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Evidence Guide: SIRXMER202 - Plan, create and maintain displays

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!

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SIRXMER202 - Plan, create and maintain displays

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

Identify requirements for displays.

  1. Identify purpose, audience and products for each display.
  2. Identify organisational requirements and research relevant information where required.
  3. Identify available budget and resources required to create the display.
  4. Identify and consider constraints or factors that may affect the creation of the display.
Identify purpose, audience and products for each display.

Completed
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Identify organisational requirements and research relevant information where required.

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Identify available budget and 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.

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Develop display ideas.

  1. Generate ideas for the display using creative thinking techniques.
  2. Test ideas against display and organisational 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.

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Test ideas against display and organisational 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
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Plan and build displays.

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

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Source resources, materials and products to meet plan requirements.

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Create displays following display plans.

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Seek assistance from relevant personnel where required.

Completed
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Review display and make refinements as required.

Completed
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Maintain displays.

  1. Regularly clean and tidy displays and replace products as necessary according to display plans.
  2. Make changes or alterations to the display as appropriate.
Regularly clean and tidy displays and replace products as necessary according to display plans.

Completed
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Make changes or alterations to the display as appropriate.

Completed
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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, range statement and the Assessment Guidelines for the 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 new displays

creates display plans that meet the requirements of the product, audience and organisation

plans and builds displays, according to plans

maintains displays.

Context of and specific resources for assessment

Assessment must ensure access to:

a real or simulated retail work environment

relevant documentation, such as store policy and procedures manuals

display space

a range of display products and materials.

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:

observation of performance in the workplace

third-party reports from a supervisor

customer feedback

written or verbal questioning to assess knowledge and understanding.

Guidance information for assessment

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

Required Skills and Knowledge

Required skills

communication and interpersonal skills to:

communicate display ideas to others

seek and accept feedback through clear and direct communication

use and interpret non-verbal communication

use language and concepts appropriate to cultural differences

creative thinking and design skills to generate ideas for improving displays

initiative and enterprise skills to ensure efficient and cost-effective use of resources

observation skills to identify when display needs to be changed, updated or altered

sketching and writing skills to represent ideas in a simple display plan

Required knowledge

audiences for and required effects of displays

basic design principles, including:

colour

flow of product

shape

use of space

organisational requirements, including:

environment, health and safety compliance

location of displays

visual merchandising standards

visual merchandising display options

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 individual, accessibility of the item, and local industry and regional contexts) may also be included.

Purposeof display may include:

attracting customers into the store

new products

new range

promotion

sale.

Audience for display may include:

internal and external foot or vehicular traffic

new or repeat customers

people from a range of social, cultural and ethnic backgrounds

people with varying physical and mental abilities

people of different ages

people with varying degrees of language and literacy.

Relevant information may be sourced from:

colleagues

direct observation

internet

magazines

marketing personnel

technical personnel

written reports.

Resources may include:

equipment and technology

fixtures and fittings

labels and tickets

new or recycled materials

staff

time.

Constraints or factors may include:

availability of materials

budget

product characteristics

space

staff

time.

Creative thinking techniques may include:

brainstorming

creative writing

drawings

lateral thinking

mind mapping

product association

telling stories

using prompts

visualising.

Organisational requirements may include:

aesthetics

allocated space

branding

budget

work health and safety (WHS)

organisational standards

staff

store policy and procedures, including:

housekeeping and waste disposal procedures

WHS procedures.

Display options may include:

indoor or outdoor

lighting

sound

static or moving.

Feedback may be sought and received:

in groups

in writing

individually

verbally.

Relevant personnel may include:

external personnel with visual merchandising expertise

manager

team leader.

Display plans may include:

checklist of materials and equipment required

simple sketches of planned display.