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Evidence Guide: BSBCRT301A - Develop and extend critical and creative thinking skills

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

BSBCRT301A - Develop and extend critical and creative thinking skills

What evidence can you provide to prove your understanding of each of the following citeria?

Develop a questioning mindset

  1. Develop the habit of asking questions from different perspectives
  2. Take responsibility for exploring a variety of information sources to provide relevant answers to own questions
  3. Sort through information and ideas to identify the central questions, issues and challenges
  4. Challenge preconceptions and assumptions to determine actual constraints in defining a problem for resolution
Develop the habit of asking questions from different perspectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take responsibility for exploring a variety of information sources to provide relevant answers to own questions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Sort through information and ideas to identify the central questions, issues and challenges

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Challenge preconceptions and assumptions to determine actual constraints in defining a problem for resolution

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Generate ideas and responses

  1. Explore and use a range of creative thinking techniques to generate ideas and responses
  2. Muse on, play around with and have fun with ideas in relation to a perceived objective
  3. Identify and challenge blockers to creative thinking
  4. Consider and explore realities beyond the current situation
  5. Evaluate, and where appropriate, challenge existing boundaries to determine perceived or actual constraints
  6. Show willingness to take risks with ideas and thought processes
  7. Look around in familiar and unfamiliar places for new inspiration and habitually record observations, experiences, ideas and reflective thoughts to broaden personal knowledge base
  8. Acknowledge and accept the opportunity for revelation when least expected
  9. Identify connections and associations from things that seem unconnected
Explore and use a range of creative thinking techniques to generate ideas and responses

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Muse on, play around with and have fun with ideas in relation to a perceived objective

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and challenge blockers to creative thinking

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider and explore realities beyond the current situation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate, and where appropriate, challenge existing boundaries to determine perceived or actual constraints

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Show willingness to take risks with ideas and thought processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Look around in familiar and unfamiliar places for new inspiration and habitually record observations, experiences, ideas and reflective thoughts to broaden personal knowledge base

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge and accept the opportunity for revelation when least expected

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify connections and associations from things that seem unconnected

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Challenge, test and re invent ideas

  1. Identify, interrogate and challenge the assumptions behind ideas
  2. Experiment with variations, and explore and challenge a range of different solutions and ideas
  3. Consciously change perspectives, and evaluate ideas and situations in new ways
  4. Where appropriate, involve others in ideas and how they might change or be improved
Identify, interrogate and challenge the assumptions behind ideas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Experiment with variations, and explore and challenge a range of different solutions and ideas

Completed
Date:

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Consciously change perspectives, and evaluate ideas and situations in new ways

Completed
Date:

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Where appropriate, involve others in ideas and how they might change or be improved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Enhance creative thinking skills

  1. Consciously challenge and question own thought patterns and ways of responding to work and life situations
  2. Identify and take opportunities to self-assess and to learn about new ideas and different ways of thinking
  3. Take opportunities to practise and experiment with creative thinking techniques across work and life situations
  4. Pro-actively talk to others about ways that new ideas and patterns of thinking can be encouraged and developed
Consciously challenge and question own thought patterns and ways of responding to work and life situations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and take opportunities to self-assess and to learn about new ideas and different ways of thinking

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take opportunities to practise and experiment with creative thinking techniques across work and life situations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Pro-actively talk to others about ways that new ideas and patterns of thinking can be encouraged and developed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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:

active participation in a range of creative thinking activities, including ability to ask relevant questions and to generate a range of ideas in response to a given situation or issue

understanding of creativity and creative thinking at a basic level, including its impact and importance for individuals, communities and businesses

knowledge and application of different creative thinking techniques and processes to a range of situations.

Context of and specific resources for assessment

Assessment must ensure:

interactions with challenges, situations and scenarios to which creative thinking may be applied (usually this would involve interactions with others to reflect the nature of the creative thinking process).

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

direct observation of the candidate participating in collaborative creative thinking activities

evaluation of ideas generated by the candidate (with or without others) and of the processes used to generate and test those ideas

evaluation of a presentation made by the candidate articulating the process of developing ideas or pieces of work, plus evaluation of candidate debating and discussing ideas with others

evaluation of a (non-computerised) game developed by the candidate, played with others, challenged and re-invented

oral or written questioning to assess knowledge of creative thinking techniques, concepts and definitions of creativity.

Guidance information for assessment

Creative thinking always occurs in a specific context. Therefore holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended. Assessors must, however, retain a strong focus on the creative thinking skills as described in this unit.

Required Skills and Knowledge

Required skills

creative thinking skills to participate effectively and actively in a range of creative thinking activities

literacy skills to explore and analyse information dealing with potentially complex concepts from a wide range of sources

problem-solving skills to tease out central themes and issues, and to respond with a range of ideas and solutions

reflective learning and self-management skills to question and challenge own skills and practice, to identify and access learning opportunities, and to be prepared to learn new things in unfamiliar areas.

Required knowledge

common blockers to creative thinking, both from an individual and organisational perspective

definitions, concepts and history of creativity at an overview level

different creative thinking techniques and how they work, including daydreaming and mental wandering, wishful thinking, use of metaphors and analogies, trigger words, morphological analysis, brainstorming visualisation, mind mapping, lateral thinking games, Edward de Bono's six thinking hats, making associations and storytelling

how creativity applies everywhere, not just in traditionally 'creative' contexts

impacts of creative thinking on individuals, communities and businesses

techniques for filtering to process diverse information

ways of extending and developing individual creative thinking skills.

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.

Questions may include:

are there any boundaries I need to consider?

are there new ideas we can bring to this situation?

how could I solve this problem?

is there a different way of doing this?

what am I or others trying to do?

what do I need to do to make this better?

what extra information do I need?

what is missing?

what is required?

who do I need to talk to about this?

why is this so?

Different perspectives may be those of:

clients or customers

family members

friends

funding bodies

general public

history

organising committees

regulatory authorities

self

specialists or experts

supervisors or managers

work colleagues

Creative thinking techniques may include:

brainstorming:

stop and go

sequencing

buzz session

bulletin board

computer-aided

daydreaming and mental wandering

Edward de Bono's six thinking hats

ego alter or heroes

graphic organisers:

visual maps

webbing

concept fans

lateral thinking games

making associations

mind mapping

morphological analysis

storytelling

sub-culture surfing

trigger words

use of metaphors and analogies

vision circles

visualisation

wishful thinking

word salads

Blockers to creative thinking may be:

cultural

emotional

environmental

family

ideas and perceptions about how we should behave, such as:

play according to the rules

don't ask questions

don't be silly

do as you're told

be practical

(taken from Lotherington 2003: Flicking Your Creative Switch)

intellectual

peer pressure

perceptual

risk aversion

'way it's done round here'

Existing boundaries may relate to:

available resources (human, financial, physical)

established tradition or practice in a given field of activity

communication protocols

procedures and processes

specifications

unspoken agreements about who does what and how

work conditions

Risks with ideas and thought processes might involve:

accepting the limitations of one's own knowledge or capacity

challenging established authority

challenging the continuation of current ways of doing things

changing the rules

exposing oneself or others to possible criticism

facing personal fears and apprehensions

letting go of control

radically changing long established tradition, practice or norms

taking financial risks

taking self or others outside of a comfort zone

Familiar and unfamiliar places may include:

colleagues

community groupings

friends

hardware stores

information sources with little direct link to the question at hand

journals

junk stores

libraries

museums

recycling yards

shopping centres

websites

workshops