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Evidence Guide: LMFFDT4013A - Research and select furniture finishes

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

 

LMFFDT4013A - Research and select furniture finishes

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

Plan for finish research

  1. Applicable OHS, legislative and organisational requirements relevant to researching and recommending finishes are verified and complied with
  2. Design brief is reviewed, confirmed and clarified with appropriate personnel
  3. Communication with others is established and maintained in accordance with OHS requirements
  4. Client requirements and desires are reviewed, confirmed and clarified
Applicable OHS, legislative and organisational requirements relevant to researching and recommending finishes are verified and complied with

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Design brief is reviewed, confirmed and clarified with appropriate personnel

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Client requirements and desires are reviewed, confirmed and clarified

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Research finishes

  1. Aesthetic requirements of the finish are assessed
  2. New finish technologies are researched and reported
  3. Tactile requirements of the finish in relation to the design is researched
  4. Application methods and available expertise for the desired finish are assessed
  5. Costs of finishes are assessed and compared
  6. Environmental impact of finishes are assessed
  7. Longevity and restorability of finishes are researched
  8. Hazards associated with the use and application of finishes are researched
  9. Quality of finishes are assessed and reported
Aesthetic requirements of the finish are assessed

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

New finish technologies are researched and reported

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Tactile requirements of the finish in relation to the design is researched

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Application methods and available expertise for the desired finish are assessed

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Costs of finishes are assessed and compared

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Environmental impact of finishes are assessed

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Longevity and restorability of finishes are researched

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Hazards associated with the use and application of finishes are researched

Completed
Date:

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Evidence:

 

 

 

 

 

 

 

Quality of finishes are assessed and reported

Completed
Date:

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Evidence:

 

 

 

 

 

 

 

Select finishes

  1. Research information is critically analysed in the context of the design brief requirements
  2. Finishes and their elements of design are promoted, research explained and evaluated for the client
  3. Finishes and their principles of design are promoted, research explained and evaluated for the client
  4. Presentation of research information is made, highlighting the findings and rationale for the finishes chosen
Research information is critically analysed in the context of the design brief requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Finishes and their elements of design are promoted, research explained and evaluated for the client

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Finishes and their principles of design are promoted, research explained and evaluated for the client

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Presentation of research information is made, highlighting the findings and rationale for the finishes chosen

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

Effectively research and select finishes to assist with informing the design process and arrive at a solution which meets client requirements

Effectively apply design elements and principles to the research and selection of finishes

Effectively research and select finishes in accordance with the concepts and design brief

Comply with legislation, regulations, standards, codes of practice and established safe practices and procedures for researching and recommending finishes

Communicate effectively and work safely with others in the work area

Context of and specific resources for assessment

The application of competency is to be assessed in the workplace or simulated workplace

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

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

Assessment is to comply with relevant regulatory or Australian Standards requirements

The following resources should be made available:

workplace location or simulated workplace

materials and equipment relevant to researching and recommending finishes

specifications and work instructions

Method of assessment

Assessment must satisfy the endorsed assessment guidelines of the Furnishing Industry 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 underpinning knowledge

Assessment methods must be by direct observation of tasks and include questioning on underpinning knowledge to ensure its correct interpretation and application

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

Guidance information for assessment

Required Skills and Knowledge

Required skills

collect, organise and understand information related to work orders, basic plans and finishing procedures

communicate ideas and information to enable confirmation of finishing requirements and specifications, coordination of work with site supervisor, other workers and customers, and the reporting of work outcomes and problems

work with others and in a team by recognising dependencies and using cooperative approaches to optimise work flow and productivity

use pre-checking and inspection techniques to anticipate finishing problems to avoid re-work and wastage

recognise and respond to circumstances outside instructions or personal competence

innovate and modify existing finishing techniques to suit the aesthetic and functional requirements of the product

plan and organise activities, including the preparation and layout of the worksite and the obtaining of equipment and materials to avoid any back tracking, work flow interruptions or wastage

use mathematical ideas and techniques to correctly complete measurements, calculate area and estimate other material requirements

clarify and confirm work instructions

plan work within given task parameters

accept responsibility for given tasks

set, monitor and satisfy personal work goals

satisfy the competency requirements for the job

maintain current knowledge of tools and materials

maintain current knowledge of finishing techniques

seek learning opportunities

use the workplace technology related to selecting finishes including tools, equipment, calculators and measuring devices

evaluate finishing materials to confirm compatibility and feasibility of material usage.

Required knowledge

State or Territory OHS legislation, regulations, standards and codes of practice relevant to selecting finishes

organisational and site standards, requirements, policies and procedures for the selection of finishing materials

finishing techniques

characteristics, properties and selection criteria of finishing materials

finishing characteristics and properties of timber being used

matching requirements of adhesives and fasteners to timbers/materials

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

work flow in relation to the furniture items being made or repaired

environmental protection requirements

established communication channels and protocols

problem identification and resolution.

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 accordance with Commonwealth, State or Territory legislation and regulations, organisational safety policies and procedures

requirements may include but not be limited to the use of personal protective equipment and clothing, fire fighting equipment, first aid equipment, hazard and risk control and elimination of hazardous materials and substances, manual handling including lifting and carrying

Legislative requirements

are to be in accordance with applicable legislation from all levels of government that affect organisational operation

requirements may include but not be limited to 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 and heritage

Organisational requirements

may include but not be limited to 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, ethical standards, recording and reporting, access and equity principles and practices, equipment use, maintenance and storage, environmental management (waste disposal, recycling and re-use guidelines)

Design brief

is to include the aims, objectives, milestones for the design project, the point of reference for everyone, elements and principles of design and may include organisational or personal profiles, aims, target audience, budget, timeline, consultation requirements, colour requirements, image requirements and function

Appropriate personnel

may include but not be limited to trainers, supervisors, suppliers, clients, colleagues and managers

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

Clients

may include but not be limited to suppliers, manufacturers, private clients, colleagues, retailers or the public

Aesthetics

are to include the consideration of appeal to a large number of people; products are pleasing to the eye of many who view it

Finishes

may include but not be limited to paints, waxes, lacquers, stains, pigments, oils, traditional finishes, plastic coatings, UV protected coatings, liquid coatings, synthetic coatings, synthetics, paper, glass, vinyls, textiles, laminates, plastics, stainless steel, metals, veneers and stone based products

Tactile

is to include that perceived by the sense of touch and producing the effect of three dimensional depth

Application methods

may include spraying, painting, applicators, gluing, vacuum wrapping, rubbing and bonding

Environmental impact

is to include but not be limited to how the making and use of finishes effects the environment and how its continued use will affect those around you, energy consumption in applying the material, greenhouse gases created, waste levels and resource utilisation. Similarly what impact will be felt by reducing or stopping use of the finish

Longevity and restorability

are to include an analysis of how long the finish is expected to last, while maintaining quality of aesthetic value and how readily the finish can be upgraded, repaired or replaced

Hazards

may include but not be limited to toxins and gases released by some finishes and glues which may be harmful to people if not used correctly

Critical analysis

may include but not be limited to comparing, contrasting, reflecting, critiquing, considering merit, discussion and debate

Elements of design

may include but not be limited to line, shape, form (geometric or organic), texture, colour and function

Principles of design

may include but not be limited to balance, proportion (symmetry, asymmetry), harmony, contrast, pattern, movement, rhythm, unity, style, focus, scale, dominant, sub dominant or subordinate relationship, emphasis, proximity, alignment, space, anthropometry, ergonomics, arrangement, workload, materials handling capacity, skills, control, equipment capabilities, aesthetic relations, tension and development methods