PRACTICE PROFESSIONAL JUDGEMENT

What is it?:
  • Judgement executed in a safe environment
  • Execution of high-cost or high-tension mistakes
  • Development of skills to act wisely on-the-job

Apparel design is often a luxury industry, meaning that job roles can be quite competitive. In the learning setting, students are expected to learn through making mistakes. However, mistakes in a professional setting can result in massive lost profits, workplace tension, and even job loss. Though making mistakes is a human experience, allowing students to practice professional judgement may allow students to work through mistakes in a safe and controlled environment.
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Students can practice professional judgement in the classroom through simulation and role-playing.

Simulation

Simulation can be used to:
  • Represent real-world scenarios
  • Dynamically develop learning
  • Explore, understand, and practice group dynamics
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Simulations can empower students to act as they would in a real-life, industry-based design scenario. Simulations are utilized in apparel design processes through peer review. Simulation in the form of games can be utilized to encourage and motivate students in a fun way.
 
Simulation example: Peer review
Peer review is a common practice in apparel design studio classes, especially as students reach the advanced coursework levels. Because apparel design is a collaborative field, where reviews from others will shape the next days’ work, peer review simulates a professional environment. Students learn how to critique others and accept/apply critiques of their own work in a graceful manner. Though peer review can be intimidating, students who learn how to properly critique others and accept critique will learn essential skills to be successful in professional settings. 



Simulation example: Games
As opposed to peer review, games as a form of simulation learning encourage competition and mastery. The apparel design industry can be competitive, so utilization of games helps students practice professional judgement. Games that utilize Computer Aided Design (CAD) software such as CLO-3D may entice students to engage with and master apparel design technologies. Future collaborations with game designers might allow for creation of more specialized games that are applicable to apparel design students. 

Role-play

Role play can be used to:
  • Analyze roles of industry leaders
  • Practice the activities of each role
  • Develop understanding of professional practice
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Role play is sometimes utilized in apparel design learning at high levels, such as fashion show planning and execution. However, group projects that encourage role play can help students learn more about the roles in industry and therefore help them determine their own future professional goals.
 
Role-play example: Rotating atelier role play
Students in apparel design typically execute the entire design process themselves. However, this is not how the design process happens in industry! Rotating atelier-type roles in a group setting can help students practice professional judgement. To reflect a professional design process, each student will design one garment, pattern a different garment, cut a different garment, and sew a different garment. Ateliers operate in a manner where several people work together to make a vision come to life. Role play can mimic this type of working environment. 



Role-play example: Rotating atelier follow-up
In following the proceeding example, rarely is a garment designed, patterned, cut, and sewn to perfection on first try. In the classroom, students who fit their own designs (that they’ve patterned and sewn) are hesitant to make large changes. However, in industry, designers will change entire schedules to make sure that their vision is being executed perfectly. As a follow-up project to the rotating atelier-type roles, the original designer will critique the executed garment in a fitting and call for changes. The rest of the team will execute these changes in a second round of pattern edits, cutting, and sewing.
Role play is an engaging way for students to learn-by-doing. In that way, students can practice professional judgement through role play. 
References:
Davis, J. R., & Arend, B. (2013). Facilitating seven ways of learning: a resource for more purposeful, effective, and enjoyable college teaching (1st ed.). Stylus.
 
Christian Dior. (2017, December 4). Inside the Haute Couture Ateliers [Video]. YouTube. https://www.youtube.com/watch?v=ukZuPHIFUH0
 
PBS Digital Studios [The Art Assignment]. (2014, October 9). How to Critique [Video]. YouTube. https://www.youtube.com/watch?v=9neybpOvjaQ
 
Sprouts. (2021, July 30). Video Games in Education [Video]. YouTube. https://www.youtube.com/watch?v=c5AN0JDmQY4
 
The K. Patricia Cross Academy. (2019, January 21). Teaching Technique 23: Role Play [Video]. YouTube. https://www.youtube.com/watch?v=ztCYENO1ydA