Modification History
Not Applicable
Unit Descriptor
Unit Descriptor |
1 ) 1 .1 ) Descriptor |
This unit covers the ability to assist managers to plan, coordinate and report on the development of a product/application/service. |
Application of the Unit
Application of the Unit |
4 ) |
This unit applies to any recognised development program that leads to the acquisition of a formal award at AQF level 5 or higher. |
Licensing/Regulatory Information
1 .2 ) License to practice |
The skills and knowledge described in this unit do not require a licence to practice in the workplace. However, practice in this unit is subject to regulations directly related to occupational health and safety and where applicable contracts of training such as apprenticeships. |
Pre-Requisites
Prerequisite Unit (s ) |
2 ) |
2 .1 ) Competencies |
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There are no prerequisite competencies for this unit. |
Employability Skills Information
Employability Skills |
3 ) The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The Employability Skills Summary of the qualification in which this unit of competency is packaged will assist in identifying Employability Skill requirements. |
Elements and Performance Criteria Pre-Content
6 ) Elements describe the essential outcomes of a unit |
Performance criteria describe the required performance needed to demonstrate achievement of the Element. Assessment of performance is to be consistent with the evidence guide. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
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1 |
Contribute to the development of a design brief for a product/service/application. |
1.1 |
Technical specifications, regulatory, industrial, intellectual property and market requirements of the product/application/service to be developed are negotiated with client(s), stakeholders and management and agreed on. |
1.2 |
Technical specifications, regulatory, industrial, intellectual property and market requirements of the product/application/service to be developed are confirmed. |
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1.3 |
Resource requirements, including personnel, equipment and materials needed to develop the product/application/service area confirmed. |
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1.4 |
Quality requirements and standards for development of the product/application/service are confirmed. |
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1.5 |
A design brief for the product/application/service is developed in a team environment. |
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1.6 |
Approval is obtained for the design brief from appropriate personnel. |
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2 |
Prepare to develop a product/application/service |
2.1 |
The required outcome(s) as identified in design brief is confirmed with appropriate personnel. |
2.2 |
The product/application/service is developed in consultation with appropriate production personnel. |
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2.3 |
A development procedure is formulated to: |
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2.4 |
Approval is obtained of the development procedure from appropriate personnel. |
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3 |
Contribute to the development of a product/application/service |
3.1 |
The development procedure is confirmed with appropriate personnel. |
3.2 |
A product/application/ service product is developed in accordance with the design brief and development procedure. |
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3.3 |
Development results are recorded in accordance with enterprise procedures. |
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3.4 |
Develop results and identify characteristics which are outside design and development specifications are identified. |
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3.5 |
Changes are recommended, as necessary, to achieve product/application/ service quality and production requirements. |
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3.6 |
Approval of changes is obtained from appropriate personnel. |
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3.7 |
Revision of the product/ application/service to achieve quality and production requirements is coordinated where necessary. |
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4 |
Document and report product/application/service development outcomes |
4.1 |
All product/application/service development objectives are met. |
4.2 |
Product/application/service development reporting requirements are completed. |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
7) This describes the essential skills and knowledge and their level, required for this unit. |
Evidence shall show that knowledge has been acquired of safe working practices and contributing to the development of a product/application/service. All knowledge and skills detailed in this unit should be contextualised to current industry practices and technologies. KS01-ER003B Product/application/service development Evidence shall show that knowledge has been acquired of safe working practices and contributing to the development of a product/application/service. T1 Project planning
T2 Project management encompassing:
T3 Work in a team encompassing:
T4 Scientific writing and communication encompassing:
T5 Data collection techniques encompassing:
T6 Data analysis and presentation encompassing:
T7 Product development and trials encompassing:
T8 Intellectual property concepts encompassing:
T9 Occupational Health and Safety principles and fundamentals encompassing:
T10 The work environment encompassing:
T11 Manual Handling encompassing:
T12 Working at heights encompassing:
T13 Confined spaces encompassing:
T14 Physical and psychological hazards encompassing:
T15 Working safely with electricity encompassing:
T16 Life support - CPR in the workplace encompassing:
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Evidence Guide
EVIDENCE GUIDE |
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9 ) This provides essential advice for assessment of the unit and must be read in conjunction with the performance criteria and the range statement of the unit and the Training Package Assessment Guidelines. The Evidence Guide forms an integral part of this unit. It shall be used in conjunction with all components parts of the unit and performed in accordance with the Assessment Guidelines of this Training Package. |
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Overview of Assessment |
