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Evidence Guide: LMFFDT5007A - Design a batch or limited production item of furniture

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

 

LMFFDT5007A - Design a batch or limited production item of furniture

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

Identify and analyse qualities and properties of batched or limited production furniture items

  1. Applicable legislative, OHS and enterprise requirements relevant to the design of batch or limited production items of furniture are verified and complied with
  2. Details of the qualities and properties of batch produced furniture making methods are identified
  3. Features of limited production methods are identified
  4. Resource and equipment implications for batch and limited production methods are assessed
Applicable legislative, OHS and enterprise requirements relevant to the design of batch or limited production items of furniture are verified and complied with

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Details of the qualities and properties of batch produced furniture making methods are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Features of limited production methods are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Resource and equipment implications for batch and limited production methods are assessed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research product needs

  1. All external parameters affecting the design of the contemporary furniture product are obtained from the client or from information sources
  2. Client or market needs for contemporary product are obtained and recorded
  3. Inspirational information is collected from relevant sources
  4. Visual needs of the product are identified and documented
  5. Ethical considerations are obtained, reviewed and documented
  6. Product needs are prioritized and recorded in accordance with enterprise practice
All external parameters affecting the design of the contemporary furniture product are obtained from the client or from information sources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Client or market needs for contemporary product are obtained and recorded

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inspirational information is collected from relevant sources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Visual needs of the product are identified and documented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ethical considerations are obtained, reviewed and documented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Product needs are prioritized and recorded in accordance with enterprise practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare the design brief

  1. Product needs and external parameters and factors are reviewed and clarified with the client or retail customers.
  2. Report on product needs is produced including design opportunities
  3. Feedback from the client or customers is gained and recorded
  4. Details of changes are negotiated with client or customers and recorded
  5. Outcomes of design process are clarified and agreed to with client
  6. Design brief is prepared and documented including budget, time lines, production needs and methods
Product needs and external parameters and factors are reviewed and clarified with the client or retail customers.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report on product needs is produced including design opportunities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback from the client or customers is gained and recorded

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Details of changes are negotiated with client or customers and recorded

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Outcomes of design process are clarified and agreed to with client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design brief is prepared and documented including budget, time lines, production needs and methods

Completed
Date:

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Generated ideas in response to design brief

  1. All relevant information on product and client needs are analysed and integrated into generation of ideas using lateral thinking methods
  2. Ideas are visually presented
  3. Ideas are matured through review and reworking
  4. New ideas are generated from initial ideas
  5. Final ideas are visually presented
All relevant information on product and client needs are analysed and integrated into generation of ideas using lateral thinking methods

Completed
Date:

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Ideas are visually presented

Completed
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Ideas are matured through review and reworking

Completed
Date:

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New ideas are generated from initial ideas

Completed
Date:

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Final ideas are visually presented

Completed
Date:

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Evaluate and develop design proposals

  1. Each design idea is evaluated against design brief and requirements for batch or limited production manufacture
  2. Design proposals are scored against weighted assessment criteria and results recorded
  3. Feasible high scoring design proposals are selected for further development
  4. Design proposals are completed in response to evaluation feedback
Each design idea is evaluated against design brief and requirements for batch or limited production manufacture

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design proposals are scored against weighted assessment criteria and results recorded

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feasible high scoring design proposals are selected for further development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design proposals are completed in response to evaluation feedback

Completed
Date:

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Present product proposals to client

  1. Product proposals are prepared for presentation to client
  2. Presentation arrangements are made, checked and confirmed
  3. Design proposals are presented to the client
  4. Client feedback is gained, analysed and confirmed
  5. Design proposals are completed with consideration to client feedback
Product proposals are prepared for presentation to client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Presentation arrangements are made, checked and confirmed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design proposals are presented to the client

Completed
Date:

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Client feedback is gained, analysed and confirmed

Completed
Date:

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Design proposals are completed with consideration to client feedback

Completed
Date:

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Produce final product proposal information ready for making

  1. Construction details are finalised and documented
  2. Visual aspects of product proposal are documented
  3. Part details are documented
  4. Manufacturing methods are documented
  5. Details are recorded in accordance with enterprise practice
Construction details are finalised and documented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Visual aspects of product proposal are documented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Part details are documented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manufacturing methods are documented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Details are recorded in accordance with enterprise practice

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, the Range Statement and the Assessment Guidelines for the relevant Training Package.

