals are compared with best practice examples of similar products, services or processes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjust and refine proposal on the basis of advice received and evaluation

  1. Determine advantages and disadvantages of each approach/strategy based on criteria such as creativity, appropriateness to the user/audience, cost-effectiveness, level of risk, potential benefits and technical feasibility.
  2. Proposals are evaluated and the approach which will result in achieving the desired outcome is selected.
Determine advantages and disadvantages of each approach/strategy based on criteria such as creativity, appropriateness to the user/audience, cost-effectiveness, level of risk, potential benefits and technical feasibility.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Proposals are evaluated and the approach which will result in achieving the desired outcome is selected.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop the concept to an operational level

  1. A detailed specification for the product in terms of creativity, the audience/user, budget, and technical requirements is developed.
  2. The detailed specification is presented to the relevant parties for approval, funding or endorsement.
A detailed specification for the product in terms of creativity, the audience/user, budget, and technical requirements is developed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The detailed specification is presented to the relevant parties for approval, funding or endorsement.

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:

generation and evaluation of creative and effective concepts

translation of an original idea into a concrete proposal which is documented and reviewed using appropriate methods.

Context of and specific resources for assessment

Assessment must ensure:

interaction with others to reflect the collaborative nature of the development process.

Method of assessment

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

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 discussions and other collaborative activities to evaluate ideas or solutions

oral or written questioning to assess knowledge of the social and environmental impacts of relevant products, services or processes.

Guidance information for assessment

This competency standard could be assessed on its own or in combination with other competencies relevant to the job function within the cultural industries work context.

The other standards would probably most appropriately be at AQF level 4 and above and may include:

CUVADM11B Work within an arts organisation context

CUVDES04B Integrate colour theory and design processes in response to a brief

CUVCON06B Develop concepts for arts organisations or projects

Please note: the above is a generic list which may apply across the cultural industries. Some of the units may not be included in this particular Training Package.

Required Skills and Knowledge

Required skills

the ability to use creative techniques to generate a range of innovative ideas

the ability to communicate with a wide range of people

research skills

relevant technical knowledge

appropriate ways of documenting creative proposals.

Required knowledge

knowledge of past history of work in related areas

knowledge of the social and environmental effects of possible approaches

specialist knowledge relating to issues within the specific work contexts within cultural industries

technical principles and knowledge appropriate to the area covered by the concept

communication principles

the variety of methods and materials available.

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.

Products might include:

commissioned art work

fabric designs

furniture design

marketing campaigns

new gallery concepts

photoimaging assignments.

Purposes of the product may include:

provision of services to clients within the cultural industries.

Factors to be considered may include:

access to technology

audience/user characteristics

cost effectiveness

level of skill and understanding required for implementation

need for additional staff training

resource requirements

technical feasibility.

Constraints to the project may include:

availability of skilled experts and personnel

cost

equipment

finance

technical difficulty

time.

Formats for documentation may include:

briefs for a consultant

descriptions of a creative proposal for in-house consideration

proposals to be submitted to a funding body or sponsor.

Appropriate colleagues and specialists to discuss proposals with may include:

any staff who may be involved in the design or the implementation of the process

creative and administrative staff

personnel external to the organisation

technical specialists.

Project specifications may include:

audience

budget

operational plan

ownership of final product

purpose

resources, e.g.:

human

plant and equipment

time.

Resources and equipment may include:

computers, e.g.:

hardware

software

specialist staff required for successful development of the proposed product or service

others resources or equipment depending on the outcome required.