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 |
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Required knowledge |
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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. |
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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 access to:
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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 |
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. |
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Purpose of display may include: |
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Audience for display may include: |
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Relevant information may be sourced from: |
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Resources may include: |
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Constraints or factors may include: |
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Creative thinking techniques may include: |
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Organisational requirements may include: |
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Display options may include: |
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Feedback may be sought and received: |
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Relevant personnel may include: |
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Display plans may include: |
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Unit Sector(s)
Cross-Sector
Competency Field
Merchandising