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Evidence Guide: SITXQUA002A - Originate and develop a concept

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

 

SITXQUA002A - Originate and develop a concept

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

Interpret the brief or clarify need or opportunity.

  1. Explore the brief, need or opportunity for innovation, investigate and clarify the context for the new product or service.
  2. Clarify purpose, desired outcome or end product, broad content, style, cost, intended audience or user and other relevant factors of the brief, need or opportunity.
  3. Specify the purpose, goals, constraints and requirements of the final product, service or process.
Explore the brief, need or opportunity for innovation, investigate and clarify the context for the new product or service.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify purpose, desired outcome or end product, broad content, style, cost, intended audience or user and other relevant factors of the brief, need or opportunity.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Specify the purpose, goals, constraints and requirements of the final product, service or process.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a range of creative approaches.

  1. Generate a range of different, innovative and creative approaches and concepts.
  2. Review different approaches or concepts for feasibility, innovation, creativity and acceptability to client or audience.
  3. Identify possible constraints and check the approaches or concepts against constraints to determine feasibility.
  4. Take into consideration social, ethical and environmental impacts of the approaches or concepts.
  5. Investigate effects and advantages of various combinations of activities, systems, processes, staff and materials for achieving a creative, innovative and appropriate outcome.
  6. Select concepts or approaches that achieve the required outcome in an innovative and feasible way and document draft proposals representing those approaches in an appropriate format.
Generate a range of different, innovative and creative approaches and concepts.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review different approaches or concepts for feasibility, innovation, creativity and acceptability to client or audience.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify possible constraints and check the approaches or concepts against constraints to determine feasibility.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take into consideration social, ethical and environmental impacts of the approaches or concepts.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate effects and advantages of various combinations of activities, systems, processes, staff and materials for achieving a creative, innovative and appropriate outcome.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select concepts or approaches that achieve the required outcome in an innovative and feasible way and document draft proposals representing those approaches in an appropriate format.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek opinions of colleagues and a range of creative technical experts and specialists.

  1. Discuss proposals with colleagues and specialists.
  2. Clarify creative and technical aspects of proposals and seek expert advice where required.
  3. Compare proposals with best practice examples of similar products, services or processes.
Discuss proposals with colleagues and specialists.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify creative and technical aspects of proposals and seek expert advice where required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compare proposals with best practice examples of similar products, services or processes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjust and refine proposal on the basis of advice received and evaluation.

  1. Determine advantages and disadvantages of each approach or strategy based on established criteria.
  2. Evaluate proposals and select the approach that will result in desired outcome.
Determine advantages and disadvantages of each approach or strategy based on established criteria.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate proposals and select the approach that will result in desired outcome.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop concept to an operational level.

  1. Develop detailed specification for the product, service or process in terms of creativity, audience or user, budget and technical requirements.
  2. Present detailed specification to relevant parties for approval, funding or endorsement.
Develop detailed specification for the product, service or process in terms of creativity, audience or user, budget and technical requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present detailed specification to relevant parties for approval, funding or endorsement.

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:

project or work activities that show the candidate's ability to generate and evaluate original, creative and effective concepts that can be translated into concrete operational proposals

ability to fully research, comprehend and analyse information on the full range of issues that relate to originating and developing the concepts

ability to consult and communicate with colleagues and external specialists

ability to review, modify and document concepts and operational specifications.

Context of and specific resources for assessment

Assessment must ensure:

access to a service industry operation for which concepts would be originated and developed or

access to comprehensive and sufficient information about that service industry operation to allow the candidate to fully develop concepts

involvement of both internal and external specialists so consultation can be achieved.

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:

project activities to originate and develop concepts in conjunction with an industry operator

project activities to originate and develop concepts for service industry products for the training college or local community

case studies to assess the candidate's ability to evaluate, adjust and refine concepts

written and oral questioning or interview to test technical knowledge and knowledge of the contents of operational specifications and other conceptual documentation

review of portfolios of evidence and third-party workplace reports of on-the-job performance by the candidate.

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 with other relevant units that make up the skill set or qualification and in the context of the job role.

BSBMGT516A Facilitate continuous improvement

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:

ability to use creative techniques to generate a range of innovative ideas

ability to communicate with a wide range of people

research skills.

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

relevant specialist technical knowledge relating to issues for the specific work contexts within the particular service industry sector and business

appropriate ways of documenting creative proposals

past history of work in related areas

social and environmental effects of possible approaches

technical principles and knowledge appropriate to the area covered by the concept

communication principles.

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 or service may include:

new or enhanced service industry product or service

marketing campaigns

loyalty programs

advertising campaigns.

Purpose of the product or service may be:

new product to gain market share

new product to diversify the current product range

expanded product range to minimise business risk.

Factors may include:

cost-effectiveness

technical feasibility

audience or user characteristics

issues relating to implementation, such as:

level of skill and understanding

resource requirements

need for additional staff training

access to technology.

Constraints may include:

cost

finance

time

availability of skilled experts and personnel

availability of equipment

technical difficulty in realising the concept.

Appropriate format may include:

proposals to be submitted to a funding body or sponsor

briefs for a consultant

descriptions of a creative proposal for in-house consideration.

Colleagues and specialists may include:

staff involved in the design or implementation of process

technical specialists

creative and administrative staff

external consultants.

Established criteria may include:

creativity

appropriateness to the user or audience

cost-effectiveness

level of risk

potential benefits

technical feasibility.

Specifications may include:

purpose

audience

time

budget

human and physical resources, including plant and equipment

ownership of final product

operational plan.