NTISthis.com

Evidence Guide: SIRXMER304 - Present products

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

 

SIRXMER304 - Present products

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

Maintain and use a display tool kit.

  1. Maintain a fully stocked display tool kit and tools in working order.
  2. Use tools according to work health and safety (WHS) requirements and manufacturer instructions.
Maintain a fully stocked display tool kit and tools in working order.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use tools according to work health and safety (WHS) requirements and manufacturer instructions.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Produce simple displays.

  1. Produce product displays to show purposefully designed groupings.
  2. Ensure groupings clearly reflect display form, shape, composition and depth.
  3. Demonstrate design principles of flow, unity, harmony and depth in displays.
  4. Use colour and texture to enhance displays.
  5. Create displays using self-built and commercially supplied risers.
  6. Adhere to workplace safety procedures with regard to the construction of visual displays.
Produce product displays to show purposefully designed groupings.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure groupings clearly reflect display form, shape, composition and depth.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Demonstrate design principles of flow, unity, harmony and depth in displays.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use colour and texture to enhance displays.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Create displays using self-built and commercially supplied risers.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Adhere to workplace safety procedures with regard to the construction of visual displays.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Produce and suspend simple styrene shapes and display cards.

  1. Ensure styrene cutting, painting and design techniques suitable for multi-purpose displays are applied to industry standard.
  2. Hang styrene shapes and display cards in both horizontal and vertical formats as designated by their design.
  3. Use industry standard pinning and nylon knotting techniques to suspend vertical and horizontal shapes.
  4. Consistently follow relevant WHS procedures.
Ensure styrene cutting, painting and design techniques suitable for multi-purpose displays are applied to industry standard.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Hang styrene shapes and display cards in both horizontal and vertical formats as designated by their design.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use industry standard pinning and nylon knotting techniques to suspend vertical and horizontal shapes.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Consistently follow relevant WHS procedures.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Produce a range of product presentations.

  1. Generate ideas for the display using creative thinking techniques.
  2. Test ideas against display objective and organisational requirements.
  3. Discuss display options with relevant personnel.
  4. Develop product storyline and access merchandise, materials and equipment.
  5. Create effective groupings using suspension and under-staging techniques.
  6. Review and refine display and refinements as required in line with display objective.
  7. Observe safety procedures at all times during construction and placement of display.
Generate ideas for the display using creative thinking techniques.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Test ideas against display objective and organisational requirements.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Discuss display options with relevant personnel.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop product storyline and access merchandise, materials and equipment.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Create effective groupings using suspension and under-staging techniques.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Review and refine display and refinements as required in line with display objective.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Observe safety procedures at all times during construction and placement of display.

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.

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

Evidence of the following is essential:

adheres to safe work practices

suspends display cards in vertical and horizontal formats

uses individual visual displays to demonstrate the effective use of colour and the application of design principles

produces and suspends styrene shapes in vertical and horizontal formats

uses visual displays incorporating suspension and under-staging techniques for a range of product categories.

Context of and specific resources for assessment

Assessment must ensure access to:

a real or simulated retail work environment

relevant documentation, such as:

legislation and statutory requirements

WHS requirements

industry codes of practice

store merchandising policies.

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

role play

third-party reports from a supervisor

a portfolio of visual merchandising presentation ideas and photographs of in situ displays

self-produced risers and styrene shapes

answers to questions about specific skills and knowledge.

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

artistic interpretation skills to effectively display merchandise

creative thinking skills to generate ideas

communication and interpersonal skills to:

present display ideas to others through clear and direct communication

use language and concepts appropriate to cultural differences

use and interpret non-verbal communication

literacy skills to interpret safety procedures

practical skills to work with materials, tools and equipment safely

Required knowledge

design and display principles, such as:

grouping

product placement

merchandise range of organisation

WHS requirements relating to creating displays

organisational requirements in terms of product displays

techniques for using tools and equipment

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.

Tool kit may include:

hammer

nails and screws

nylon thread

scissors

screwdriver.

Displays may include:

display for promotional photography

exhibition display

new products

new range

promotion

sale

window display.

Merchandise may include:

baby and toddler products

books

cameras, photographic equipment and services

computer products and services

electrical products

fashion and accessories

floor covering products and services

food and liquor

footwear products and services

furniture products

hair, beauty and cosmetics products

hardware products and services

jewellery

music, audio and video products and services

newsagency products and services

soft furnishings, fabrics, manchester and haberdashery

sporting products and services

toys.

Materials and equipment may include:

card

fixtures and fittings

labels

risers

styrene

tickets.