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Evidence Guide: SIHHTLS708A - Originate and refine hair design concepts

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

 

SIHHTLS708A - Originate and refine hair design concepts

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

Evaluate and explore needs and opportunities.

  1. Research and evaluate existing information that informs new hair design concept development.
  2. Expand the potential of new ideas that are outside the boundaries of ordinary thinking.
  3. Identify and analyse factors that could have an impact on ideas or concepts to be developed, including potential for commercialisation.
  4. Research and evaluate relevant ideas and approaches from other hairdressing practitioners with consideration of intellectual property, moral rights and copyright requirements.
  5. Develop preliminary ideas on innovative and different ways to address needs and opportunities.
  6. Evaluate and agree on broad parameters for developing ideas and concepts to meet market requirements in consultation with relevant stakeholders.
Research and evaluate existing information that informs new hair design concept development.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Expand the potential of new ideas that are outside the boundaries of ordinary thinking.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and analyse factors that could have an impact on ideas or concepts to be developed, including potential for commercialisation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research and evaluate relevant ideas and approaches from other hairdressing practitioners with consideration of intellectual property, moral rights and copyright requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop preliminary ideas on innovative and different ways to address needs and opportunities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate and agree on broad parameters for developing ideas and concepts to meet market requirements in consultation with relevant stakeholders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a range of creative approaches for innovative hair designs.

  1. Develop a range of creative thinking techniques to generate innovative and creative hair design concepts to address identified needs.
  2. Challenge, test and experiment with different concepts and ideas as part of a collaborative process.
  3. Evaluate concepts in terms of their suitability for the target audience or purpose, their feasibility and their commercial potential.
  4. Take account of social, ethical and environmental issues as concepts and ideas are generated and discussed.
  5. Identify and evaluate resources required to achieve desired creative and innovative outcomes.
  6. Evaluate the effectiveness of different strategies for achieving desired outcomes.
  7. Select concepts or approaches that achieve required outcomes in an innovative and feasible way.
  8. Present proposed concepts or approaches in an appropriate format.
Develop a range of creative thinking techniques to generate innovative and creative hair design concepts to address identified needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Challenge, test and experiment with different concepts and ideas as part of a collaborative process.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate concepts in terms of their suitability for the target audience or purpose, their feasibility and their commercial potential.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take account of social, ethical and environmental issues as concepts and ideas are generated and discussed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and evaluate resources required to achieve desired creative and innovative outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the effectiveness of different strategies for achieving desired outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select concepts or approaches that achieve required outcomes in an innovative and feasible way.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present proposed concepts or approaches in an appropriate format.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refine hair design concepts.

  1. Ensure concept development process is open to ongoing refinement and testing.
  2. Seek input and feedback on concepts from relevant stakeholders.
  3. Seek specialist advice on creative and technical aspects of proposals as required.
  4. Compare concepts with best practice examples of similar products, programs, processes or services.
  5. Use a range of creative and practical criteria to determine the advantages and disadvantages of different concepts.
  6. Evaluate constraints on the realisation of concepts or ideas.
  7. Refine proposals based on analysis and feedback.
Ensure concept development process is open to ongoing refinement and testing.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek input and feedback on concepts from relevant stakeholders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek specialist advice on creative and technical aspects of proposals as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compare concepts with best practice examples of similar products, programs, processes or services.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a range of creative and practical criteria to determine the advantages and disadvantages of different concepts.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate constraints on the realisation of concepts or ideas.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refine proposals based on analysis and feedback.

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:

development of hair design concepts, substantiated and supported with sufficient information to allow for implementation to occur

knowledge of legal requirements that affect work in a given industry context.

Context of and specific resources for assessment

Assessment must ensure access to:

a range of real work situations which includes involvement in other related activities relevant to this environment

the full range of background information required to evaluate the operational factors that will affect the implementation of concepts

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

For further guidance on the use of an appropriate simulated environment, refer to the Assessment Guidelines in this Training Package.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct questioning combined with review of portfolios of evidence and third-party workplace reports of onthejob performance

evaluation of concepts generated by the candidate, of the processes used to generate and test the ideas and the material developed to support the concept

debate and discussion with the candidate to assess knowledge of the operational context and the broader factors that impact on concept development

evaluation of presentation or ‘pitch’ made by the candidate in relation to a particular concept

verbal or written questioning to assess knowledge of cultural, social and environmental issues and impacts to be considered in developing new concepts.

Guidance information for assessment

A unit of competency describes an individual skill but people rarely perform one skill at a time. Many skills are combined on a day-to-day basis in the workplace as part of work processes. This does not mean that each skill described by a unit of competency is prerequisite to another—they are related skills.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

SIHHTLS705A Conceive, develop and realise innovative hairdressing concepts for media

Required Skills and Knowledge

Required skills

communication and teamwork skills to:

provide innovative and creative leadership to encourage and develop others effectively

display personal and professional integrity in business and client relationships

communication and teamwork skills to:

work collaboratively on ideas

articulate the rationale for concepts in ways that promote constructive discussion with others

lateral thinking skills to:

generate a range of innovative concepts and ideas

take a visionary approach to developing concepts and ideas

initiative and enterprise skills to proactively identify market requirements

planning and organising skills to take account of practical issues for concept implementation

selfmanagement skills to meet deadlines

Required knowledge

broad context in which concepts are being developed

cultural, social and environmental issues and impacts to be considered in developing new concepts

issues and requirements to commercialise the concept

legal requirements that affect work in a given industry context

practical and operational issues to be considered in a specific work or community context

range of broad practical and operational issues that determine whether a concept can be implemented in any context

techniques for generating creative ideas and solutions, and for translating these ideas into workable concepts

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.

Existing information that informs new hair design concept development may include:

creative brief

market research

organisational vision

personal vision and creative aspiration.

Ways to explore ideas that are outside the boundaries of ordinary thinking may include:

challenging existing assumptions and preconceptions

considering radical change to the way things are done

exploring practice in a totally different industry context

investigating the use of new media

involving collaboration with professionals in different sectors

making connections between seemingly unrelated activities.

Factors may include:

codes of practice

content

cost effectiveness

Indigenous laws and protocols

level of skill and understanding required for implementation

nature and size of target audience

organisational charter and policies

purpose, such as:

advertising or marketing

commercial

educational

entertainment

information

relevant legislation, such as:

copyright and intellectual property

privacy

results of market research

revenue raised by existing market share

technical feasibility.

Relevant stakeholders may include:

hair product manufacturers and suppliers

event organisers

designers and other creative personnel

directors

external suppliers

information technology personnel

management

program producers

technical specialists

writers.

Creative thinking techniques may include:

brainstorming:

bulletin board

buzz session

computeraided

sequencing

stop and go

graphic organisers:

concept fans

visual maps

webbing

lateral thinking games

making associations

mind mapping

morphological analysis

subculture surfing

trigger words

use of metaphors and analogies

vision circles

visualisation.

Resources may include:

facilities

printed material

specialist equipment

specialist staff

training.

Formats may include:

concept maps

electronic presentations to promote the concept.

Creative and practical criteria may include:

cost effectiveness

evaluation against competing priorities

fit with personal vision and aspirations

fit with strategic directions of organisation

fit with target market needs

how innovative the concept is

level of risk

potential benefits

technical feasibility

time to realise the concept.

Constraints may include:

availability of resources and equipment

availability of skilled experts and personnel

cost

level of technical difficulty

limited funding sources

limited potential for commercialisation

time.