Unit of competency Outline
Date retreived
23/07/2026 6:06 PM AWST
23/07/2026 6:06 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Originate and develop a concept
Originate and develop a concept
Unit of competency
National Code
CUVICS04B
CUVICS04B
State Code
C0319
C0319
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
20/06/2014
Field of Education
100301 - Fine Arts
Original Release Date
20/06/2014
Nominal Hours
50
Description
The standard describes the skills and knowledge required for working with and developing a concept to that stage where it becomes the basis of a creative and effective product, service or process. It covers both the response to a brief or the development of a self-initiated proposal. It does not describe the skills needed for presentation of the proposal which are covered by other units. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Notes
Elements and Performance Criteria
1. Interpret the brief or clarify need oropportunity
- 1.1. The brief, need or opportunity for innovation is explored. The context for the new product or service is investigated and clarified and the audience/user is determined.
- 1.2. The purpose, desired outcome or end product, broad content, style, cost, intended audience and other relevant factors of the brief, need or opportunity are clarified.
- 1.3. The purpose, goals, constraints and requirements of the final product/service/process are specified.
2. Develop a range of creative approaches
- 2.1. A range of different, innovative and creative approaches and concepts is generated.
- 2.2. Different approaches/concepts are reviewed for feasibility, innovation, creativity, and acceptability to client or audience.
- 2.3. Possible constraints are identified and the approaches/concepts are checked against these to determine feasibility.
- 2.4. The social, ethical and environmental impacts of the approaches/concepts are taken into consideration.
- 2.5. The effects and advantages of various combinations of activities, systems, processes, staff, materials for achieving a creative, innovative and appropriate outcome are investigated.
- 2.6. The concept(s) or approach(es) that achieve the required outcome in an innovative and feasible way are selected and draft proposals representing those approaches are documented in an appropriate format.
3. Seek opinions of colleagues and a range of creative and technical experts/specialists
- 3.1. Proposals are discussed with colleagues and specialists.
- 3.2. Creative and technical aspects of the proposals are clarified and expert advice sought where required.
- 3.3. Proposals are compared with best practice examples of similar products, services or processes.
4. Adjust and refine proposal on the basis of advice received and evaluation
- 4.1. Determine advantages and disadvantages of each approach/strategy based on criteria such as creativity, appropriateness to the user/audience, cost-effectiveness, level of risk, potential benefits and technical feasibility.
- 4.2. Proposals are evaluated and the approach which will result in achieving the desired outcome is selected.
5. Develop the concept to an operational level
- 5.1. A detailed specification for the product in terms of creativity, the audience/user, budget, and technical requirements is developed.
- 5.2. The detailed specification is presented to the relevant parties for approval, funding or endorsement.
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.
Products might include:
commissioned art work
fabric designs
furniture design
marketing campaigns
new gallery concepts
photoimaging assignments.
Purposes of the product may include:
provision of services to clients within the cultural industries.
Factors to be considered may include:
access to technology
audience/user characteristics
cost effectiveness
level of skill and understanding required for implementation
need for additional staff training
resource requirements
technical feasibility.
Constraints to the project may include:
availability of skilled experts and personnel
cost
equipment
finance
technical difficulty
time.
Formats for documentation may include:
briefs for a consultant
descriptions of a creative proposal for in-house consideration
proposals to be submitted to a funding body or sponsor.
Appropriate colleagues and specialists to discuss proposals with may include:
any staff who may be involved in the design or the implementation of the process
creative and administrative staff
personnel external to the organisation
technical specialists.
Project specifications may include:
audience
budget
operational plan
ownership of final product
purpose
resources, e.g.:
human
plant and equipment
time.
Resources and equipment may include:
computers, e.g.:
hardware
software
specialist staff required for successful development of the proposed product or service
others resources or equipment depending on the outcome required.
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.
Products might include:
commissioned art work
fabric designs
furniture design
marketing campaigns
new gallery concepts
photoimaging assignments.
Purposes of the product may include:
provision of services to clients within the cultural industries.
Factors to be considered may include:
access to technology
audience/user characteristics
cost effectiveness
level of skill and understanding required for implementation
need for additional staff training
resource requirements
technical feasibility.
Constraints to the project may include:
availability of skilled experts and personnel
cost
equipment
finance
technical difficulty
time.
Formats for documentation may include:
briefs for a consultant
descriptions of a creative proposal for in-house consideration
proposals to be submitted to a funding body or sponsor.
Appropriate colleagues and specialists to discuss proposals with may include:
any staff who may be involved in the design or the implementation of the process
creative and administrative staff
personnel external to the organisation
technical specialists.
Project specifications may include:
audience
budget
operational plan
ownership of final product
purpose
resources, e.g.:
human
plant and equipment
time.
Resources and equipment may include:
computers, e.g.:
hardware
software
specialist staff required for successful development of the proposed product or service
others resources or equipment depending on the outcome required.
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:
generation and evaluation of creative and effective concepts
translation of an original idea into a concrete proposal which is documented and reviewed using appropriate methods.
Context of and specific resources for assessment
Assessment must ensure:
interaction with others to reflect the collaborative nature of the development process.
Method of assessment
Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
direct observation of the candidate participating in discussions and other collaborative activities to evaluate ideas or solutions
oral or written questioning to assess knowledge of the social and environmental impacts of relevant products, services or processes.
Guidance information for assessment
This competency standard could be assessed on its own or in combination with other competencies relevant to the job function within the cultural industries work context.
The other standards would probably most appropriately be at AQF level 4 and above and may include:
CUVADM11B Work within an arts organisation context
CUVDES04B Integrate colour theory and design processes in response to a brief
CUVCON06B Develop concepts for arts organisations or projects
Please note: the above is a generic list which may apply across the cultural industries. Some of the units may not be included in this particular Training Package.
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:
generation and evaluation of creative and effective concepts
translation of an original idea into a concrete proposal which is documented and reviewed using appropriate methods.
Context of and specific resources for assessment
Assessment must ensure:
interaction with others to reflect the collaborative nature of the development process.
Method of assessment
Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
direct observation of the candidate participating in discussions and other collaborative activities to evaluate ideas or solutions
oral or written questioning to assess knowledge of the social and environmental impacts of relevant products, services or processes.
Guidance information for assessment
This competency standard could be assessed on its own or in combination with other competencies relevant to the job function within the cultural industries work context.
The other standards would probably most appropriately be at AQF level 4 and above and may include:
CUVADM11B Work within an arts organisation context
CUVDES04B Integrate colour theory and design processes in response to a brief
CUVCON06B Develop concepts for arts organisations or projects
Please note: the above is a generic list which may apply across the cultural industries. Some of the units may not be included in this particular Training Package.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C6505 | CUVICS04A | Originate and develop a concept | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J751 | MSF50113 | Diploma of Stained Glass and Leadlighting | Qualification |