Assessment Task 1: Reflective Thinking
Purpose: The purpose of this assignment task is for MBA students to identify where creative and critical skills are utilised within their workplace and the myriad ways in which business staff engage with creative practices to solve real problems.
Criteria
High Distinction
Distinction
Credit
Pass
Fail
Defines and identifies the core issues related to workplace problems and offers critical suggestions for improvement.
8 marks
Clearly defines the problems observed and includes a detailed and accurate identification of the core issues. Problems are presented fairly and with rich descriptions that offer a range of critical and insightful details.
The problems are defined clearly with detail and the relevant core issues are identified. Problems are presented with fairness and critically explores most of the core issues.
The problems have been defined well and identifies some of the underlying core issues. Further exploration of these issues has not been provided. Some bias has been noted in the description of the problem or issue.
An attempt has been made to define the problems but there is limited detail in the descriptions in order to identify the core issues. Problems are described in a manner that is not professional nor maintains a fair-minded approach toward the problem.
Did not meet criterion.
Demonstrates an ability to present alternative points of views to professional situations and offer insightful and critical reflections about why practices/skills/processes may have been used.
8 marks
Identifies and evaluates all points of views for every situation described within their observations. All situations are described in detail with emphasis placed on key skills and actions that impacted on the outcome. All descriptions are critical and insightful and offer a critical examination of the situation and the differing points of views.
Identifies and evaluates relevant points of view in a descriptive and professional manner. Examination of differing points of views are undertaken with professionalism and attempt to explore the underlying motivations and actions.
Identifies most of the differing points of view but struggles to provide depth in the description and writing. The description focuses on superficial details rather than on critically analysing alternative motivations and points of views.
Struggles to identify alternate points of view in their description, nor consider how alternative points of views could enhance understanding and development. There is a lack of professionalism in descriptions, and a lack of awareness of alternative points of views.
Did not meet criterion.
Demonstrates appropriate use of sources and materials and adheres to academic conventions, including APA referencing, grammar, punctuation and writing styles.
4 marks
Information provided has been sourced from a wide variety of academic and professional sources and includes an appropriate balance of material that supports opposing views. Information is presented using academic conventions and adheres to APA referencing.
Information has been sourced from a variety of places, including from the academic literature and professional bodies. Some opposing sources have been included. Information is generally presented using co
ect academic conventions and APA referencing.
Some information has been sourced from the academic literature and from professional bodies, however, there is limited engagement with resources that offer alternative perspectives. Information has been cited using APA conventions with some e
ors in referencing and academic writing.
An attempt has been made at integrating some literature. The literature sourced has mainly been drawn from Moodle resources. APA has been attempted, however, there are clear e
ors to referencing and academic writing.
Did not meet criterion.
fdlGrades UD_BUMGT5978_2020/07_ XXXXXXXXXX:05:57 CRICOS Provider Number: 00103D 1 /9
Course Description (Higher Education)
School Federation Business School
Course Title CREATIVE AND CRITICAL THINKING
Course ID BUMGT5978
Credit Points 15.00
Teaching Period 2020/07
Author Helen Weadon
Pre-requisites Nil
Co-requisites Nil
Exclusions Nil
ASCED Code 080304
Description of the Course for Handbook Entry:
Twenty first century leaders need to be flexible, knowledgeable and be able to inspire people to think
creatively and critically about the myriad of issues that confront them daily. This course provides its
students with knowledge, tools, experience, and support so they can become constructive and
eflective agents of change. A sustained focus on individual and organisational learning and the
need to apply critical thinking, creative thinking, and reflective practice allows students to
develop clarity and confidence to make profound changes in their own learning and in their work
places.
Grade Scheme Graded (HD, D, C, etc.)
Placement Component No
Supplementary Assessment Yes
Where supplementary assessment is available a student must have failed overall in the course but gained a
final mark of 45 per cent or above and submitted all major assessment tasks.
Program Level
fdlGrades UD_BUMGT5978_2020/07_ XXXXXXXXXX:05:57 CRICOS Provider Number: 00103D 2 /9
Course Description (Higher Education)
BUMGT5978
AQF Level of Program
XXXXXXXXXX
Level
Introductory
Intermediate
Advanced
Organisation
Delivery Mode
Regular semeste
Structure
Block mode Workshops
Staff
Role Name Room Telephone Email
Lecturer Christopher Riley XXXXXXXXXX XXXXXXXXXX
Timetable
Type Day Time Room Staff / Comment
Lecture Thursday 9:30am - 12:30pm 604 Christopher Riley
Additional consultation time can be booked by contacting the staff member concerned directly.
