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Evidence Guide: LMTFD5017B - Apply design studio processes to meet client brief

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

 

LMTFD5017B - Apply design studio processes to meet client brief

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

Confirm design brief

  1. Client needs and objectives are discussed and clarified with client.
  2. Purposes of design, final product and end user expectations are identified.
  3. Parameters and design criteria are established and agreed upon.
  4. Specifications of design brief are confirmed.
  5. Communication requirements and channels are agreed upon.
Client needs and objectives are discussed and clarified with client.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Purposes of design, final product and end user expectations are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Parameters and design criteria are established and agreed upon.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Specifications of design brief are confirmed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communication requirements and channels are agreed upon.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research information to guide design process

  1. Relevant information is identified and accessed to guide design and production process.
  2. Characteristics of target market are identified.
  3. Relevant products previously developed by the enterprise are identified and reviewed in terms of range, style, construction, price points.
  4. Information is analysed and applied to design concept development and production.
  5. Any additional expertise required for project is identified.
  6. Information sources on design techniques and processes used to achieve desired effects, are accessed and used as required throughout design and development processes.
Relevant information is identified and accessed to guide design and production process.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Characteristics of target market are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant products previously developed by the enterprise are identified and reviewed in terms of range, style, construction, price points.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information is analysed and applied to design concept development and production.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Any additional expertise required for project is identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information sources on design techniques and processes used to achieve desired effects, are accessed and used as required throughout design and development processes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and refine design concept

  1. Preliminary concept options are identified and discussed with client or workplace design team.
  2. Options are evaluated against design brief specifications.
  3. Principles and elements of design are applied to design concepts.
  4. Criterion and selectionprocesses are used to refine concept options.
Preliminary concept options are identified and discussed with client or workplace design team.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Options are evaluated against design brief specifications.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Principles and elements of design are applied to design concepts.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Criterion and selectionprocesses are used to refine concept options.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Experiment with design concepts

  1. Preliminary concepts are scoped out using sketches, illustrations, models, samples, fibres and fabrics.
  2. Evaluation of design concepts is conducted by self and others using selected criteria and processes.
  3. Feedback and analysis is assessed for potential to improve design concept.
  4. Further experimentation is used to develop design concepts.
  5. Design concepts are selected for presentation to client.
Preliminary concepts are scoped out using sketches, illustrations, models, samples, fibres and fabrics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluation of design concepts is conducted by self and others using selected criteria and processes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback and analysis is assessed for potential to improve design concept.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Further experimentation is used to develop design concepts.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design concepts are selected for presentation to client.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present design concept to client

  1. Communication tools are used to present design concept to client.
  2. Features and benefits of design concepts are presented to client.
  3. Presentation skills are used to promote acceptance of design concept.
  4. Client response is assessed and considered.
  5. Design concept is modified and improved where possible.
Communication tools are used to present design concept to client.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Features and benefits of design concepts are presented to client.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Presentation skills are used to promote acceptance of design concept.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Client response is assessed and considered.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design concept is modified and improved where possible.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Scope production requirements

  1. All components required for production are identified.
  2. Technical aspects of production are identified.
  3. Specification sheet is completed to guide production.
  4. Resources and production requirements are identified and sourced.
  5. Production plan is developed to guide production.
  6. Plan is discussed and confirmed with client.
All components required for production are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Technical aspects of production are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Specification sheet is completed to guide production.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Resources and production requirements are identified and sourced.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Production plan is developed to guide production.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan is discussed and confirmed with client.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop design pattern

  1. Pattern base is selected to meet design brief.
  2. Pattern base is modified to create patterns that meet design requirements and specifications.
  3. Pattern is made according to industry standards, including industry markings and lay plans.
  4. Toile is created to test accuracy of pattern and design effect.
  5. Pattern is confirmed against design specifications.
Pattern base is selected to meet design brief.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Pattern base is modified to create patterns that meet design requirements and specifications.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Pattern is made according to industry standards, including industry markings and lay plans.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Toile is created to test accuracy of pattern and design effect.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Pattern is confirmed against design specifications.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Produce fashion product

  1. Workplace is prepared according to OHS practices.
  2. Materials and resources are prepared.
  3. Fabric is cut according to pattern directions.
  4. Product is sewn according to specifications.
  5. Product is finished according to specifications.
Workplace is prepared according to OHS practices.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Materials and resources are prepared.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Fabric is cut according to pattern directions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Product is sewn according to specifications.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Product is finished according to specifications.

