- BSBDES601A - Manage design realisation
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
BSBDES601A Mapping and Delivery Guide
Manage design realisation
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | BSBDES601A - Manage design realisation |
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Description | This unit describes the performance outcomes, skills and knowledge required to manage the process of taking a design from concept to final realisation or production. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | This unit applies to individuals working in any industry context or design discipline who take responsibility for turning design concept into reality - a product or service of value to the end user. This person could be an individual designer-maker or a designer working as part of a larger design/production team.The unit has a strong focus on planning, implementation and monitoring skills, combined with a sound knowledge of design and production issues and challenges in a given context.In practice this unit supports and is supported by other units describing the specialist skills and knowledge required by specific design disciplines. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | |||
Competency Field | Design - Design Process |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Plan realisation of the design |
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Element: Implement and monitor realisation of the design |
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Element: Liaise and negotiate with stakeholders |
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Element: Complete design process |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
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: planning and implementation of design realisation so that finished product or service meets the requirements of design brief effective communication and negotiation skills in relation to working with others for design realisation knowledge of the design process in the specific industry context/design discipline. |
Context of and specific resources for assessment | Assessment must ensure: access to resources, tools, materials and equipment for realisation of a design in specific context access to a design concept that the candidate can take to realisation stage interaction with and involvement of others to reflect the collaborative nature of the unit and the communication and negotiation skills required. |
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 evaluation of finished products or services where the candidate has managed the realisation process evaluation of progress reports or completion reports prepared by the candidate evaluation of candidate reports on the realisation process highlighting different management techniques used, challenges in the process and how these were addressed. |
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: any specialised design unit. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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Required skills |
communication and negotiation skills to lead and participate in effective client/principal, stakeholder and project team liaison during design realisation creative thinking skills to generate new or adapted ideas in response to realisation challenges literacy skills to research and evaluate a wide range of source materials on design and to complete relevant design documentation numeracy skills to manage budgets planning and organisational skills to coordinate and lead potentially complex processes involving a range of interrelated factors and challenges problem-solving and decision making skills to develop and implement solutions to unpredictable problems. |
Required knowledge |
copyright, moral rights, intellectual property issues and legislation that impact on design work in the relevant industry context at a managerial level occupational health and safety requirements relevant to the particular work context/design discipline production/realisation processes as they apply to designs in a particular industry context or design discipline including materials, tools, equipment and processes quality assurance for design concept realisation applicable to the specific industry context/design discipline. |
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. | |
Relevant information on the design may include: | artwork brief checklists financial data models production data prototypes specifications technical data visual diagrams working drawings |
Standards of work and monitoring requirements may relate to: | budget targets creative issues legal issues reporting requirements technical quality timeframes |
Appropriate stakeholders may include: | client community others on whom the design will impact, for example technical or production personnel others working on the design realisation process supervisor/manager |
Resources may include: | financial human physical |
Documentation to be maintained may include: | digital records and presentations financial reports models photographs progress reports prototypes records of work working drawings |
Difficulties or problems may relate to: | budgetary overruns conceptual issues legal issues scheduling problems technical quality |
Communication channels may include: | electronic updates inspections project meetings telephone discussions |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
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Collect, analyse and maintain relevant information on the design | |||
Discuss and agree on standards of work and monitoring requirements with appropriate stakeholders | |||
Develop clear plan and schedule for design realisation, including key roles and responsibilities linked to time lines and budget | |||
Organise and/or allocate resources to achieve the realisation of design within required standards, timeframes and budget | |||
Liaise with others involved in design realisation to ensure obligations and quality standards are met within time, budget and technical resources | |||
Maintain accurate, relevant and complete documentation in accordance with agreed standards | |||
Monitor process to ensure integrity of design is maintained at all times, including through the process of challenging and interrogating own design work | |||
Promptly identify difficulties or problems that arise in relation to realisation of the design and take action to rectify the situation | |||
Establish and maintain appropriate communication channels with relevant stakeholders | |||
Pro-actively seek and provide information to facilitate effective design realisation | |||
Adhere to agreed terms and conditions or negotiate appropriate changes in light of changed circumstances | |||
Negotiate and agree on revisions with relevant parties in a professional manner, to enhance quality of outcome | |||
Finalise design outcomes in accordance with terms and conditions | |||
Seek feedback from key stakeholders on finished design and make final adjustments as agreed | |||
Evaluate completed design in relation to own work and overall process, to inform future practice |
Forms
Assessment Cover Sheet
BSBDES601A - Manage design realisation
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
BSBDES601A - Manage design realisation
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: