Unit of competency details

BSBDES201A - Follow a design process (Release 1)

Summary

Releases:
ReleaseStatusRelease date
1 1 (this release)Current 10/Mar/2009

Usage recommendation:
Superseded
Mapping:
MappingNotesDate
Is superseded by and equivalent to BSBDES201 - Follow a design processUpdated to meet Standards for Training Packages 24/Mar/2015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
MSF - Furnishing Training PackageFurnishing Training Package 1.0-1.3 
LMF02 - Furnishing Training PackageFurnishing Training Package 6.0-8.1 
CUV11 - Visual Arts, Crafts and Design Training PackageVisual Arts, Crafts and Design Training Package 1.0 
CUS09 - MusicMusic 1.1-1.2 
CUF07 - Screen and Media Training PackageScreen and Media Training Package 1.2 
CUA - Creative Arts and Culture Training PackageCreative Arts and Culture Training Package 1.0 
BSB07 - Business Services Training PackageBusiness Services Training Package 5.0-9.0 

Qualifications that include this unit

CodeTitleSort Table listing Qualifications that include this unit by the Title columnRelease
MSF10113 - Certificate I in FurnishingCertificate I in Furnishing 
LMF10108 - Certificate I in FurnishingCertificate I in Furnishing 1-2 
CUV30311 - Certificate III in Design FundamentalsCertificate III in Design Fundamentals 
CUV30211 - Certificate III in Aboriginal or Torres Strait Islander Cultural ArtsCertificate III in Aboriginal or Torres Strait Islander Cultural Arts 
CUV30111 - Certificate III in Visual ArtsCertificate III in Visual Arts 
CUV20311 - Certificate II in Opal Cutting and PolishingCertificate II in Opal Cutting and Polishing 
CUV20211 - Certificate II in Aboriginal or Torres Strait Islander Cultural ArtsCertificate II in Aboriginal or Torres Strait Islander Cultural Arts 
CUV20111 - Certificate II in Visual ArtsCertificate II in Visual Arts 
CUS20109 - Certificate II in MusicCertificate II in Music 1-2 
CUF30107 - Certificate III in MediaCertificate III in Media 
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Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 100501 Graphic Arts And Design Studies 

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 100501 Graphic Arts And Design Studies 25/Jul/2008 
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Modification History

Not applicable.

Unit Descriptor

Unit descriptor 

This unit describes the performance outcomes, skills and knowledge required to follow a design process at a basic level.

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

Application of the Unit

Application of the unit 

This unit applies to any individual who follows a design process to respond to specific issues or challenges, including product and service requirements arising from particular business or community needs.

The unit acknowledges the need to encourage the development of skills, which are sometimes called 'design thinking' or 'design consciousness'. In essence, the unit is about purposeful problem solving - defining the challenge, coming up with ideas, working with others to develop ideas, reflecting on progress, presenting an idea so it can be implemented and, of course, evaluating whether an idea has met the original challenge.

Designers use the processes described in this unit but at a much more sophisticated and complex level. This unit is not about being a designer.

Licensing/Regulatory Information

Not applicable.

Pre-Requisites

Prerequisite units 

Employability Skills Information

Employability skills 

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria

ELEMENT 

PERFORMANCE CRITERIA 

1. Clarify the challenge

1.1. Confirm the nature and scope of the challenge  with stakeholders 

1.2. Agree on specific objectives with stakeholders 

1.3. Identify any constraints  that may impact on the design process

1.4. Identify and source relevant supporting information and assistance 

2. Explore different ideas and solutions

2.1. Generate a range of ideas to respond to the challenge

2.2. Explore different options and ideas  for meeting objectives

2.3. Involve others in the process of developing ideas and solutions

3. Select and present a solution

3.1. Reflect on different ideas and feedback, and select a preferred solution

3.2. Summarise the key ideas in the solution and present to stakeholders in appropriate format 

3.3. Obtain any required approvals to take the solution to the next stage

4. Implement the solution

4.1. Schedule key tasks and organise resources to support implementation 

4.2. Carry out testing , prototyping or trialling  of the proposed solution

4.3. Maintain any required documentation 

4.4. Identify problems and seek advice and guidance  from others

5. Evaluate the solution

5.1. Check the success of the solution based on original objectives

5.2. Seek feedback from appropriate stakeholders

5.3. Review both the solution and the process undertaken to develop the solution as part of an ongoing learning process

Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE 

This section describes the skills and knowledge required for this unit.

