Demonstrate merchandising and category presentation skills Evidence Guide

NTISthis.com

Evidence Guide: SIRXMER007A - Demonstrate merchandising and category presentation skills

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

SIRXMER007A - Demonstrate merchandising and category presentation skills

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

Produce comprehensive working plans.

Identify relevant product categories in merchandising and presentation plans according to store merchandising policy and image.
Produce photographic evidence of specific retail stores or spaces to be merchandised.
Develop plans, including presentation sketches showing alternative developmental designs that support the photographic image where relevant.
Distinguish product placement, style and methods of presentation on working plans.

Identify relevant product categories in merchandising and presentation plans according to store merchandising policy and image.

Completed
Date:

Teacher:

Evidence:

Produce photographic evidence of specific retail stores or spaces to be merchandised.

Completed
Date:

Teacher:

Evidence:

Develop plans, including presentation sketches showing alternative developmental designs that support the photographic image where relevant.

Completed
Date:

Teacher:

Evidence:

Distinguish product placement, style and methods of presentation on working plans.

Completed
Date:

Teacher:

Evidence:

Produce colour blocked presentations of store interiors.

Develop colour blocked visuals of store interiors in the following categories: wall fixture system, floor racks and floor gondola.
Ensure visuals include a rationale for arrangement decisions and reflect monitoring and evaluation of customer responses and sales results.

Develop colour blocked visuals of store interiors in the following categories: wall fixture system, floor racks and floor gondola.

Completed
Date:

Teacher:

Evidence:

Ensure visuals include a rationale for arrangement decisions and reflect monitoring and evaluation of customer responses and sales results.

Completed
Date:

Teacher:

Evidence:

Produce strategically designed visual presentations for a range of merchandise categories.

Approach relevant store personnel for product for use in displays according to store procedures.
Produce rendered concept sketches for proposed visual presentations to industry clients or to meet store requirements.
Apply industry standard visual presentation techniques according to store visual merchandising policy and OHS requirements for displays.
Evaluate finished visual presentations in conjunction with relevant team members.

Approach relevant store personnel for product for use in displays according to store procedures.

Completed
Date:

Teacher:

Evidence:

Produce rendered concept sketches for proposed visual presentations to industry clients or to meet store requirements.

Completed
Date:

Teacher:

Evidence:

Apply industry standard visual presentation techniques according to store visual merchandising policy and OHS requirements for displays.

Completed
Date:

Teacher:

Evidence:

Evaluate finished visual presentations in conjunction with relevant team members.

Completed
Date:

Teacher:

Evidence:

Dress merchandisers.

Select and assemble male, female and infant torso or bust, or abstract display forms according to the planned product presentation.
Dress and accessorise fashion merchandisers to store standard, considering different seasonal directions and styling points.

Select and assemble male, female and infant torso or bust, or abstract display forms according to the planned product presentation.

Completed
Date:

Teacher:

Evidence:

Dress and accessorise fashion merchandisers to store standard, considering different seasonal directions and styling points.

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: comprehensive working plans on the presentation and merchandising of product categories, including colour blocked store interiors strategically designed and produced visual displays for a range of product categories individual visual displays, including examples of each of the following styles: basic classic traditional designer contemporary lifestyle.

Context of and specific resources for assessment	Assessment must ensure access to: a real or simulated work environment a studio environment or IT hardware and design software relevant documentation, such as: OHS requirements industry codes of practice store merchandising policies information on: products and services suppliers new display technology.

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 a role play third-party reports from a supervisor a portfolio of personally developed visual merchandising presentation plans and photographs of completed in situ displays customer feedback answers to questions about specific skills and knowledge. 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:

demonstrate adherence to safe working practices

interpersonal communication skills to:

approach relevant store personnel for product for use in displays according to store procedures

evaluate finished visual presentations in conjunction with relevant team members through clear and direct communication

ask questions to identify and confirm requirements

use language and concepts appropriate to cultural differences

use and interpret non-verbal communication

use effective visual merchandising illustration skills

effectively colour block store interiors

effectively display merchandise

apply analytical and decision-making skills.

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

characteristics of and purpose of merchandising in both visual merchandising and retail operations

role of merchandising in the retail industry

business's target market and its impact on visual merchandising

application of consumer demographics and psychographics

lifestyle merchandising

dealing with internal or external groups and individuals with regard to visual merchandising applications

relevant OHS provisions

relevant legislative provisions

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.

Product categories may include:	food and liquor fashion and accessories footwear products and services jewellery hair, beauty and cosmetics products electrical products furniture products soft furnishings, fabrics, manchester and haberdashery floor covering products and services hardware products and services baby and toddler products cameras, photographic equipment and services computer products and services sporting products and services toys books newsagency products and services music and audio products and services.

Style may include:	basic classic traditional designer contemporary lifestyle.

Visuals may include:	stock arrangement according to price, size, colour and style arrangement of colour ways folding of fashion garments price, size, style arrangement stock placement on fixtures and racking principles of balance and harmony.
Relevant store personnel may include:	managers floor staff logistics and store staff.

OHS may include:	safe lifting safe use of tools and equipment building safe display structures.

NTISthis.com

Evidence Guide: SIRXMER007A - Demonstrate merchandising and category presentation skills

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

SIRXMER007A - Demonstrate merchandising and category presentation skills

Produce comprehensive working plans.

Produce colour blocked presentations of store interiors.

Produce strategically designed visual presentations for a range of merchandise categories.

Dress merchandisers.

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _