• CUVICS03B - Develop innovative ideas at work

Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CUVICS03B Mapping and Delivery Guide
Develop innovative ideas at work

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CUVICS03B - Develop innovative ideas at work
Description This competency standard covers the skills required to systematically generate and develop innovative ideas in the workplace. It is a generic standard, which may be customised for different work contexts within the cultural industries.This competency standard requires the skills to interpret or observe a need and develop a detailed idea. This requires the creative generation and discussion of a number of ideas or solutions and accepting positive and negative feedback. Ideas should be tested in order to establish and present a workable outcome which meets the needs of the end user. This standard of competency could be completed by anyone in the cultural industries above entry and basic operational levels. Its six elements cover all six innovation @ work skills which are central to innovative thinking. Examples of how this unit works in practice can be found in the Supporting Information section of the Training Package.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field Research and Innovation
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Interpret the need for innovation
  • The need, brief or opportunity for innovation within workplace context is recognised.
  • Assumptions about products/processes are challenged to identify opportunities for innovation.
  • Possible future contexts and environments for the innovation are projected.
  • End user requirements are identified.
  • Resources and constraints are identified.
  • Factors and ethical considerations that may impact on the idea are researched.
  • Relevant organisational knowledge is accessed.
  • Desired outcomes from innovation are identified.
       
Element: Generate a range of ideas
  • Ideas are conceptualised using a range of creative thinking techniques.
  • Relevant knowledge to explore a range of approaches is applied.
  • Stimulation from alternative sources is sought.
  • Ideas are tested against the brief and other factors.
  • Preferred idea/s is selected.
       
Element: Collaborate with others
  • Idea/s is developed in conjunction with relevant people.
  • Feedback is sought and accepted from relevant people in an appropriate fashion.
  • Idea/s is modified according to feedback.
  • A network of peers is established, maintained and utilised to develop the idea/s.
       
Element: Reflect on idea/s
  • Idea/s is analysed from different perspectives using structured reflection.
  • Appropriate strategies are used to capture reflections.
  • Time is allowed for the development and analysis of idea/s.
  • Reflections are utilised to improve the idea/s.
       
Element: Represent idea/s
  • An appropriate communication method is selected for the target audience.
  • The presentation of the idea/s is developed with the audience in mind.
  • The idea/s is presented to educate/inform the client.
  • The idea/s is modified according to client feedback.
       
Element: Evaluate the idea/s
  • The idea/s is reviewed using appropriate evaluation methods to ensure it meets required needs.
  • The idea/s is modified as required.
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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:

accurate interpretation of a brief

the creative generation of a number of ideas or solutions to meet the needs of an end user within specific contexts in the cultural industries.

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 develop ideas or solutions

oral or written questioning to assess knowledge of creative thinking techniques and methods for evaluating ideas or solutions.

Guidance information for assessment

This competency standard may be assessed with any other standards that make up a specific job function for a specific context within the cultural industries. It is probably of most use at AQF level 3 and above.

Standards may include:

CULMS617B Undertake research

BSBDES402A Interpret and respond to a design brief

CUVCRS11B Select and prepare work for exhibition

CUVCON06B Develop concepts for arts organisations/projects

CUVPHI03B Research and apply information on the traditions which inform photoimaging practice

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.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

research skills

active listening

interpersonal skills

network skills

team work

lateral thinking

the ability to analyse self and external factors

time management skills.

Required knowledge

relevant technical, job and industry knowledge

knowledge of organisational culture

knowledge of social, environmental and work culture impacts

knowledge of principles of innovation

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.

Innovation is:

the process of generating new ideas or solutions, or new uses for old ideas and making them useful or a means of improvement.

Assumptions can be about any convention in the workplace and might include:

work process

product

materials

system

tools

working conditions.

The user requirements refer to:

who will be using the end product

why it is needed

how it will be used

what advantages it will provide

where it will be used.

Factors impacting on the idea might include:

aesthetic requirements

functionality

information available

OH&S and environmental considerations

budget

client preferences.

Creative thinking techniques include:

brainstorming

visualising

making associations

building on associations

telling stories

creative writing

lateral thinking games

mind mapping

drawings

Six Thinking Hats

using prompts.

Relevant knowledge refers to:

technical knowledge

information gained from books or videos

knowledge from different work areas and work colleagues.

Stimulation from alternative sources might come from:

reading books and industry journals

talking with colleagues and friends

visiting libraries

attending industry workshops

participating in networks.

Relevant people might include:

colleagues

team members

supervisors

managers

clients.

Maintaining a network of peers can include:

participating in forums

participating in industry training

attending workshops

becoming a member of a network.

Communication methods refer to how you will present your ideas, for example:

writing a proposal

building a model

showing a film

presenting a talk

preparing a report

drawing a diagram.

Educating/informing the client refers to helping the client visualise and understand the idea/s and involves:

actively listening

asking questions

accepting their opinion

explaining the proposal

clarifying the details.

Reviewing the idea might involve checking:

that the idea can be implemented

that it meets the client/end user needs

that it meets best practice

assessing financial requirements.

Evaluation methods might include:

developing checklists

discussing the process with colleagues or supervisors

writing a report of the outcomes.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
The need, brief or opportunity for innovation within workplace context is recognised. 
Assumptions about products/processes are challenged to identify opportunities for innovation. 
Possible future contexts and environments for the innovation are projected. 
End user requirements are identified. 
Resources and constraints are identified. 
Factors and ethical considerations that may impact on the idea are researched. 
Relevant organisational knowledge is accessed. 
Desired outcomes from innovation are identified. 
Ideas are conceptualised using a range of creative thinking techniques. 
Relevant knowledge to explore a range of approaches is applied. 
Stimulation from alternative sources is sought. 
Ideas are tested against the brief and other factors. 
Preferred idea/s is selected. 
Idea/s is developed in conjunction with relevant people. 
Feedback is sought and accepted from relevant people in an appropriate fashion. 
Idea/s is modified according to feedback. 
A network of peers is established, maintained and utilised to develop the idea/s. 
Idea/s is analysed from different perspectives using structured reflection. 
Appropriate strategies are used to capture reflections. 
Time is allowed for the development and analysis of idea/s. 
Reflections are utilised to improve the idea/s. 
An appropriate communication method is selected for the target audience. 
The presentation of the idea/s is developed with the audience in mind. 
The idea/s is presented to educate/inform the client. 
The idea/s is modified according to client feedback. 
The idea/s is reviewed using appropriate evaluation methods to ensure it meets required needs. 
The idea/s is modified as required. 

Forms

Assessment Cover Sheet

CUVICS03B - Develop innovative ideas at work
Assessment task 1: [title]

Student name:

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I declare that the assessment tasks submitted for this unit are my own work.

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Result: Competent Not yet competent

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Assessment Record Sheet

CUVICS03B - Develop innovative ideas at work

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

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Signature:

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Student signature:

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