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

CUVPRP602A Mapping and Delivery Guide
Collaborate in professional creative projects

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUVPRP602A - Collaborate in professional creative projects
Description This unit describes the performance outcomes, skills and knowledge required to collaborate in creative projects as a professional practitioner. It includes the establishment, realisation and evaluation of collaborative projects.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application Independent creative practitioners apply the skills and knowledge in this unit, and collaboration is often an integral part of creative practice. Practitioners may collaborate on commercial or community projects in physical or virtual environments. They may work together on individual pieces of work or on thematically connected works in the broader context of a work brief, exhibition, competition or themed event. Projects may be self-generated or developed in response to opportunities presented by others.This activity is self-directed.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
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: Embrace collaboration as part of professional practice
  • Establish and maintain sustainable relationships based on mutual respect and trust
  • Cultivate collaborative communities and partnershipsbased on thepotential benefitsfor self and others
  • Reflect on the blockers to effective collaboration and adopt personal philosophies and behaviours in response
  • Identify and pursue opportunities for collaboration
       
Element: Establish collaborative projects
  • Establish shared understandings of project objectives and parameters
  • Agree on ways of working that acknowledge the different contributions of those involved
  • Acknowledge and integrate ethical approaches to questions of intellectual property for creative content
  • Identify and respond to professional and practical project considerations
  • Organise and allocate work activities in a cost-effective and equitable manner with clear, agreed outcomes
       
Element: Realise collaborative projects
  • Demonstrate a high standard of personal engagement and professionalism to promote the confidence and support of others
  • Contribute and share own technical and creative expertise from ideas generation to final project realisation
  • Identify and act on opportunities to extend own expertise and learn from others as projects progress
  • Challenge, test and share ideas in a supportive way
  • Embrace technical, creative and organisational challenges and take responsibility for finding new ideas and solutions
  • Honour own commitments and take responsibility for project outcomes
       
Element: Evaluate collaborative projects
  • Engage in an open process of review and evaluation with others involved in projects
  • Reflect on own level of participation, relationships with others, and personal behaviour
  • Identify and seek opportunities to refine and expand own expertise
       


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 ability to:

engage with the technical, creative and organisational aspects of a collaborative project to realise creative work of a professional standard

make positive contributions to the collaborative effort by modelling ethical behaviour

use the collaborative process as a means of extending own expertise.

Context of and specific resources for assessment

Assessment must ensure:

active participation with others in a professional creative project.

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:

evaluation of a body of creative work realised by the candidate as part of a collaborative effort

evaluation of presentation or documentation prepared by the candidate detailing the processes and outcomes of a collaborative creative project

questioning and discussion about candidate’s participation in the project

participation in discussions with the candidate and others about the project

review of portfolios of evidence

review of third-party reports from experienced practitioners.

Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

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

communication skills to:

establish and maintain sustainable professional relationships through open and supportive communication in all project stages

collaborate on complex issues, ideas and creative challenges

encourage others in a collaborative process through effective modelling

critical thinking and analytical skills to reflect on complex creative, technical and organisational issues and make judgements and decisions about those issues

initiative and enterprise skills to identify and pursue professional work opportunities

learning and self-management skills to independently progress a complex project and use the collaborative process as a development tool

literacy skills to interpret and share varied information dealing with at times complex issues

planning and organising skills to participate professionally in the set-up, monitoring and completion of a professional collaborative project

problem-solving skills to evaluate and resolve complex problems of a technical, creative or organisational nature in a collaborative way

Required knowledge

types of behaviours that support effective collaborative relationships

benefits of collaboration for individuals, businesses and communities, including the value of collaboration as a problem-solving tool

typical blockers to the collaborative process, particularly in a creative context

different roles played by people in a collaborative process

types of collaboration and collaborative projects that apply to particular areas of creative practice

key project management systems and procedures that apply to any project

typical problems encountered in a collaborative process and how they may be avoided or resolved

ways of evaluating projects in terms of their success as collaborative undertakings

intellectual property issues that affect the development of creative content, including the concept of shared intellectual property

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.

Collaborative communities and partnerships may include:

communities of practice

formal and informal relationships

formal and informal groups in collaborative relationships

knowledge communities

knowledge networks

learning communities

physical or virtual relationships

supply chain communities

virtual circles.

Potential benefits may include:

capacity to undertake particular projects

community engagement

exploration of new art forms or media

increased professional profile

learning from others

new sources of ideas.

Blockers may include:

concerns about loss of intellectual property

cultural considerations

fear

lack of trust

prejudice

unwillingness to share.

Opportunities for collaboration may include:

community art or design projects

competition entries

consortia bids for work

exhibitions

public art

transdisciplinary projects.

Objectives and parameters may be:

aesthetic

community participation

creative

financial

organisational

timelines.

Different contributions may relate to:

different approaches to expressing opinions or ideas

inclinations to lead or follow

influence with others

interpersonal skills

networks

past experience

technical skills and expertise.

Professional and practical project considerations may include:

clarity around who does what

methods of payment

need for project planning

reporting requirements

resources:

financial

human

physical.

Review and evaluation may include:

brainstorming

formal reporting

professional critique

reviewing feedback.

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
Establish and maintain sustainable relationships based on mutual respect and trust 
Cultivate collaborative communities and partnershipsbased on thepotential benefitsfor self and others 
Reflect on the blockers to effective collaboration and adopt personal philosophies and behaviours in response 
Identify and pursue opportunities for collaboration 
Establish shared understandings of project objectives and parameters 
Agree on ways of working that acknowledge the different contributions of those involved 
Acknowledge and integrate ethical approaches to questions of intellectual property for creative content 
Identify and respond to professional and practical project considerations 
Organise and allocate work activities in a cost-effective and equitable manner with clear, agreed outcomes 
Demonstrate a high standard of personal engagement and professionalism to promote the confidence and support of others 
Contribute and share own technical and creative expertise from ideas generation to final project realisation 
Identify and act on opportunities to extend own expertise and learn from others as projects progress 
Challenge, test and share ideas in a supportive way 
Embrace technical, creative and organisational challenges and take responsibility for finding new ideas and solutions 
Honour own commitments and take responsibility for project outcomes 
Engage in an open process of review and evaluation with others involved in projects 
Reflect on own level of participation, relationships with others, and personal behaviour 
Identify and seek opportunities to refine and expand own expertise 

Forms

Assessment Cover Sheet

CUVPRP602A - Collaborate in professional creative projects
Assessment task 1: [title]

Student name:

Student ID:

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

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CUVPRP602A - Collaborate in professional creative projects

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

Assessor name:

Signature:

Date:

Student signature:

Date: