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Elements and Performance Criteria

  1. Research concepts and theories of creativity
  2. Apply theories of creativity to practice
  3. Develop, articulate and debate own perspectives theories and practices of creativity

Required Skills

Required skills

critical thinking skills to analyse complex information and to develop and substantiate own positions and responses to theories and thinking around creativity

communication skills to articulate and debate complex concepts

literacy and problem solving skills to research information dealing with complex concepts and theories of creativity

selfmanagement skills to develop and substantiate own views and ideas

Required knowledge

different theories and concepts of creativity including different historical perspectives and current and emerging thinking

potential and actual benefits of creativity for individuals businesses and communities

relationship between theories of creativity and creativity in practice in a particular work or broader social context

Evidence Required

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

conduct of at least one research project into past current and emerging theories of creativity

development of substantiated positions on creativity and its application in response to own analysis and research

knowledge of different theories and thinking on creativity and its application in different social and work contexts

Context of and specific resources for assessment

Assessment must ensure

use of current and emerging sources of information and thinking on creativity

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 onthejob performance by the candidate

evaluation of research undertaken by the candidate into theories and application of creativity

observation of the candidate participating in discourse and debate on theories of creativity and on the candidates own positions and ideas

Guidance information for assessment

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.

Research techniques may include:

analysis of consumer trends

desk research

finding style leaders

informal discussions

internet search

interviews

literature reviews

observation of creative workers processes and behaviours

personal experience

tracking trendsetters

New, emerging and alternative sources of ideas and thinking may include:

component resourcing

consumer trends

current business theories

emerging government policy

emerging research

fashion/design trends

grazing hardware, electronics, junk, second hand goods etc.

individuals in any fields of endeavour

innovative organisations

international trends

new products and sub assembly components

social trends

Critical analysis may involve:

adapting

analysing and evaluating actions and policies

challenging

clarifying issues, values and standards

comparing analogous situations

comparing and contrasting ideals with practice

comparing and evaluating beliefs, interpretations and theories

critical path process

debate and discussion

developing criteria for evaluation

distinguishing relevant from irrelevant facts

examining and evaluating assumptions

exploring implications and consequences

generating and assessing solutions

ideational connecting of unrelated information

judging

leap of faith

making interdisciplinary connections

making plausible inferences and predictions

noting significant similarities and differences

obtuse connections

openness

questioning

reading and listening critically

reflecting

Range of theoretical perspectives and thinking may be:

economic

environmental

geographic

heritage

historical

local, national, international

political

philosophical

social/cultural

style/design

Own work and life experience may include:

evaluation of contexts in which creativity has flourished

observation of nature

observation of the man-made environment

observations of the ways people interrelate

reflection on own creative thinking and endeavours

reflection on own experience with any type of creative endeavour or creative thinking

workplace experience

Benefits to individuals, businesses and the community may include:

adaptability

better individual and business relationships

capacity for innovation and invention

curiosity

environmentally sustainable practices

greater social cohesion

high degree of value adding

improved productivity and profit

nimbleness of thought

psychological wellbeing of individuals and communities

Substantiated positions may be positions which are:

grounded in appropriate research

result of rational and logical thought

supported by relevant information

subjected to the analysis of others (e.g. peer review)

Clarity of thought and conceptual understanding may be demonstrated by:

ability to exchange and debate ideas with others

appropriate distillation of ideas to suit the required purpose

audience understanding

clear articulation of ideas