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Evidence Guide: SIRXMER005A - Create a display

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

 

SIRXMER005A - Create a display

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

Identify the requirements of the display.

  1. Identify purpose and audience for the display.
  2. Identify products that will be displayed.
  3. Identify organisation's requirements and research relevant information where required.
  4. Identify resources required to create the display.
  5. Identify and consider constraints or factors that may affect the creation of the display.
Identify purpose and audience for the display.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify products that will be displayed.

Completed
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Identify organisation's requirements and research relevant information where required.

Completed
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Identify resources required to create the display.

Completed
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Identify and consider constraints or factors that may affect the creation of the display.

Completed
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Develop display ideas.

  1. Generate ideas for the display using creative thinking techniques.
  2. Test ideas against display requirements and organisation's requirements.
  3. Discuss display options with relevant personnel.
  4. Modify display ideas and refine according to feedback and confirm with relevant personnel.
Generate ideas for the display using creative thinking techniques.

Completed
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Test ideas against display requirements and organisation's requirements.

Completed
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Discuss display options with relevant personnel.

Completed
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Modify display ideas and refine according to feedback and confirm with relevant personnel.

Completed
Date:

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Plan and build displays.

  1. Develop ideas into a simple display plan.
  2. Source resources, materials and products to meet plan requirements.
  3. Create display following the display plan.
  4. Seek assistance from relevant personnel where required.
  5. Review display and make refinements as required.
Develop ideas into a simple display plan.

Completed
Date:

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Source resources, materials and products to meet plan requirements.

Completed
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Create display following the display plan.

Completed
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Seek assistance from relevant personnel where required.

Completed
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Review display and make refinements as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain display.

  1. Maintain display in a clean and tidy condition and replace products as necessary according to display plan.
  2. Make changes or alterations to the display as appropriate.
Maintain display in a clean and tidy condition and replace products as necessary according to display plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make changes or alterations to the display as appropriate.

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 this Training Package.

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

Evidence of the following is essential:

identifies the requirements for a new display

creates a display plan that meets the requirements of the product, the audience and the organisation

plans and builds the display plan and maintains the display.

Context of and specific resources for assessment

Assessment must ensure access to:

a retail work environment

relevant documentation, such as store policy and procedures manuals

display space

a range of display products and materials.

Methods of assessment

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

observation of performance in the workplace

third-party reports from a supervisor

customer feedback

written or verbal questioning to assess knowledge and understanding.

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

Assessing employability skills

Employability skills are integral to effective performance in the workplace and are broadly consistent across industry sectors. How these skills are applied varies between occupations and qualifications due to the different work functions and contexts.

Employability skills embedded in this unit should be assessed holistically in the context of the job role and with other relevant units that make up the skill set or qualification.

Required Skills and Knowledge

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

The following skills must be assessed as part of this unit:

creative thinking skills

interpersonal communication skills to:

communicate display ideas to others

seek and accept feedback through clear and direct communication

use language and concepts appropriate to cultural differences

use and interpret non-verbal communication

representing ideas in the form of a simple display plan

observing when display needs to be changed, updated or altered

maintaining display.

The following knowledge must be assessed as part of this unit:

basic design principles, including:

colour

shape

use of space

flow of product

the audience for the display and what the display needs to communicate

a variety of display options

organisational requirements in terms of product display.

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.

Purpose of the display may include:

window display

promotion

sale

new products

new range.

Audience for the display may include:

new or repeat customers

external and internal foot or vehicular traffic

people of different ages

people from a range of social, cultural and ethnic backgrounds and with varying physical and mental abilities.

people with varying degrees of language and literacy.

Relevant information may be sourced from:

direct observation

written reports

colleagues

internet

magazines

technical personnel

marketing personnel.

Resources may include:

labels and tickets

materials

equipment and technology

fixtures and fittings

staff

time

budget.

Constraints or factors may include:

time

budget

staff

availability of materials

space

product characteristics.

Creative thinking techniques may include:

product association

brainstorming

visualising

telling stories

creative writing

lateral thinking

mind mapping

drawings

using prompts.

Organisation's requirements may include:

organisational standards

OHS

branding

store policy and procedures

aesthetics

budget

staff

allocated space.

Display options may include:

indoor or outdoor

static or moving

sound

lighting.

Feedback may be sought and received:

verbally

in writing

in groups

individually.

Relevant personnel may include:

manager

team leader

external personnel with display creation expertise.

Display plan may include:

simple sketches of planned display

checklist of materials and equipment required.