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Evidence Guide: BSBCRT402A - Collaborate in a creative process

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

 

BSBCRT402A - Collaborate in a creative process

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

Enter into a collaborative creative process

  1. Adopt a personal philosophy of trustworthy and ethical behaviour
  2. Maximise the possibilities of sustaining creative partnerships through trustworthy and ethical behaviour
  3. Use professional discretion and judgement in dealing with others
  4. Acknowledge and respect the different ways that different people may contribute to the creative process
  5. Acknowledge and work within the legal framework that applies to creative content as part of individual commitment to an ethical approach
  6. Respect collaborative efforts by relinquishing individual ownership of ideas
Adopt a personal philosophy of trustworthy and ethical behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maximise the possibilities of sustaining creative partnerships through trustworthy and ethical behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use professional discretion and judgement in dealing with others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge and respect the different ways that different people may contribute to the creative process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge and work within the legal framework that applies to creative content as part of individual commitment to an ethical approach

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respect collaborative efforts by relinquishing individual ownership of ideas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Engage in a collaborative creative process

  1. Maintain a belief in personal ideas, combined with a willingness to move on as ideas are discarded and others evolve
  2. Be prepared to let go of own vanity and ego to allow new ideas to emerge
  3. Use language and adopt a demeanour that demonstrates respect and trust for others
  4. Listen to, value, respect and trust the contributions of others as material to work with rather than positions to argue against
  5. Challenge, test and share ideas in a supportive way as part of the creative process
  6. Move on from initial positions and preconceptions to accept and embrace new and unpredictable ideas as they emerge during the creative process
  7. Play a role that encourages the movement and shift of ideas within the group towards a well-conceived solution
Maintain a belief in personal ideas, combined with a willingness to move on as ideas are discarded and others evolve

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Be prepared to let go of own vanity and ego to allow new ideas to emerge

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use language and adopt a demeanour that demonstrates respect and trust for others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen to, value, respect and trust the contributions of others as material to work with rather than positions to argue against

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Challenge, test and share ideas in a supportive way as part of the creative process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Move on from initial positions and preconceptions to accept and embrace new and unpredictable ideas as they emerge during the creative process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Play a role that encourages the movement and shift of ideas within the group towards a well-conceived solution

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on own role in the collaborative creative process

  1. Reflect on own level of participation, relationships with others and personal behaviour in the collaborative process
  2. Identify ways to do better next time and follow up on any issues that need to be resolved
  3. Identify and seek opportunities to refine and expand own skills and knowledge, including learning from failing
Reflect on own level of participation, relationships with others and personal behaviour in the collaborative process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify ways to do better next time and follow up on any issues that need to be resolved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and seek opportunities to refine and expand own skills and knowledge, including learning from failing

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:

positive and full participation in a collaborative creative process that generates, expands and develops ideas into a well-conceived solution

communication and creative-thinking skills that make a positive contribution to the collaborative effort

knowledge and understanding of the ethical framework in which any type of creative endeavour operates.

Context of and specific resources for assessment

Assessment must ensure:

involvement of a team of people in the collaborative creative 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 activity

interviews with others participating in the process to determine the nature and quality of the candidate's participation and interactions

evaluation of candidate presentation (verbal or written) on the collaborative process, including challenges, benefits and key learning for the future

oral or written questioning to assess knowledge of concepts of trust and ethical behaviour in the context of creative endeavour.

Guidance information for assessment

A collaborative creative effort 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 key aspects of collaboration and creativity detailed in this unit. Combined assessment with the following unit would also be appropriate:

BSBCRT301A Develop and extend critical and creative thinking skills.

Required Skills and Knowledge

Required skills

communication skills to nurture trust, to model open and supportive communication, and to articulate potentially complex ideas

creative thinking skills to generate and explore ideas

learning and self-management skills to reflect on and enhance own ability to contribute effectively to a collaborative creative process

problem-solving skills to continually be evaluating and challenging ideas and moving them forward towards solutions.

Required knowledge

concept of shared intellectual property from collaborative creativity

concepts of trust and ethical behaviour in the context of creative endeavour

different roles people may play in a collaborative creative process and how this contributes to the overall effort

how the creative process works in different situations (e.g. as an individual, as part of a group)

how the potential for creativity can be maximised within a team

legal framework that affects copyright, moral rights and intellectual property issues

what stops creativity in a group environment.

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.

Personal philosophy of trustworthy and ethical behaviour may relate to:

acknowledging discomfort or anger

being prepared to fully participate

communicating in an open way

honesty

honouring commitments

sensitivity to social, cultural, personal situations and dynamics

showing respect

understanding of the consequences of actions

Professional discretion and judgement may relate to:

assessing when to keep quiet

being aware of and responding to different personality types

knowing when it is appropriate or inappropriate to share information

knowing with whom information should be shared

Different ways that different people may contribute 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

Belief in personal ideas may be demonstrated by:

backing ideas up with information and rationale

being prepared to argue for own ideas

confidence in own ability to create many ideas

confidence to share ideas

confident articulation of ideas

spending time developing and refining own ideas

Language that demonstrates respect for others may involve:

acknowledging new ideas and effort

avoiding negative words

avoiding personal negatives like 'you cannot' or 'you should not'

choosing words wisely

listening

making differentiations between ideas and people

managing tone

speaking at a level appropriate to the listener

Demeanour that demonstrates respect for others may relate to:

avoiding intellectual bullying

encouraging others to express ideas

facial expression

keeping a positive mindset

listening before speaking

physical position

refraining from blame or accusation

other non-verbal behaviour

understanding the balance between constructive comment and attention seeking

Movement and shift of ideas may involve:

building in 'what if' scenarios

encouraging a stocktake before moving forward

making connections between seemingly disparate ideas

refining ideas that seem positive

returning to earlier ideas

returning to key objectives

suggesting new processes

turning ideas 'on their head' to resolve blockages