Originate and develop concepts Evidence Guide

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Evidence Guide: BSBCRT501A - Originate and develop concepts

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

BSBCRT501A - Originate and develop concepts

What evidence can you provide to prove your understanding of each of the following citeria?

Evaluate and explore needs and opportunities

Research and evaluate existing information that informs new concept development
Where appropriate, identify and use gaps in current range of products, programs, processes or services as the catalyst for generating new ideas or concepts
Expand the potential of new ideas through exploration of opportunities beyond the obvious
Identify factors that could have an impact on ideas or concepts to be developed, including potential for commercialisation
Determine whether other players are filling identified gaps or investigating similar opportunities
Develop preliminary ideas on innovative and different ways to address needs and opportunities
In consultation with relevant stakeholders, agree on broad parameters for developing ideas and concepts to meet market requirements

Research and evaluate existing information that informs new concept development

Completed
Date:

Teacher:

Evidence:

Where appropriate, identify and use gaps in current range of products, programs, processes or services as the catalyst for generating new ideas or concepts

Completed
Date:

Teacher:

Evidence:

Expand the potential of new ideas through exploration of opportunities beyond the obvious

Completed
Date:

Teacher:

Evidence:

Identify factors that could have an impact on ideas or concepts to be developed, including potential for commercialisation

Completed
Date:

Teacher:

Evidence:

Determine whether other players are filling identified gaps or investigating similar opportunities

Completed
Date:

Teacher:

Evidence:

Develop preliminary ideas on innovative and different ways to address needs and opportunities

Completed
Date:

Teacher:

Evidence:

In consultation with relevant stakeholders, agree on broad parameters for developing ideas and concepts to meet market requirements

Completed
Date:

Teacher:

Evidence:

Develop a range of creative approaches

Use a range of creative thinking techniques to generate innovative and creative concepts to address identified needs
Challenge, test and experiment with different concepts and ideas as part of a collaborative process
Evaluate concepts in terms of their suitability for the target audience or purpose, their feasibility and their commercial potential
Take account of social, ethical and environmental issues as concepts and ideas are generated and discussed
Identify resources required to achieve desired creative and innovative outcomes
Evaluate the effectiveness of different strategies for achieving desired outcomes
Select concepts or approaches that achieve required outcomes in an innovative and feasible way
Present proposed concepts or approaches in an appropriate format

Use a range of creative thinking techniques to generate innovative and creative concepts to address identified needs

Completed
Date:

Teacher:

Evidence:

Challenge, test and experiment with different concepts and ideas as part of a collaborative process

Completed
Date:

Teacher:

Evidence:

Evaluate concepts in terms of their suitability for the target audience or purpose, their feasibility and their commercial potential

Completed
Date:

Teacher:

Evidence:

Take account of social, ethical and environmental issues as concepts and ideas are generated and discussed

Completed
Date:

Teacher:

Evidence:

Identify resources required to achieve desired creative and innovative outcomes

Completed
Date:

Teacher:

Evidence:

Evaluate the effectiveness of different strategies for achieving desired outcomes

Completed
Date:

Teacher:

Evidence:

Select concepts or approaches that achieve required outcomes in an innovative and feasible way

Completed
Date:

Teacher:

Evidence:

Present proposed concepts or approaches in an appropriate format

Completed
Date:

Teacher:

Evidence:

Refine concepts

Ensure concept development process is open to ongoing refinement and testing
Seek input and feedback on concepts from relevant stakeholders
Seek specialist advice on creative and technical aspects of proposals as required
Compare concepts with best practice examples of similar products, programs, processes or services
Use a range of creative and practical criteria to determine the advantages and disadvantages of different concepts
Evaluate constraints on the realisation of concepts or ideas
Refine proposals based on analysis and feedback

Ensure concept development process is open to ongoing refinement and testing

Completed
Date:

Teacher:

Evidence:

Seek input and feedback on concepts from relevant stakeholders

Completed
Date:

Teacher:

Evidence:

Seek specialist advice on creative and technical aspects of proposals as required

Completed
Date:

Teacher:

Evidence:

Compare concepts with best practice examples of similar products, programs, processes or services

Completed
Date:

Teacher:

Evidence:

Use a range of creative and practical criteria to determine the advantages and disadvantages of different concepts

Completed
Date:

Teacher:

Evidence:

Evaluate constraints on the realisation of concepts or ideas

Completed
Date:

Teacher:

Evidence:

Refine proposals based on analysis and feedback

Completed
Date:

Teacher:

Evidence:

Develop concepts to an operational level

Use refined concepts as the basis for developing detailed implementation specifications
Present specifications to relevant parties for approval, funding or endorsement
Reflect on methodology used to generate concepts and ideas and note ways of improving this in the future

