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Evidence Guide: FPITMM5204B - Manage product design

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

 

FPITMM5204B - Manage product design

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

Establish design objectives and success factors

  1. Applicable Occupational Health and Safety (OHS), environmental, legislative and organisational requirements relevant to managing product design are identified and followed
  2. Information on design tasks is collected, analysed and maintained
  3. Design workload is packaged into discrete, manageable design work units
  4. Criteria for each design work unit are specified and key success factors and indicators are established
  5. Communication with others is established and maintained in accordance with OHS requirements
Applicable Occupational Health and Safety (OHS), environmental, legislative and organisational requirements relevant to managing product design are identified and followed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information on design tasks is collected, analysed and maintained

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design workload is packaged into discrete, manageable design work units

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Criteria for each design work unit are specified and key success factors and indicators are established

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communication with others is established and maintained in accordance with OHS requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan the design activity

  1. Scope of each design work unit is reviewed and personnel and material resource requirements specified
  2. Design work units are programmed and scheduled in line with target achievement dates and resource constraints
  3. Design work plan, including key success or performance indicators, is processed and approved in line with enterprise procedures
Scope of each design work unit is reviewed and personnel and material resource requirements specified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design work units are programmed and scheduled in line with target achievement dates and resource constraints

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design work plan, including key success or performance indicators, is processed and approved in line with enterprise procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement the design work plan

  1. Resources including human, material, equipment and systems are allocated to particular design work units and tasks
  2. Designers are directed and involved in finalising work preparations and processes, and in establishing key performance indicators
  3. Coordination issues with supporting agencies and departments are resolved
  4. Removal of inhibitors to achievements are met
  5. Progress reviews are carried out and support provided to the designers to maintain technical design standards and achievement targets
  6. Design outcomes are prepared, finalised and certified as meeting the required specifications
  7. Design outcomes are documented and processed for the client's acceptance
  8. 3.8. Design process and problems are recorded and reported to appropriate personnel
Resources including human, material, equipment and systems are allocated to particular design work units and tasks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Designers are directed and involved in finalising work preparations and processes, and in establishing key performance indicators

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordination issues with supporting agencies and departments are resolved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Removal of inhibitors to achievements are met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Progress reviews are carried out and support provided to the designers to maintain technical design standards and achievement targets

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design outcomes are prepared, finalised and certified as meeting the required specifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design outcomes are documented and processed for the client's acceptance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

3.8. Design process and problems are recorded and reported to appropriate personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and respond to design performance

  1. Performance targets are monitored to assess progress and to provide indicators as to target revision or other intervention response
  2. Unsatisfactory performance is detected and prompt action is taken to rectify the situation
  3. Mentoring and coaching is provided to support individuals or teams through the design process
  4. Recommendations for variations to plans are negotiated and approved by the appropriate personnel
  5. Systems, procedures and records associated with documenting performance are managed in accordance with the enterprise requirements
Performance targets are monitored to assess progress and to provide indicators as to target revision or other intervention response

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Unsatisfactory performance is detected and prompt action is taken to rectify the situation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Mentoring and coaching is provided to support individuals or teams through the design process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recommendations for variations to plans are negotiated and approved by the appropriate personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Systems, procedures and records associated with documenting performance are managed in accordance with the enterprise requirements

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

A person who demonstrates competency in this unit must be able to provide evidence that they can safely manage product design

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

The evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements of this unit and include demonstration of:

following applicable Commonwealth, State or Territory legislative and regulatory requirements and codes of practice relevant to managing product design

following organisational policies and procedures relevant to managing product design

effective communication and safe working practices

managing product design in line with design criteria and performance targets

Context of and specific resources for assessment

Competency is to be assessed in the workplace or realistically simulated workplace

Assessment is to occur under standard and authorised work practices, safety requirements and environmental constraints

Assessment of required knowledge, other than confirmatory questions, will usually be conducted in an off-site context

Assessment is to follow relevant regulatory or Australian Standards requirements

The following resources should be made available:

workplace location or simulated workplace

materials and equipment relevant to undertaking work applicable to this unit

specifications and work instructions

Method of assessment

Assessment must satisfy the endorsed Assessment Guidelines of the FPI11 Training Package

Assessment methods must confirm consistency and accuracy of performance (over time and in a range of workplace relevant contexts) together with application of required knowledge

