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Evidence Guide: SITXEVT602 - Develop event 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!

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SITXEVT602 - Develop event 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 concept development.
  2. Expand the potential of new ideas through exploration of opportunities beyond the obvious.
  3. Evaluate factors that impact event concept development.
  4. Develop preliminary ideas on innovative and different ways to address needs and opportunities in consultation with relevant stakeholders.
Research and evaluate existing information that informs new concept development.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Expand the potential of new ideas through exploration of opportunities beyond the obvious.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluate factors that impact event concept development.

Completed
Date:

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Evidence:

 

 

 

 

 

 

 

Develop preliminary ideas on innovative and different ways to address needs and opportunities in consultation with relevant stakeholders.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop a range of creative approaches.

  1. Use creative thinking techniques to generate innovative and creative concepts.
  2. Challenge, test and experiment with different concepts as part of a collaborative process.
  3. Evaluate event concepts in terms of suitability for the target audience or purpose, feasibility and commercial potential.
  4. Take account of regulatory, risk and sustainability considerations as concepts and ideas are developed.
  5. Identify resources required to achieve desired outcomes.
  6. Evaluate and select strategies for achieving desired outcomes.
  7. Present proposed concepts in an appropriate format.
Use creative thinking techniques to generate innovative and creative concepts.

Completed
Date:

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

Completed
Date:

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Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Take account of regulatory, risk and sustainability considerations as concepts and ideas are developed.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify resources required to achieve desired outcomes.

Completed
Date:

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Evidence:

 

 

 

 

 

 

 

Evaluate and select strategies for achieving desired outcomes.

Completed
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Present proposed concepts in an appropriate format.

Completed
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Refine 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 creative and practical criteria to determine the advantages and disadvantages of different concepts.
  6. Evaluate constraints on the realisation of concepts.
  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 creative and practical criteria to determine the advantages and disadvantages of different concepts.

Completed
Date:

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Evidence:

 

 

 

 

 

 

 

Evaluate constraints on the realisation of concepts.

Completed
Date:

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Evidence:

 

 

 

 

 

 

 

Refine proposals based on analysis and feedback.

Completed
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Evidence:

 

 

 

 

 

 

 

Progress concepts to operational stage.

  1. Verify the operational practicality and cohesiveness of the concept through consultation and analysis.
  2. Develop implementation specifications from refined concepts.
  3. Present specifications to relevant parties for approval, funding or approval.
  4. Facilitate effective planning and implementation through timely provision of information on the concept relevant stakeholders.
  5. Reflect on methodology used to generate concepts and ideas and note ways of improving this in the future.
Verify the operational practicality and cohesiveness of the concept through consultation and analysis.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop implementation specifications from refined concepts.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Present specifications to relevant parties for approval, funding or approval.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Facilitate effective planning and implementation through timely provision of information on the concept relevant stakeholders.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Reflect on methodology used to generate concepts and ideas and note ways of improving this in the future.

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 ability to:

engage in a creative process of concept generation and refinement

develop multiple event concepts, substantiated and supported with sufficient information to allow for implementation to occur

integrate knowledge of event planning and operations opportunities and constraints.

Context of and specific resources for assessment

Assessment must ensure use of:

other people with whom the individual can interact and collaborate.

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:

evaluation of event concepts generated by the individual, and of the processes used to generate and test the ideas

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

evaluation of presentation or 'pitch' made by the individual in relation to a particular concept

use of case studies to develop concepts for different types of events

oral or written questioning to assess knowledge of the range of key market factors and management issues to be considered in the concept development phase

review of portfolios of evidence and thirdparty workplace reports of onthejob performance by the individual.

Guidance information for assessment

The assessor should design integrated assessment activities to holistically assess this unit with other units relevant to the industry sector, organisation and job role, for example:

SITXEVT603 Determine event feasibility.

Required Skills and Knowledge

Required skills

communication skills to:

consult and liaise on potentially complex concepts and planning issues

engage in a collaborative process of ideas generation and refinement

critical thinking skills to analyse, develop and refine complex information and ideas

initiative and enterprise skills to develop innovative ideas for events

literacy skills to analyse complex information from varied sources

planning and organisational skills to:

integrate practical considerations into the concept development process

create implementation specifications for concepts

numeracy skills to estimate costs and develop broad budgetary scenarios

problem-solving skills to develop and adjust ideas in response to varied creative, management and operational challenges.

Required knowledge

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

internal and external factors that affect event concept development:

market factors:

competitive environment

potential levels of participation and interest

media interest

operational considerations:

access

climate

regulatory requirements

risk

resource availability, constraints and potential:

human

physical

financial

sustainability

different creative, promotional, technical and operational options to consider when developing an event concept

key stakeholders for different types of event.

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.

Information may include:

creative brief

event objectives:

business

creative

educational

profile creation

community impact

participation or attendance

event parameters:

date, time and duration

size and scope

location

resourcing

market research

organisational vision

personal vision.

Exploration of opportunities beyond the obvious may involve:

challenging existing assumptions and preconceptions

considering change to the way things are done

exploring practice in a different industry context

investigating new technologies

making connections between seemingly unrelated activities.

Stakeholders may include:

clients

colleagues

creative professionals

entertainers

event principal

local authorities

local community

organising committees

staging contractors.

Creative thinking techniques may include:

brainstorming:

bulletin board

buzz session

computer-aided

sequencing

stop and go

Edward de Bono's six thinking hats

ego alter or heroes

graphic organisers:

concept fans

visual maps

webbing

lateral thinking games

making associations

mind mapping

morphological analysis

sub-culture surfing

trigger words

use of metaphors and analogies

vision circles

word salads

visualisation.

Creative and practical criteriamay relate to:

cost-effectiveness

competing priorities

‘fit’ with:

creative aspirations

strategic directions of organisation

target market needs

how innovative the concept is

risk benefit analysis

technical feasibility

time to realise the concept.

Operational practicality and cohesiveness may relate to:

components of the event and how they fit together

managing risk

resource availability

scheduling

sustainability

time constraints

venue or site constraints.

Implementation specificationsmay include:

briefs for work

concept specification

operational plan

resource breakdown

staging requirements.