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Unit of competency details

SIRXMER202 - Plan, create and maintain displays (Release 1)

Summary

Usage recommendation:
Superseded
Mapping:
MappingNotesDate
Is superseded by SIRRMER001 - Produce visual merchandise displays• Not equivalent • Unit updated to meet Standards for Training Packages • Updated title • Unit Sector changed to Retail • Significant change to the Elements and Performance Criteria to better define essential outcomes and performance. • Updated knowledge requirements to reflect unit revisions. 30/Mar/2016
Supersedes and is equivalent to SIRXMER005A - Create a display 12/Jun/2012

Release Status:
Current
Releases:
ReleaseRelease date
1 1 (this release) 13/Jun/2012

Training packages that include this unit

CodeSort Table listing Training packages that include this unit by the Code columnTitleSort Table listing Training packages that include this unit by the Title columnRelease
FPI11 - Forest and Forest Products Training PackageForest and Forest Products Training Package 1.1-2.3 
FWP - Forest and Wood Products Training PackageForest and Wood Products Training Package 2.0-5.0 
CUV - Arts and Culture Training PackageArts and Culture Training Package 1.0 
SFL - Floristry Training PackageFloristry Training Package 1.0 
CUA - Creative Arts and Culture Training PackageCreative Arts and Culture Training Package 2.0-4.1 
AHC10 - Agriculture, Horticulture and Conservation and Land ManagementAgriculture, Horticulture and Conservation and Land Management 4.0-8.0 
SIR07 - Retail Services Training PackageRetail Services Training Package 3.0-3.3 

Qualifications that include this unit

CodeSort Table listing Qualifications that include this unit by the Code columnTitleSort Table listing Qualifications that include this unit by the Title columnRelease
SIR20312 - Certificate II in Retail Fast FoodCertificate II in Retail Fast Food1-2 
SIR30212 - Certificate III in Retail OperationsCertificate III in Retail Operations1-2 
CUA20315 - Certificate II in Aboriginal and Torres Strait Islander Visual Arts Industry WorkCertificate II in Aboriginal and Torres Strait Islander Visual Arts Industry Work1-2 
CUV20313 - Certificate II in Aboriginal and Torres Strait Islander Visual Arts Industry WorkCertificate II in Aboriginal and Torres Strait Islander Visual Arts Industry Work
AHC31110 - Certificate III in Production NurseryCertificate III in Production Nursery
FPI30611 - Certificate III in Timber MerchandisingCertificate III in Timber Merchandising2-4 
AHC32710 - Certificate III in Rural MerchandisingCertificate III in Rural Merchandising2-3 
FWP30616 - Certificate III in Timber MerchandisingCertificate III in Timber Merchandising
AHC31210 - Certificate III in Retail NurseryCertificate III in Retail Nursery
SFL30115 - Certificate III in FloristryCertificate III in Floristry
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Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 080501 Sales  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 080501 Sales  02/Oct/2012 
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Modification History

The version details of this endorsed unit are in the table below. The latest information is at the top.

Release  

Comments 

First Release

This is a revised unit, based on and equivalent to SIRXMER005A Create a display.

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to identify requirements for displays, develop display ideas, obtain approval from relevant personnel, and plan and build displays. It also covers maintaining displays to meet the requirements of the product, the audience and the organisation.

Application of the Unit

This unit applies to floor and sales team members responsible for merchandise displays for a retail business.

Licensing/Regulatory Information

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

Pre-Requisites

Nil

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements and Performance Criteria

Element 

Performance Criteria 

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.

1. Identify requirements for displays.

1.1.Identify purpose, audience  and products for each display.

1.2.Identify organisational requirements and research relevant information  where required.

1.3.Identify available budget and resources  required to create the display.

1.4.Identify and consider constraints or factors  that may affect the creation of the display.

2. Develop display ideas.

2.1.Generate ideas for the display using creative thinking techniques .

2.2.Test ideas against display and organisational requirements .

2.3.Discuss display options  with relevant personnel.

2.4.Modify display ideas and refine according to feedback  and confirm with relevant personnel .

3. Plan and build displays.

3.1.Develop ideas into simple display plans .

3.2.Source resources, materials and products to meet plan requirements.

3.3.Create displays following display plans.

3.4.Seek assistance from relevant personnel where required.

3.5.Review display and make refinements as required.

4. Maintain displays.

4.1.Regularly clean and tidy displays and replace products as necessary according to display plans.

4.2.Make changes or alterations to the display as appropriate.

Required Skills and Knowledge

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

Required skills 

  • communication and interpersonal skills to:
  • communicate display ideas to others
  • seek and accept feedback through clear and direct communication
  • use and interpret non-verbal communication
  • use language and concepts appropriate to cultural differences
  • creative thinking and design skills to generate ideas for improving displays
  • initiative and enterprise skills to ensure efficient and cost-effective use of resources
  • observation skills to identify when display needs to be changed, updated or altered
  • sketching and writing skills to represent ideas in a simple display plan

Required knowledge 

  • audiences for and required effects of displays
  • basic design principles, including:
  • colour
  • flow of product
  • shape
  • use of space
  • organisational requirements, including:
  • environment, health and safety compliance
  • location of displays
  • visual merchandising standards
  • visual merchandising display options

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.

Critical aspects for assessment and evidence required to demonstrate competency in this unit 

Evidence of the following is essential:

  • identifies the requirements for new displays
  • creates display plans that meet the requirements of the product, audience and organisation
  • plans and builds displays, according to plans
  • maintains displays.

Context of and specific resources for assessment 

Assessment must ensure access to:

  • a real or simulated retail work environment
  • relevant documentation, such as store policy and procedures manuals
  • display space
  • a range of display products and materials.

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:

  • observation of performance in the workplace
  • third-party reports from a supervisor
  • customer feedback
  • written or verbal questioning to assess knowledge and understanding.

Guidance information for assessment 

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

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 individual, accessibility of the item, and local industry and regional contexts) may also be included.

Purpose  of display may include:

  • attracting customers into the store
  • new products
  • new range
  • promotion
  • sale.

Audience  for display may include:

  • internal and external foot or vehicular traffic
  • new or repeat customers
  • people from a range of social, cultural and ethnic backgrounds
  • people with varying physical and mental abilities
  • people of different ages
  • people with varying degrees of language and literacy.

Relevant information  may be sourced from:

  • colleagues
  • direct observation
  • internet
  • magazines
  • marketing personnel
  • technical personnel
  • written reports.

Resources  may include:

  • equipment and technology
  • fixtures and fittings
  • labels and tickets
  • new or recycled materials
  • staff
  • time.

Constraints or factors  may include:

  • availability of materials
  • budget
  • product characteristics
  • space
  • staff
  • time.

Creative thinking techniques  may include:

  • brainstorming
  • creative writing
  • drawings
  • lateral thinking
  • mind mapping
  • product association
  • telling stories
  • using prompts
  • visualising.

Organisational requirements  may include:

  • aesthetics
  • allocated space
  • branding
  • budget
  • work health and safety (WHS)
  • organisational standards
  • staff
  • store policy and procedures, including:
  • housekeeping and waste disposal procedures
  • WHS procedures.

Display options  may include:

  • indoor or outdoor
  • lighting
  • sound
  • static or moving.

Feedback  may be sought and received:

  • in groups
  • in writing
  • individually
  • verbally.

Relevant personnel  may include:

  • external personnel with visual merchandising expertise
  • manager
  • team leader.

Display plans  may include:

  • checklist of materials and equipment required
  • simple sketches of planned display.

Unit Sector(s)

Cross-Sector

Competency Field

Merchandising