Learning Outcomes
On successful completion of the course the students are expected to be able to:
Knowledge
K1. Identify ways to confront complex, messy, ambiguous problems, make new connections, with a creative,
innovative and critical set of lenses
K2. Determine the elements that foster a creative culture and what distinguishes creative organisations
K3. Identify, inte
ogate and challenge the implementation of thinking tools in an organisation
K4. Distinguish between various sources of information, selecting appropriate authorities to support
arguments
K5. Identify important issues in overcoming resistance to change and implementing new ideas in
organisations
K6. understand and differentiate between the technical and adaptive aspects of a challenge
Skills
S1. Recognise the need for critical and creative problem solving techniques in the contemporary business
environment
S2. Generate alternative ideas, practices, and solutions that are unique and effective
fdlGrades UD_BUMGT5978_2020/07_ XXXXXXXXXX:05:57 CRICOS Provider Number: 00103D 3 /9
Course Description (Higher Education)
BUMGT5978
S3. Reframe problems, making new connections, and challenging assumptions
S4. Investigate problem solving tools and techniques to create solutions
S5. Critically evaluate how both creative and critical thinking skills articulate with the scholarly literature
Application of knowledge and skills
A1. Encourage team members to identify and overcome ba
iers to creativity and innovation in their journey
to becoming thought/change leaders
A2. Implement a methodology that overcomes ba
iers to innovative thinking
A3. Instigate design thinking processes and tools to drive innovation and meet specific challenges
A4. Use tools and techniques developed in the course to evaluate how critical thinking may contribute to
elements of the sustainable Development Goals (SDG’s)
A5. Apply critical thinking to improve reflective practice
Content
Topics may include:
Creativity, problem solving, and strategy
Creative writing for Business
Understanding creativity and critical thinking
Structuring problems
Conditions for individual creativity
Generating alternatives
Design thinking for Business
Technologies, Creativity and Innovation
Seeing and experiencing different perspectives
Working effectively in creative teams
Assessing and selecting ideas
Building and sustaining creative organizations
Values
V1. Appreciate how to conduct themselves in a business environment in an ethical and socially responsible
manne
V2. Appreciate the need for creative and critical thinking skills to solve complex issues in the workplace and
community
V3. Appreciate the role that leaders have in creating an environment where creativity and critical thinking is
valued
Graduate Attributes
FedUni graduate attributes statement. To have graduates with knowledge, skills and competence that enable
them to stand out as critical, creative and enquiring learners who are capable, flexible and work ready, and
esponsible, ethical and engaged citizens.
fdlGrades UD_BUMGT5978_2020/07_ XXXXXXXXXX:05:57 CRICOS Provider Number: 00103D 4 /9
Course Description (Higher Education)
BUMGT5978
Attribute Brief Description Focus
Knowledge, skills and
competence
This course focuses on learning and applying ideas,
processes and technologies to critical, creative and
strategic thinking in fields related to leadership,
management and change. Emphasises building the
confidence, dexterity and set of skills and practices to
question and create new pathways for collaborative and
systemic challenges
High
Critical, creative and enquiring
learners
The course will develop student’s creativity and critical
thinking skills through both the individual and group tasks
y gaining a greater understanding of the requirements to
manage themselves, their ability to be creative and
critical contributors and work with others to achieve
successful outcomes
High
Capable, flexible and work ready
Graduates of the course will feel confident to lead creative
and critical thinking discussions and activities in thei
workplace and community on a wide range of critical
issues.
High
Responsible, ethical and engaged
citizens
Graduates of the course will understand and be able to
implement ethical decision making and understand the
impact decisions have on the community.
High
Learning Tasks and Assessment
Learning Outcomes Assessed Assessment Task AssessmentType
K1,K2,K3,K4,K5,K6S3,S5,A4 A5
Complete a reflective thinking task centred on
industry experience. The task will require
students to observe, reflect and critically analyse
situations and or issues.
Reflective Task
K1,K3,K4,S1,S2,S3,S4,S5,A1, A2,A3,A4,
Participate in a variety of activities that require
application of tools, skills and knowledge both in a
classroom setting and in the workplace and report
ack
Experiential
Activity
K1,K2,K4,K5,K6,S1,S2,S3S5,A2 A3, Individual Think Piece based on the knowledgeand skills presented in this course Written Task
K1,K2,K4,K5,S1,S2,S3,S5 A1,A3,A4, Session Leadership in a creativity/critical thinkingenvironment activity for a group of professionals Presentation
The following tasks will be graded.
Task Released Due Weighting
Reflective Learning Journal Week 1 Thu, Jun 4, XXXXXXXXXX:00 (Week XXXXXXXXXX%
Experiential Activity Week 1 Thu, Jun 4, XXXXXXXXXX:00 (Week XXXXXXXXXX%
Individual Think Piece based on
the knowledge and skills
presented in this course
Week 1 Thu, Jun 4, XXXXXXXXXX:00 (Week XXXXXXXXXX%
fdlGrades UD_BUMGT5978_2020/07_ XXXXXXXXXX:05:57 CRICOS Provider Number: 00103D 5 /9
Course Description (Higher Education)
BUMGT5978
Task Released Due Weighting
Session Leadership in a
creativity/critical thinking
environment activity for a group
of professiona
Week 1 Thu, Jun 4, XXXXXXXXXX:00 (Week XXXXXXXXXX%
Assessment Task 1: Reflective Thinking Task
The following should be provided for each learning task:
The purpose of this task is to focus you on your particular workplace and in particular the ways that people use
or don’t use critical and or creative thinking skills in their work. You have been asked to observe where critical
and creative skills are utilised in the workplace, then to reflect on the situation, the people and the processes
and outcomes and then to offer a critical analysis of the situation(s). This task should take place over the course
of the semester and is not due until the end of the semester. It is expected that there would be at least ten but
no more than 15 examples.
Each student is required to collect evidence of situations in their workplace where creative and critical skills are
used to solve real problems or conversely describe situations where they could have been used but weren’t. A
description of the context is required plus a description of the processes (or lack of) used and