Elements and Performance Criteria

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

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.