9 .1 ) Longitudinal competency development approaches to assessment, such as Profiling, require data to be reliably gathered in a form that can be consistently interpreted over time. This approach is best utilised in Apprenticeship programs and reduces assessment intervention. It is the industry-preferred model for apprenticeships. However, where summative (or final) assessment is used it is to include the application of the competency in the normal work environment or, at a minimum, the application of the competency in a realistically simulated work environment. In some circumstances, assessment in part or full can occur outside the workplace. However, it must be in accordance with industry and regulatory policy. Methods chosen for a particular assessment will be influenced by various factors. These include the extent of the assessment, the most effective locations for the assessment activities to take place, access to physical resources, additional safety measures that may be required and the critical nature of the competencies being assessed. The critical safety issues inherent in working with electricity, electrical equipment, gas or any other hazardous substance/material present a challenge for those determining competence. Sources of evidence need to be 'rich' in nature so as to minimise error in judgment. Activities associated with normal every day work have a bearing on the decision as to how much and how detailed the data gathered will contribute to its 'richness'. Some skills are more critical to safety and operational requirements while the same skills may be more or less frequently practised. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included for Assessors in the Assessment Guidelines of this Training Package. |
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Critical aspects of evidence required to demonstrate competency in this unit |
9 .2 ) Before the critical aspects of evidence are considered all prerequisites shall be met. |
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Evidence for competence in this unit shall be considered holistically. Each Element and associated performance criteria shall be demonstrated on at least two occasions in accordance with the 'Assessment Guidelines - UEE07'. Evidence shall also comprise:
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A |
Demonstrating consistent performance for each Element of the unit |
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B |
Meeting the performance criteria associated with each Element of the unit by employing techniques, procedures, information and resources available in the workplace |
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C |
Demonstrating an understanding of the Underpinning Knowledge and Skills identified in the section of this unit titled 'Essential knowledge and associated skills'. |
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Note: |
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Context of and specific resources for assessment |
9 .3 ) This unit should be assessed as it relates to normal work practice using procedures, information and resources typical of a workplace. This should include:
These should be part of the formal learning/assessment environment. Note: Where simulation is considered a suitable strategy for assessment, conditions must be authentic and as far as possible reproduce and replicate the workplace and be consistent with the approved industry simulation policy. |
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The resources used for assessment should reflect current industry practices in relation to contributing to the development of a product/application/service. |
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Method of assessment |
9 .4 ) This unit shall be assessed by methods given in Volume 1, Part 3 'Assessment Guidelines'. Note: |
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Concurrent assessment and relationship with other units |
9 .5 ) |
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For optimisation of training and assessment effort, competency development in this unit may be arranged concurrently with unit: |
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BSXFM1504A |
Participate in, lead and facilitate work teams |
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UEENEER001B |
Contribute to the planning of a research project |
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UEENEER002B |
Conduct to the conduct of a research project |
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UEENEER004B |
Contribute to the trial of a product/application/service |
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UEENEER005B |
Contribute to intellectual property management |
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BSBCMN306A |
Produce business documents |
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BSBSBM405A |
Monitor and manage business operations |
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UEENEER006B |
Contribute to the commercialisation of a product/application/service |
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PMBQUAL309A |
Solve problems using 'quality tools' |
Range Statement
RANGE STATEMENT |
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8 ) This relates to the unit as a whole providing the range of contexts and conditions to which the performance criteria apply. It allows for different work environments and situations that will affect performance. |
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This unit describes work conducted by technical personnel who contribute to the development of a product/application/service. Product/application/service design and development briefs may be provided by external and/or internal clients. Typically the work covered by this unit is performed by high-level technicians, working as part of a product/application/service research and/or design, development and implementation team. This generally involves working closely with a range of management and production/operations personnel and requires balancing the business and technical sides of the product/application/service being developed. This unit does not require knowledge of industry sectors, equipment and/or materials other than that in which the learner works. It assumes an understanding of the operation of all relevant business processes but does not necessarily require them to be the responsibility of the learner. At this level, personnel should be able to interpret and explain sections/types of legislation, codes, regulations, Australian Standards and Intellectual Property rights that apply to the subject matter to be researched. This unit should be demonstrated in accordance with the organisation's: |
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Generic terms used throughout this Vocational Standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms that apply are given in Volume 2, Part 2.1. |
Unit Sector(s)
Not Applicable
Competency Field
2 .2 ) Literacy and numeracy skills Participants are best equipped to achieve competency in this unit if they have reading, writing and numeracy skills indicated by the following scales. Description of each scale is given in Volume 2, Part 3 'Literacy and Numeracy'. |
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Reading |
5 |
Writing |
5 |
Numeracy |
5 |
2.2) Literacy and numeracy skills
Competency Field |
5 ) |
Research |