Unit of competency details

BSBCRT501 - Originate and develop concepts (Release 1)


ReleaseStatusRelease date
1 1 (this release)Current 25/Mar/2015

Usage recommendation:
Supersedes and is equivalent to BSBCRT501A - Originate and develop conceptsUpdated to meet Standards for Training Packages 24/Mar/2015

Training packages that include this unit

CodeTitleSort Table listing Training packages that include this unit by the Title columnRelease
SFL - Floristry Training PackageFloristry Training Package 1.0 
MSF - Furnishing Training PackageFurnishing Training Package 2.0-4.0 
ICT - Information and Communications TechnologyInformation and Communications Technology 1.0-4.0 
CUA - Creative Arts and Culture Training PackageCreative Arts and Culture Training Package 2.0-4.0 
BSB - Business Services Training PackageBusiness Services Training Package 1.0-3.0 

Qualifications that include this unit

CodeTitleSort Table listing Qualifications that include this unit by the Title columnRelease
SFL50115 - Diploma of Floristry DesignDiploma of Floristry Design 
MSF60118 - Advanced Diploma of Interior DesignAdvanced Diploma of Interior Design 
MSF60113 - Advanced Diploma of Interior DesignAdvanced Diploma of Interior Design 3-4 
MSF50313 - Diploma of Furniture Design and TechnologyDiploma of Furniture Design and Technology 2-5 
MSF50218 - Diploma of Interior DesignDiploma of Interior Design 
MSF50213 - Diploma of Interior Design and DecorationDiploma of Interior Design and Decoration 2-3 
MSF40213 - Certificate IV in Furniture Design and TechnologyCertificate IV in Furniture Design and Technology 2-4 
ICT50915 - Diploma of Digital Media TechnologiesDiploma of Digital Media Technologies 1-3 
ICT50215 - Diploma of Digital and Interactive GamesDiploma of Digital and Interactive Games 1-3 
ICT50118 - Diploma of Information TechnologyDiploma of Information Technology 
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SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 120505 Work Practices Programmes 

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 120505 Work Practices Programmes 30/Jul/2015 
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Unit Of competency

Modification History



Release 1

This version first released with BSB Business Services Training Package Version 1.0.


This unit describes the skills and knowledge required to originate and develop concepts for products, programs, processes or services to an operational level.

It applies to individuals who develop concepts for any business or community activity or process, such as marketing and advertising campaigns, staff development programs, information technology and communication systems, radio and television programs, entertainment events, films, exhibitions and digital media products. Individuals operate with a high degree of autonomy, but collaborate with others to generate ideas and refine concepts to the point where they can be implemented.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit Sector

Creativity and Innovation Creative Thinking

Elements and Performance Criteria



Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1 Evaluate and explore needs and opportunities

1.1 Research and evaluate existing information that informs new concept development

1.2 Where appropriate, identify and use gaps in current range of products, programs, processes or services as the catalyst for generating new ideas or concepts

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

1.4 Identify factors that could have an impact on ideas or concepts to be developed, including potential for commercialisation

1.5 Determine whether other players are filling identified gaps or investigating similar opportunities

1.6 Develop preliminary ideas on innovative and different ways to address needs and opportunities

1.7 In consultation with relevant stakeholders, agree on broad parameters for developing ideas and concepts to meet market requirements

2 Develop a range of creative approaches

2.1 Use a range of creative thinking techniques to generate innovative and creative concepts to address identified needs

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

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

2.4 Take account of social, ethical and environmental issues as concepts and ideas are generated and discussed

2.5 Identify resources required to achieve desired creative and innovative outcomes

2.6 Evaluate the effectiveness of different strategies for achieving desired outcomes

2.7 Select concepts or approaches that achieve required outcomes in an innovative and feasible way

2.8 Present proposed concepts or approaches in an appropriate format

3 Refine concepts

3.1 Ensure concept development process is open to ongoing refinement and testing

3.2 Seek input and feedback on concepts from relevant stakeholders

3.3 Seek specialist advice on creative and technical aspects of proposals as required

3.4 Compare concepts with best practice examples of similar products, programs, processes or services

3.5 Use a range of creative and practical criteria to determine the advantages and disadvantages of different concepts

3.6 Evaluate constraints on the realisation of concepts or ideas

3.7 Refine proposals based on analysis and feedback

4 Develop concepts to an operational level

4.1 Use refined concepts as the basis for developing detailed implementation specifications

4.2 Present specifications to relevant parties for approval, funding or endorsement

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

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.






3.1, 3.7, 4.3

  • Reflects and evaluates methods used to develop concepts and seeks ways to improve
  • Actively elicits the views and opinions of others to develop and refine ideas


1.1-1.5, 2.3, 2.6, 3.4, 3.5, 3.6, 3.7, 4.1

  • Interprets and evaluates a range of complex information and considers how to develop and adopt ideas to deliver products or services at an operational level


1.1-1.4, 1.6, 2.4-2.6, 2.8, 3.2-3.7, 4.1, 4.2

  • Documents findings and ideas using language and structure to suit the purpose
  • Develops documents designed to gain feedback from others
  • Prepares proposals and plans for relevant stakeholders incorporating appropriate vocabulary and grammatical structures

Oral Communication

1.7, 2.2, 2.4, 3.2, 3.3, 4.2

  • Expresses thoughtful and challenging opinions using engaging language and non-verbal features
  • Elicits views and information from others using a range of active listening and questioning techniques

Interact with others

1.7, 2.2, 2.4, 2.8, 3.2, 3.3, 4.2

  • Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction and influencing direction
  • Selects and uses appropriate conventions and protocols when communicating with internal and external stakeholders to seek or share information

Get the work done

1.1- 1.5, 2.1-2.7 , 3.1, 3.4-3.6, 4.2, 4.3

  • Plans and implements complex activities with multiple considerations, monitors implementation, and manages relevant feedback
  • Uses systematic, analytical processes in complex, non-routine situations to gather required information, identify and evaluate possible concepts, and select the most appropriate concept for development
  • Develops new and innovative ideas through exploration, analysis and critical thinking
  • Monitors outcomes, considering results from a range of perspectives and identifying key concepts and principles that may be adaptable to future situations

Unit Mapping Information

Code and title  

current version 

Code and title 

previous version 


Equivalence status 

BSBCRT501 Originate and develop concepts

BSBCRT501A Originate and develop concepts

Updated to meet Standards for Training Packages

Equivalent unit


Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10


Assessment requirements

Modification History



Release 1

This version first released with BSB Business Services Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

  • generate concepts and ideas that provide innovative solutions to identified issues
  • evaluate and test concepts and ideas
  • present ideas and information to others and reflect on responses
  • develop at least two concepts, substantiated and supported with sufficient information to allow implementation to occur.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must :

  • describe the broad context in which concepts are being developed
  • outline cultural, social and environmental issues and impacts to be considered in developing new concepts
  • identify issues and requirements to commercialise the concept
  • outline practical and operational issues to be considered in a specific work or community context
  • describe the range of broad practical and operational issues that determine whether a concept can be implemented
  • identify techniques for generating creative ideas and solutions, and for translating these ideas into workable concepts.

Assessment Conditions

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the creativity and innovation critical thinking field of work and include access to:

  • a full range of background information required to evaluate the operational factors that will affect the implementation of concepts
  • opportunities to collaborate with others throughout the concept development process.

Assessors must satisfy NVR/AQTF assessor requirements.


Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=11ef6853-ceed-4ba7-9d87-4da407e23c10

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