Required skills 

  • communication skills to liaise with others, to share ideas, and to present information and ideas clearly and concisely
  • creative thinking skills to generate ideas in response to a defined problem or need in a familiar context
  • literacy skills to analyse and interpret information dealing with concepts and ideas from own area of work
  • problem-solving skills to identify problems and to work with others to develop solutions
  • self-management skills to take responsibility for own work as part of an overall collaborative process.

Required knowledge 

  • context for the challenge, including any specific factors that impact on work
  • creative thinking techniques that can be used to generate ideas in any context
  • key features and steps in the design process as a way of thinking and solving problems
  • legal framework that impacts on activities in a particular context
  • potential sources of information for new ideas, relevant to the specific context.

Evidence Guide

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 following is essential:

  • active participation in a project which uses the design process to develop solutions to a given challenge
  • effective communication skills to be a member of a collaborative team
  • knowledge of the design process, and how it can be used in developing solutions to different issues and challenges.

Context of and specific resources for assessment 

Assessment must ensure:

  • access to materials, tools and equipment required to implement solutions in the given work context
  • interaction with others to reflect the collaborative nature of the design process.

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:

  • direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
  • direct observation of the candidate participating in collaborative processes
  • evaluation of documentation maintained by the candidate to support different ideas
  • evaluation of a presentation made by the candidate outlining proposed solutions and processes used to develop those solutions
  • oral or written questioning to assess knowledge of parameters and context for work in a given industry context.

Guidance information for assessment 

The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

  • other technical or specialist units from particular areas of work.

Range Statement

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.

Nature and scope of the challenge  could be very varied, and may relate to new or improved:

  • applications of materials or equipment
  • processes
  • products or services
  • systems
  • uses of technology

Stakeholders  may include:

  • client
  • end users
  • friends and family
  • supervisor or manager
  • work colleagues (working in the same or different areas)

Constraints  may relate to:

  • availability of materials, equipment or tools
  • boundaries about what can and cannot be changed
  • legal restrictions
  • time and budget

Relevant supporting information and assistance  may include:

  • drawings, specifications or other technical data
  • ideas from colleagues
  • industry associations or organisations
  • personal experience
  • policy and procedures manuals
  • print or electronic media (including internet)
  • reference manuals
  • technical experts

Different options and ideas  may be generated by:

  • brainstorming:
  • stop and go
  • sequencing
  • buzz session
  • bulletin board
  • computer-aided
  • daydreaming and mental wandering
  • Edward de Bono's six thinking hats
  • ego alter or heroes
  • graphic organisers:
  • visual maps
  • webbing
  • concept fans
  • lateral thinking games
  • making associations
  • mind mapping
  • morphological analysis
  • storytelling
  • sub-culture surfing
  • trigger words
  • use of metaphors and analogies
  • vision circles
  • visualisation
  • wishful thinking
  • word salads

Appropriate format  may be:

  • checklists
  • digital presentation
  • drawings/sketches
  • models
  • plans
  • verbal presentation

Resources to support implementation  may include:

  • equipment
  • financial resources
  • human resources
  • information technology support
  • materials
  • tools

Testing , prototyping or trialling  may involve:

  • creating a physical model or sample
  • testing the solution against different scenarios
  • using a small group to test the solution

Documentation  may include:

  • diary showing progress of work
  • progress reports
  • records of communication (e.g. emails)
  • working drawings

Advice and guidance  may involve:

  • facilitating access to networks or contacts
  • facilitating access to resources
  • providing technical expertise

Unit Sector(s)

Unit sector 

Competency field

Competency field 

Design - Design Process

Co-requisite units

Co-requisite units 

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