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 |
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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 |
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Required knowledge |
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Evidence Guide
EVIDENCE GUIDE |
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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. |
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Overview of assessment |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the following is essential:
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Context of and specific resources for assessment |
Assessment must ensure:
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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:
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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:
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Range Statement
RANGE STATEMENT |
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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. |
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Nature and scope of the challenge could be very varied, and may relate to new or improved: |
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Stakeholders may include: |
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Constraints may relate to: |
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Relevant supporting information and assistance may include: |
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Different options and ideas may be generated by: |
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Appropriate format may be: |
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Resources to support implementation may include: |
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Testing , prototyping or trialling may involve: |
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Documentation may include: |
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Advice and guidance may involve: |
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Unit Sector(s)
Unit sector |
Competency field
Competency field |
Design - Design Process |
Co-requisite units
Co-requisite units |
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