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Evidence Guide: UEENEEH136A - Design commercial video_audio installations

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

 

UEENEEH136A - Design commercial video_audio installations

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

Prepare to design commercial video/audio installations.

  1. OHS processes and procedures for a given work area are identified, obtained and understood.
  2. Established OHS risk control measures and procedures are followed in preparation for the work.
  3. The extent of the proposed integrated installation is determined from the design brief or in consultations with appropriate person(s).
  4. Design development work is planned to meet scheduled timelines in consultation with others involved in the work.
OHS processes and procedures for a given work area are identified, obtained and understood.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Established OHS risk control measures and procedures are followed in preparation for the work.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

The extent of the proposed integrated installation is determined from the design brief or in consultations with appropriate person(s).

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Design development work is planned to meet scheduled timelines in consultation with others involved in the work.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop installation design.

  1. Knowledge of audio/video components, acoustics and visual displays, analogue and digital communication, multimedia storage and reproduction is applied to designing the installation.
  2. Alternative arrangements for the installation design are considered based on the requirements outlined in the design brief.
  3. Safety, functional and budgetary considerations are incorporated in the installation design.
  4. Installation design draft is checked for compliance with the design brief and regulatory requirements.
  5. Installation design is documented for submission to appropriate person(s) for approval.
  6. Solutions to unplanned situation are provided consistent with organisation policy.
Knowledge of audio/video components, acoustics and visual displays, analogue and digital communication, multimedia storage and reproduction is applied to designing the installation.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Alternative arrangements for the installation design are considered based on the requirements outlined in the design brief.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Safety, functional and budgetary considerations are incorporated in the installation design.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Installation design draft is checked for compliance with the design brief and regulatory requirements.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Installation design is documented for submission to appropriate person(s) for approval.

Completed
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Solutions to unplanned situation are provided consistent with organisation policy.

Completed
Date:

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Obtain approval for installation design.

  1. Installation design is presented and explained to client representative and/or other relevant person(s).
  2. Requests for alterations to the design are negotiated with relevant person(s) within the constraints of organisation policy.
  3. Final design is documented and approval obtained from appropriate person(s).
  4. Quality of work is monitored against personal performance agreement and/or established organizational or professional standards.
Installation design is presented and explained to client representative and/or other relevant person(s).

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Requests for alterations to the design are negotiated with relevant person(s) within the constraints of organisation policy.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Final design is documented and approval obtained from appropriate person(s).

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Quality of work is monitored against personal performance agreement and/or established organizational or professional standards.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

9) 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. .

The Evidence Guide forms an integral part of this unit. It must be used in conjunction with all parts of the unit and performed in accordance with the Assessment Guidelines of this Training Package.

Overview of Assessment

9.1)

Longitudinal competency development approaches to assessment, such as Profiling, require data to be reliably gathered in a form that can be consistently interpreted over time. This approach is best utilised in Apprenticeship programs and reduces assessment intervention. It is the Industry-preferred model for apprenticeships. However, where summative (or final) assessment is used it must include the application of the competency in the normal work environment or, at a minimum, the application of the competency in a realistically simulated work environment. It is recognised that, in some circumstances, assessment in part or full can occur outside the workplace. However, it must be in accord with industry and regulatory policy.

Methods chosen for a particular assessment will be influenced by various factors. These include the extent of the assessment, the most effective locations for the assessment activities to take place, access to physical resources, additional safety measures that may be required and the critical nature of the competencies being assessed.

The critical safety nature of working with electricity, electrical equipment, gas or any other hazardous substance/material carries risk in deeming a person competent. Sources of evidence need to be ‘rich’ in nature to minimise error in judgment.

Activities associated with normal everyday work influence decisions about how/how much the data gathered will contribute to its ‘richness’. Some skills are more critical to safety and operational requirements while the same skills may be more or less frequently practised. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included for Assessors in the Assessment Guidelines of this Training Package.

Critical aspects of evidence required to demonstrate competency in this unit

9.2)

Before the critical aspects of evidence are considered all prerequisites shall be met.

