This unit applies to individuals who use sophisticated research and critical analysis skills in the exploration of creativity and its application to work and life practice. This research may be related specifically to fields of practice traditionally considered as 'creative', such as the arts, but may equally relate to much broader fields of human activity and endeavour.

The scope of the research activity has both significant depth and breadth. A broader, more general approach to the ideas and history surrounding creativity is found in BSBCRT403A Explore the history and social impact of creativity.

ELEMENT

PERFORMANCE CRITERIA

1. Research concepts and theories of creativity

1.1. Use a range of research techniques to source information about creativity

1.2. Identify and explore potential new, emerging and alternative sources of ideas and thinking about creativity

1.3. Expand own knowledge and understanding of creativity through review and critical analysis of information

1.4. Analyse, compare and contrast a range of theoretical perspectives and thinking on creativity

1.5. Identify and explore the transmigration of creative thought to innovative output

2. Apply theories of creativity to practice

2.1. Evaluate the relevance and application of different theories and practices of creativity based on analysis of own work and life experience

2.2. Analyse the ways in which different aspects of history, theory and other influences are applied, adapted or challenged in practice

2.3. Assess the ways in which theories, thinking and practices about creativity may be applied that provide benefits to individuals, businesses and the community

3. Develop, articulate and debate own perspectives theories and practices of creativity

3.1. Take a critical approach to different theories and reflect on own ideas and responses

3.2. Develop own substantiated positions in response to research and analysis

3.3. Articulate own positions in a manner which demonstrates clarity of thought and conceptual understanding of different theories and thinking

3.4. Debate own positions on creativity showing belief in own ideas and a willingness to remain open to new perspectives

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

self-management 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).

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 on-the-job 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 candidate's own positions and ideas.

Guidance information for assessment

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

Unit sector

Creativity and Innovation - Creative Thinking

This unit contains employability skills.