Completed
Date:

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Evaluate and analyse design and production processes

  1. Finished item is assessed against design specifications and design brief.
  2. Design result is analysed and evaluated to identify opportunities for improvement and required changes to design or production techniques.
  3. Production process is evaluated to identify opportunities for improvement.
  4. Process and improvements are documented.
Finished item is assessed against design specifications and design brief.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design result is analysed and evaluated to identify opportunities for improvement and required changes to design or production techniques.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Production process is evaluated to identify opportunities for improvement.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Process and improvements are documented.

Completed
Date:

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Present finished product to client

  1. Finished product is prepared for presentation to client.
  2. Accessories, fabric examples and components are selected to convey range and style options of design.
  3. Model is selected as required.
  4. Finished product is presented to client.
  5. Client response is received and assessed for improvement opportunities.
  6. Product is assessed for further production opportunities.
Finished product is prepared for presentation to client.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Accessories, fabric examples and components are selected to convey range and style options of design.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Model is selected as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Finished product is presented to client.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Client response is received and assessed for improvement opportunities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Product is assessed for further production opportunities.

Completed
Date:

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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 Training Package.

Critical aspects of evidence

Demonstrates skills and knowledge to:

integrate skills to complete design and production process

interpret and respond to a client brief

experiment with and assess design development processes and outcomes

implement iterative and continuous improvement processes

work with client

develop designs

produce fashion product

apply OHS practices in work operations

maintain accurate records

Consistency in performance

Consistently applies skills and knowledge when:

organising work

completing tasks

identifying improvements

using workplace practices

using OHS practices

recording and reporting accidents and incidents

assessing operational readiness of equipment used and work processes

recognising and adapting to cultural differences in the workplace, including modes of behaviour and interactions

completing work systematically with attention to detail without damage to goods and equipment

Resource implications

Access is required to real or appropriately simulated situations, including work areas, materials and equipment, and to information on workplace practices and OHS practices.

Context for assessment

Assessment may occur on the job or in an appropriately simulated environment.

Interdependent assessment

This unit may be assessed independently or in combination with other relevant units.

Required Skills and Knowledge

UNDERPINNING KNOWLEDGE

Demonstrates knowledge of:

client needs and processes

the elements and principles of design and how they are used to create good design in the fashion industry

information sources and requirements for design and production

garment construction

research sources

fabrics, fibres, trims, accessories and their properties and characteristics

relevant OHS legislation and codes of practice

OHS practices, including hazard identification and control measures

quality practices

workplace practices

recording and reporting practices

Demonstrates skills to:

apply principles and elements of design

apply iterative experimentation and improvement processes

communicate and promote design concepts

review and assess processes and procedures

document and transfer information

read, interpret and follow information on work specifications, standard operating procedures and work instructions, and other reference material

maintain accurate records

communicate within the workplace

sequence operations

meet specifications

clarify and check task-related information

carry out work according to OHS practices

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. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs if the candidate, accessibility of the item, and local industry and regional contexts.

Legislative/regulatory requirements

All work must comply with relevant Federal and State or Territory legislative or regulatory requirements.

Specifications may include:

budget

cost/price points

type of garment/s

style requirements

fit model specifications

size range

timeline

design restrictions or conditions

Characteristics of target market may include:

age

gender

size, body characteristics

economic and social expectations

purchase pattern

Relevant information may include:

trends

fabrics

production and construction processes

target market

resource availability

costs

Selection processes may include:

checking against design brief

discussing with client

testing with target market

testing with production team

discussing with patternmaker

testing with sales and marketing professionals

Communication tools may include:

inspiration board

storyboard

research information

multimedia tools

print and audio tools

demonstration or exhibition

Presentation skills may include:

effective verbal and non-verbal communication

active listening

use of appropriate communication tools

positive language

clear statement of main points

interpersonal communication skills

Others may include:

supervisor

trainer/mentor

designers

patternmakers

production supervisors

OHS practices

OHS practices must include hazard identification and control, risk assessment and implementation of risk reduction measures specific to the tasks described by this unit and may include:

manual handling techniques

standard operating procedures

personal protective equipment

safe materials handling

taking of rest breaks

ergonomic arrangement of workplaces

following marked walkways

safe storage of equipment

housekeeping

reporting accidents and incidents

other OHS practices relevant to the job and enterprise