Assessment must be by direct observation of tasks, with questioning on required knowledge and it must also reinforce the integration of employability skills

Assessment methods must confirm the ability to access and correctly interpret and apply the required knowledge

Assessment may be applied under project-related conditions (real or simulated) and require evidence of process

Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances

Assessment may be in conjunction with assessment of other units of competency

The assessment environment should not disadvantage the candidate

Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language backgrounds other than English

Where the participant has a disability, reasonable adjustment may be applied during assessment

Language and literacy demands of the assessment task should not be higher than those of the work role

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit

Required skills

Technical skills sufficient to use and maintain relevant tools, machinery and equipment and safely manage product design

Communication skills and interpersonal techniques sufficient to interact appropriately with colleagues and others in the workplace

Literacy skills sufficient to accurately record and report workplace information, and maintain documentation

Numeracy skills sufficient to estimate, measure and calculate time required to complete a task

Problem solving skills sufficient to identify problems and equipment faults and demonstrate appropriate response procedures

Required knowledge

Applicable Commonwealth, State or Territory legislation, regulations, standards, codes of practice and established safe practices relevant to the full range of processes for product design management

Environmental protection requirements, including the safe disposal of waste material, the safe use and storage of chemicals, minimising carbon emissions and the cleaning of plant, tools and equipment

Organisational and site standards, requirements, policies and procedures for product design management

Environmental risks and hazards

Using energy effectively and efficiently

Using material effectively and efficiently

Established communication channels and protocols

Product design methods

Characteristics of materials and equipment

Construction sequences and jigs

Construction componentry and construction standards

Industry standard cross-sections and lengths

Procedures for the recording, reporting and maintenance of workplace records and information

Problem identification and resolution strategies and common fault finding techniques

Types of tools and equipment and procedures for their safe use, operation and maintenance

Appropriate mathematical procedures for estimating and measuring, including calculating time to complete tasks

Procedures for recording and reporting workplace information

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.

OHS requirements:

are to be in line with applicable Commonwealth, State or Territory legislation and regulations, and organisational safety policies and procedures, and may include:

personal protective equipment and clothing

safety equipment

first aid equipment

fire fighting equipment

hazard and risk control

fatigue management

elimination of hazardous materials and substances

safe forest practices including required actions relating to forest fire

manual handling including shifting, lifting and carrying

Environmental requirements may include:

legislation

organisational policies and procedures

workplace practices

Legislative requirements:

are to be in line with applicable Commonwealth, State or Territory legislation, regulations, certification requirements and codes of practice and may include:

award and enterprise agreements

industrial relations

Australian Standards

confidentiality and privacy

OHS

the environment

equal opportunity

anti-discrimination

relevant industry codes of practice

duty of care

Organisational requirements may include:

legal

organisational and site guidelines

policies and procedures relating to own role and responsibility

quality assurance

procedural manuals

quality and continuous improvement processes and standards

OHS, emergency and evacuation procedures

ethical standards

recording and reporting requirements

equipment use and maintenance and storage requirements

environmental management requirements (waste minimisation and disposal, recycling and re-use guidelines)

Design tasks are to include:

the process of applying problem solving skills

thought processes

cultural and demographic awareness

materials technology

conceptual development techniques

working with production limitations to determine and produce products or 3-D functional solutions

Design work units

break up tasks into manageable parts for design teams or individuals who may work on separate parts of a design project

Key success factors may include:

achieving goals in the time allocated

meeting specified design criteria

minimising the impact of production on the environmental

using energy efficiently and effectively

using material efficiently and effectively

Communication may include:

verbal and non-verbal language

constructive feedback

active listening

questioning to clarify and confirm understanding

use of positive, confident and cooperative language

use of language and concepts appropriate to individual social and cultural differences

control of tone of voice and body language

Supporting agencies may include:

organisations providing:

services

graphic work

componentry

Inhibitors may include:

barriers to design outcomes such as:

standard timber sizes

equipment usage capabilities and skill capabilities

Records and reports may include:

product type

size

inspection

grading and labelling outcomes

storage locations

quality outcomes

hazards

incidents or equipment malfunctions and

and may be:

manual

using a computer-based system or other appropriate organisational communication system

Appropriate personnel may include:

supervisors

suppliers

clients

colleagues

managers

Performance targets are to include:

completion of design tasks inside designated timeframes

design outcomes in line with the established criteria