Evidence for competence in this unit shall be considered holistically. Each Element and associated performance criteria shall be demonstrated on at least two occasions in accordance with the ‘Assessment Guidelines – UEE11’. Evidence shall also comprise:

A representative body of work performance demonstrated within the timeframes typically expected of the discipline, work function and industrial environment. In particular this shall incorporate evidence that shows a candidate is able to:

Implement Occupational Health and Safety workplace procedures and practices, including the use of risk control measures as specified in the performance criteria and range statement

Apply sustainable energy principles and practices as specified in the performance criteria and range statement

Demonstrate an understanding of the essential knowledge and associated skills as described in this unit. It may be required by some jurisdictions that RTOs provide a percentile graded result for the purpose of regulatory or licensing requirements.

Demonstrate an appropriate level of skills enabling employment

Conduct work observing the relevant Anti Discrimination legislation, regulations, polices and workplace procedures

Demonstrated consistent performance across a representative range of contexts from the prescribed items below:

Design commercial audio/video installations as described in 8) and including:

A

Developing outlines of alternative designs.

B

Developing the design within the safety and functional requirements and budget limitations.

C

Documenting and presenting design effectively.

D

Successfully negotiating design alteration requests.

E

Obtaining approval for final design.

F

Dealing with unplanned events by drawing on essential knowledge and skills to provide appropriate solutions incorporated in a holistic assessment with the above listed items.

Note:

Successful completion of relevant vendor training may be used to contribute to evidence on which competency is deemed. In these cases the alignment of outcomes of vendor training with performance criteria and critical aspects of evidence shall be clearly identified.

Context of and specific resources for assessment

9.3)

This unit should be assessed as it relates to normal work practice using procedures, information and resources typical of a workplace. This should include:

OHS policy and work procedures and instructions.

Suitable work environment, facilities, equipment and materials to undertake actual work as prescribed by this unit.

These should be part of the formal learning/assessment environment.

Note:

Where simulation is considered a suitable strategy for assessment, conditions must be authentic and as far as possible reproduce and replicate the workplace and be consistent with the approved industry simulation policy.

The resources used for assessment should reflect current industry practices in relation to designing commercial audio/video installations.

Method of assessment

9.4)

This unit shall be assessed by methods given in Volume 1, Part 3 ‘Assessment Guidelines’.

Note:

Competent performance with inherent safe working practices is expected in the industry to which this unit applies. This requires that the specified essential knowledge and associated skills are assessed in a structured environment which is primarily intended for learning/assessment and incorporates all necessary equipment and facilities for learners to develop and demonstrate the essential knowledge and skills described in this unit.

Concurrent assessment and relationship with other units

9.5)

There are no concurrent assessment recommendations for this unit.

The critical aspects of occupational health and safety covered in unit UEENEEE101A and other discipline specific occupational health and safety units shall be incorporated in relation to this unit.

Required Skills and Knowledge

8) This describes the essential skills and knowledge and their level, required for this unit.

Evidence shall show that knowledge has been acquired of safe working practices and designing commercial audio/video installations.

All knowledge and skills detailed in this unit should be contextualised to current industry practices and technologies.

KS01-EH136A Commercial video/audio installation design

Evidence shall show an understanding of commercial video/audio installation design, applying safe working practices and relevant Standards, Codes and Regulations to an extent indicated by the following aspects:

T1. Acoustics, spatial treatment and sound reproduction

Effects of room dimensions, spatial shape and surface textures on acoustics

Ideal acoustic for specific purposes - speech, solo or small group music, rock music orchestral music, choral music, cinema and the like.

Measuring room response

Speaker placement and room response

Room treatment methods to improve acoustic response

Active methods to improve acoustic response

T2. Environmental and heritage awareness

Purpose of environmental and heritage regulation

Typical issues affecting electrotechnology services and systems

Meeting requirements

T3. Venue lighting for audio/video/live presentations

Lighting types and colour

Effects of direction of light

Use of natural light

Lighting levels and control

T4. Equipment installation design

Requirements

Limitations

Procedures

Documentation

Range Statement

10) This relates to the unit as a whole providing the range of contexts and conditions to which the performance criteria apply. It allows for different work environments and situations that will affect performance.

This unit shall be demonstrated by designing two commercial audio/video installations of a representative range, one of which shall incorporated analogue and digital communication, multimedia storage and reproduction.

Generic terms used throughout this Vocational Standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms that apply are given in Volume 2, Part 2.1.