Unit Title:Working with Service Design Briefs
Unit Credit Value: / 10Unit Level: / Two
Unit Guided Learning Hours: / 60
Ofqual Unit Reference Number: / A/602/0695
Unit Review Date: / 31/07/2019
Unit Sector: / 9.2 Crafts, Creative Arts and Design
Unit Summary
This unit will enable learners to gain understanding and experience in exploring creative solutions within a service design context.
In this unit learners should explore the concepts underpinning the function of service design, and how organisations develop services. Learners should develop a personal creative response to a set service design brief, and explore design ideas through drawing as well as using technology. Presentation and communication also form an important element of this unit. Learners should reflect on their creative approach to meeting the design brief, through reviewing their own working practices and ideas.
Unit Information
It is expected that before the unit is delivered, the tutor will have read the Qualification Specification to ensure all conditions regarding Rules of Combination, delivery, assessment and internal quality assurance are fulfilled. Additional guidance is available below as Assessment Guidance for Learning Outcomes and Assessment Criteria in bold.
This unit has3learning outcomes
LEARNING OUTCOMES / ASSESSMENT CRITERIAThe learner will: / The learner can:
- Know about the concept of service design
- Be able todevelop ideas for a service design brief
2.2.Select materials, techniques and processes to produce design ideas
- Be able toreview own service design work
Assessment Guidance
Tutors should use practical submissions and presentations/discussions to provide evidence of understanding for assessment. Learners’ practical work may take a variety of formats, which should be selected for fitness of purpose in communicating their intention. Written information may also be submitted. Within the set brief, learners should articulate their design ideas in terms of the concepts of service design and explain how their ideas will improve the customer experience.
Learning Outcome 1
Concept of service design:
Service: for example public sector, private sector, communications etc.
Functions: for example information gathering, processes, environments etc.
Customers: to consider needs, customer relations; customer feedback systems etc.
Factors: to consider for example resources, communication, efficiency, technology etc.
Learning Outcome 2
Develop ideas for a service design brief:
Assess: to consider for example user needs, constraints, purpose etc.
Requirements: to consider for example communication, location, resources, technology etc.
Develop ideas: to consider for example concepts, proposals, drawings, mocked-upapplications etc.
Learning Outcome 3
Review own service design work:
Review own work: for example testing, piloting, shadowing etc.
Factors: to consider customer satisfaction, resources used, planning etc.
Delivery
Learners should be taught how to research the concepts that underpin service design. Tutors will need to explain how the different components of the service are designed, such as graphics, language and interfaces as well as the thinking behind the design process such as flow and user friendliness. Companies and organisations in the public and private sectors may provide useful case studies to research.
Learners should apply their understanding gained to the development of a design proposal. This should be developed through the design process into a suitable format such as working drawings, annotated studies and visuals. Learners may develop visual ideas using a blend of hand-drawn imagery and computer-based visualisation, such as digital-based information services or mock-ups of environments. Examples may also be developed in 3D, for example models of ticket dispensers.
This unit can be located within the vocational context of a live or client-led project.
If this is not available then a simulated brief can be developed. Learners should be reacting to the constraints and demands offered by the design problem, which may involve spatial concerns or technology and information communication regarding entrance areas. Where a project asks for a specific skill, for instance digital screen design, then a practitioner may be engaged to talk through the development process used by designers to create this kind of work, and to explain how they gauge its effectiveness.
There are a number of support services available, as follows:
Vocational learning support resources:
- Learning and Skills Network –
Business and finance advice:
- local and regional business link –
Creative and Cultural Skills ( the Sector Skills Council for design has launched the web portal Creative Choices ( This portal has a range of information about careers in the design sector, including job descriptions.
Evidence Requirements
Evidence of practical ability must be demonstrated.
Resources
Books
Gais M and Mager B — Service Design (UtbGmbh, 2009)
Hollins W J and Shinkins S — Managing Service Operations: Design and Implementation (Sage Publications, 2006)
Hudson J — 1000 New Designs 2: And Where to Find Them (Laurence King, 2010)
Journals
Creative Review
Design Week
Websites
kisd.de/subject_sd.html?&lang=en Köln International School of Design,section on service design
Design Council resource, links toexamples
The website of the Design Trust
Videos and presentations fromconferences, general information
1 of 4
Version 1 – January 2015
© AIM Awards 2014
AIM Awards