Overview of assessment

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

Comply with legislation, regulations, standards, codes of practice and established safe practices and procedures for designing and production of a contemporary furniture product.

Identify the limitations and opportunities of batch and limited production design work for contemporary furniture products

Develop and present final proposals for batch and limited production furniture items to meet design brief

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

a realistic product need

specific information covering client needs,

batch production capabilities

details of the product requirements and options

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 other related units of competency

Guidance information for assessment

Required Skills and Knowledge

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

Required skills

collect, organise and understand information related to the needs for a furnishing product

communicate ideas, information and advice to client to enable confirmation of design requirements, plans and specifications

prepare design proposals

listen to client or customer needs

work with others and in a team understand product needs and produce design proposals

reviewing information provided and creatively generate proposals for a furnishing product

apply research, analytical and mathematical skills to the identification and selection of materials and the selection of appropriate production and construction techniques for the product

plan activities covering the choice of design method, the preparation and layout of the product proposals

use mathematical ideas and techniques to correctly complete technical details of the proposed designs

create innovative designs which satisfy the agreed parameters and consider but are not limited by other historical or contemporary influences

recognise and respond to circumstances outside instructions or personal competence

adopt a proactive relationship with the client

identify new enterprise opportunities when developing product proposals

clarify and confirm work instructions

plan design work within given task parameters

accept responsibility for given tasks

set, monitor and satisfy personal design work goals

satisfy the competency requirements for the job

maintain current knowledge of batch and limited production methods

maintain current knowledge of design methods

seek learning opportunities

use the workplace technology related to the production of technical information for production details

use of workplace electronic media to communicate with client, suppliers and subcontractors.

Required knowledge

State or Territory OHS legislation, regulations, standards and codes of practice relevant to the design of furniture maker product

ideas generation and conceptual development techniques

historical furniture styles and movements

contemporary furniture styles and movements

design methodology

current ethical issues in society affecting furniture makers

ergonomic and anthropometric standards

environmental issues in making a furnishing product

visual aesthetics of furnishing products

current market segment products

batch production techniques for product types

production methodologies of furniture makers

physical needs of product type

materials used to produce furnishing products

materials and finishes

making techniques for product types

costing techniques including overhead components

options and technologies for presenting visual information

established communication channels and protocols

problem identification and resolution methods

document control methods.

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 in the Performance Criteria is detailed below. Add any 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.

Legislative requirements

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

OHS requirements

are to be in accordance with Commonwealth, State or Territory legislation and regulations, enterprise safety policies and procedures.

Organisational requirements

may include but not be limited to legal, enterprise, 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)

Batch produced furniture

may include but not limited to contemporary furniture products that are made in multiples but are not mass produced. Characteristics include details and fittings being produced with jigs and fixtures to allow for further batches to be made

Inspirational information

may include but not be limited to catalogues, brochures, magazines, existing products, reference books and other existing enterprise design information

may also include but not limited to transferable technological ideas or concepts, natural or man-made structures and objects

Visual needs of the product

may include but not be limited to point, line, plane, volume, shape, form, tone, colour, surface, texture, scale, size, vertex, edge, face, position, direction, space, balance, movement, proportion, rhythm, repetition, pattern, relief, mass and movement

Ethical considerations

may include but not be limited to issues relating to social justice, environmental sustainability, biodiversity, cultural heritage and social responsibility of furniture makers

Lateral thinking methods

may include but not be limited to suspending belief, looks for gaps of need, alternatives, daydreaming, creative leaping, filaments, brainstorming, six thinking hats and asking questions of norms and beliefs

outcomes of lateral thinking has no range by definition as it cannot be predefined and not judged in the process of generation