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Evidence Guide: CUVICS03B - Develop innovative ideas at work

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

 

CUVICS03B - Develop innovative ideas at work

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

Interpret the need for innovation

  1. The need, brief or opportunity for innovation within workplace context is recognised.
  2. Assumptions about products/processes are challenged to identify opportunities for innovation.
  3. Possible future contexts and environments for the innovation are projected.
  4. End user requirements are identified.
  5. Resources and constraints are identified.
  6. Factors and ethical considerations that may impact on the idea are researched.
  7. Relevant organisational knowledge is accessed.
  8. Desired outcomes from innovation are identified.
The need, brief or opportunity for innovation within workplace context is recognised.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assumptions about products/processes are challenged to identify opportunities for innovation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Possible future contexts and environments for the innovation are projected.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

End user requirements are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Resources and constraints are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Factors and ethical considerations that may impact on the idea are researched.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant organisational knowledge is accessed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Desired outcomes from innovation are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Generate a range of ideas

  1. Ideas are conceptualised using a range of creative thinking techniques.
  2. Relevant knowledge to explore a range of approaches is applied.
  3. Stimulation from alternative sources is sought.
  4. Ideas are tested against the brief and other factors.
  5. Preferred idea/s is selected.
Ideas are conceptualised using a range of creative thinking techniques.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant knowledge to explore a range of approaches is applied.

Completed
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Stimulation from alternative sources is sought.

Completed
Date:

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Ideas are tested against the brief and other factors.

Completed
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Preferred idea/s is selected.

Completed
Date:

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Collaborate with others

  1. Idea/s is developed in conjunction with relevant people.
  2. Feedback is sought and accepted from relevant people in an appropriate fashion.
  3. Idea/s is modified according to feedback.
  4. A network of peers is established, maintained and utilised to develop the idea/s.
Idea/s is developed in conjunction with relevant people.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback is sought and accepted from relevant people in an appropriate fashion.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Idea/s is modified according to feedback.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A network of peers is established, maintained and utilised to develop the idea/s.

Completed
Date:

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Reflect on idea/s

  1. Idea/s is analysed from different perspectives using structured reflection.
  2. Appropriate strategies are used to capture reflections.
  3. Time is allowed for the development and analysis of idea/s.
  4. Reflections are utilised to improve the idea/s.
Idea/s is analysed from different perspectives using structured reflection.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Appropriate strategies are used to capture reflections.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Time is allowed for the development and analysis of idea/s.

Completed
Date:

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Reflections are utilised to improve the idea/s.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Represent idea/s

  1. An appropriate communication method is selected for the target audience.
  2. The presentation of the idea/s is developed with the audience in mind.
  3. The idea/s is presented to educate/inform the client.
  4. The idea/s is modified according to client feedback.
An appropriate communication method is selected for the target audience.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The presentation of the idea/s is developed with the audience in mind.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The idea/s is presented to educate/inform the client.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The idea/s is modified according to client feedback.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the idea/s

  1. The idea/s is reviewed using appropriate evaluation methods to ensure it meets required needs.
  2. The idea/s is modified as required.
The idea/s is reviewed using appropriate evaluation methods to ensure it meets required needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The idea/s is modified as required.

Completed
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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:

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.

Required Skills and Knowledge

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

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.

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.