Use refined concepts as the basis for developing detailed implementation specifications

Completed
Date:

Teacher:

Evidence:

Present specifications to relevant parties for approval, funding or endorsement

Completed
Date:

Teacher:

Evidence:

Reflect on methodology used to generate concepts and ideas and note ways of improving this in the future

Completed
Date:

Teacher:

Evidence:

Assessed

Teacher: ___________________________ Date: _

Signature: ________________________________________________

Comments:

Instructions to Assessors

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.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit	Evidence of the following is essential: development of at least two concepts, substantiated and supported with sufficient information to allow for implementation to occur generation of concepts and ideas that provide innovative solutions to identified issues knowledge of legal requirements that affect work in a given industry context.
Context of and specific resources for assessment	Assessment must ensure: access to the full range of background information required to evaluate the operational factors that will affect the implementation of concepts interaction with others to reflect the collaborative nature of the concept development process.
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 concepts generated by the candidate, of the processes used to generate and test the ideas and the material developed to support the concept debate and discussion with the candidate to assess knowledge of the operational context and the broader factors that impact on concept development evaluation of presentation or 'pitch' made by the candidate in relation to a particular concept oral or written questioning to assess knowledge of cultural, social and environmental issues and impacts to be considered in developing new concepts.
Guidance information for assessment

Required Skills and Knowledge

Required skills

communication and teamwork skills to work collaboratively on ideas and to articulate the rationale for concepts in ways that promote constructive discussion with others

creative thinking skills to generate a range of innovative concepts and ideas, to use lateral thinking and to take a visionary approach to developing concepts and ideas

initiative and enterprise skills to pro-actively identify market requirements

planning and organising skills to take account of practical issues for concept implementation

self-management skills to meet deadlines.

Required knowledge

broad context in which concepts are being developed

cultural, social and environmental issues and impacts to be considered in developing new concepts

issues and requirements to commercialise the concept

legal requirements that affect work in a given industry context

practical and operational issues to be considered in a specific work or community context

range of broad practical and operational issues that determine whether a concept can be implemented (in any context)

techniques for generating creative ideas and solutions, and for translating these ideas into workable concepts.

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 candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Existing information that informs new concept development may include:	creative brief market research organisational vision personal vision and creative aspiration
Products, programs, processes or services may include:	art and craft works advertising campaigns business services and processes designs festivals films interactive digital media products live entertainment productions or events manufactured products marketing and promotional campaigns museum and gallery exhibitions photoimaging services radio or television programs
Exploration of opportunities beyond the obvious may involve:	challenging existing assumptions and preconceptions considering radical change to the way things are done exploring practice in a totally different industry context investigating the use of new media making connections between seemingly unrelated activities
Factors may include:	codes of practice content cost effectiveness features of interactive digital media products: delivery platform level of interactivity look and feel navigation Indigenous laws and protocols length of program or film level of skill and understanding required for implementation nature and size of target audience organisational charter and policies purpose: advertising or marketing commercial educational entertainment game information relevant legislation, such as: copyright and intellectual property privacy results of market research revenue raised by existing market share technical feasibility
Relevant stakeholders may include:	administrative staff clients/customers designers and other creative personnel directors external suppliers information technology personnel management program producers technical specialists writers
Creative thinking techniques may include:	brainstorming: bulletin board buzz session computer-aided sequencing stop and go Edward de Bono's six thinking hats ego alter or heroes graphic organisers: concept fans visual maps webbing lateral thinking games making associations mind mapping morphological analysis sub-culture surfing trigger words use of metaphors and analogies vision circles word salads visualisation
Resources may include:	computer hardware and software facilities printed material specialist equipment specialist staff training
Formats may include:	application forms to funding bodies or sponsors briefs for consultants concept maps electronic presentations to promote the concept in-house proposal forms
Creative and practical criteria may include:	cost-effectiveness evaluation against competing priorities fit with personal vision and aspirations fit with strategic directions of organisation fit with target market needs how innovative the concept is level of risk potential benefits technical feasibility time to realise the concept
Constraints may include:	availability of resources and equipment availability of skilled experts and personnel cost level of technical difficulty limited funding sources limited potential for commercialisation time
Implementation specifications may include:	briefs for work detailed specification of concept including purpose and content operational plan with responsibilities and time lines resources breakdown (financial, human and physical)

NTISthis.com

Evidence Guide: BSBCRT501A - Originate and develop concepts

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

BSBCRT501A - Originate and develop concepts

Evaluate and explore needs and opportunities

Develop a range of creative approaches

Refine concepts

Develop concepts to an operational level

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _