Unit of competency Outline
Date retreived
22/07/2026 2:02 PM AWST
22/07/2026 2:02 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Research and apply concepts and theories of creativity
Research and apply concepts and theories of creativity
Unit of competency
National Code
BSBCRT601A
BSBCRT601A
State Code
D0650
D0650
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
30/09/2014
Field of Education
120501 - Career Development Programmes
Original Release Date
30/09/2014
Nominal Hours
65
Description
This unit describes the performance outcomes, skills and knowledge required to undertake research into different concepts and theories of creativity, and to apply those to a particular field of endeavour.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Notes
Elements and Performance Criteria
1. Research concepts and theories of creativity
- 1.1. Use a range of research techniques to source information about creativity
- 1.2. Identify and explore potential new, emerging and alternative sources of ideas and thinking about creativity
- 1.3. Expand own knowledge and understanding of creativity through review and critical analysis of information
- 1.4. Analyse, compare and contrast a range of theoretical perspectives and thinking on creativity
- 1.5. Identify and explore the transmigration of creative thought to innovative output
2. Apply theories of creativity to practice
- 2.1. Evaluate the relevance and application of different theories and practices of creativity based on analysis of own work and life experience
- 2.2. Analyse the ways in which different aspects of history, theory and other influences are applied, adapted or challenged in practice
- 2.3. Assess the ways in which theories, thinking and practices about creativity may be applied that provide benefits to individuals, businesses and the community
3. Develop, articulate and debate own perspectives theories and practices of creativity
- 3.1. Take a critical approach to different theories and reflect on own ideas and responses
- 3.2. Develop own substantiated positions in response to research and analysis
- 3.3. Articulate own positions in a manner which demonstrates clarity of thought and conceptual understanding of different theories and thinking
- 3.4. Debate own positions on creativity showing belief in own ideas and a willingness to remain open to new perspectives
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.
Research techniques may include:
analysis of consumer trends
desk research
finding style leaders
informal discussions
internet search
interviews
literature reviews
observation of creative workers processes and behaviours
personal experience
tracking trendsetters
New, emerging and alternative sources of ideas and thinking may include:
component resourcing
consumer trends
current business theories
emerging government policy
emerging research
fashion/design trends
grazing hardware, electronics, junk, second hand goods etc.
individuals in any fields of endeavour
innovative organisations
international trends
new products and sub assembly components
social trends
Critical analysis may involve:
adapting
analysing and evaluating actions and policies
challenging
clarifying issues, values and standards
comparing analogous situations
comparing and contrasting ideals with practice
comparing and evaluating beliefs, interpretations and theories
critical path process
debate and discussion
developing criteria for evaluation
distinguishing relevant from irrelevant facts
examining and evaluating assumptions
exploring implications and consequences
generating and assessing solutions
ideational connecting of unrelated information
judging
leap of faith
making interdisciplinary connections
making plausible inferences and predictions
noting significant similarities and differences
obtuse connections
openness
questioning
reading and listening critically
reflecting
Range of theoretical perspectives and thinking may be:
economic
environmental
geographic
heritage
historical
local, national, international
political
philosophical
social/cultural
style/design
Own work and life experience may include:
evaluation of contexts in which creativity has flourished
observation of nature
observation of the man-made environment
observations of the ways people interrelate
reflection on own creative thinking and endeavours
reflection on own experience with any type of creative endeavour or creative thinking
workplace experience
Benefits to individuals, businesses and the community may include:
adaptability
better individual and business relationships
capacity for innovation and invention
curiosity
environmentally sustainable practices
greater social cohesion
high degree of value adding
improved productivity and profit
nimbleness of thought
psychological wellbeing of individuals and communities
Substantiated positions may be positions which are:
grounded in appropriate research
result of rational and logical thought
supported by relevant information
subjected to the analysis of others (e.g. peer review)
Clarity of thought and conceptual understanding may be demonstrated by:
ability to exchange and debate ideas with others
appropriate distillation of ideas to suit the required purpose
audience understanding
clear articulation of ideas
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.
Research techniques may include:
analysis of consumer trends
desk research
finding style leaders
informal discussions
internet search
interviews
literature reviews
observation of creative workers processes and behaviours
personal experience
tracking trendsetters
New, emerging and alternative sources of ideas and thinking may include:
component resourcing
consumer trends
current business theories
emerging government policy
emerging research
fashion/design trends
grazing hardware, electronics, junk, second hand goods etc.
individuals in any fields of endeavour
innovative organisations
international trends
new products and sub assembly components
social trends
Critical analysis may involve:
adapting
analysing and evaluating actions and policies
challenging
clarifying issues, values and standards
comparing analogous situations
comparing and contrasting ideals with practice
comparing and evaluating beliefs, interpretations and theories
critical path process
debate and discussion
developing criteria for evaluation
distinguishing relevant from irrelevant facts
examining and evaluating assumptions
exploring implications and consequences
generating and assessing solutions
ideational connecting of unrelated information
judging
leap of faith
making interdisciplinary connections
making plausible inferences and predictions
noting significant similarities and differences
obtuse connections
openness
questioning
reading and listening critically
reflecting
Range of theoretical perspectives and thinking may be:
economic
environmental
geographic
heritage
historical
local, national, international
political
philosophical
social/cultural
style/design
Own work and life experience may include:
evaluation of contexts in which creativity has flourished
observation of nature
observation of the man-made environment
observations of the ways people interrelate
reflection on own creative thinking and endeavours
reflection on own experience with any type of creative endeavour or creative thinking
workplace experience
Benefits to individuals, businesses and the community may include:
adaptability
better individual and business relationships
capacity for innovation and invention
curiosity
environmentally sustainable practices
greater social cohesion
high degree of value adding
improved productivity and profit
nimbleness of thought
psychological wellbeing of individuals and communities
Substantiated positions may be positions which are:
grounded in appropriate research
result of rational and logical thought
supported by relevant information
subjected to the analysis of others (e.g. peer review)
Clarity of thought and conceptual understanding may be demonstrated by:
ability to exchange and debate ideas with others
appropriate distillation of ideas to suit the required purpose
audience understanding
clear articulation of ideas
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:
conduct of at least one research project into past, current and emerging theories of creativity
development of substantiated positions on creativity and its application in response to own analysis and research
knowledge of different theories and thinking on creativity and its application in different social and work contexts.
Context of and specific resources for assessment
Assessment must ensure:
use of current and emerging sources of information and thinking on creativity.
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
evaluation of research undertaken by the candidate into theories and application of creativity
observation of the candidate participating in discourse and debate on theories of creativity and on the candidate's own positions and ideas.
Guidance information for assessment
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:
conduct of at least one research project into past, current and emerging theories of creativity
development of substantiated positions on creativity and its application in response to own analysis and research
knowledge of different theories and thinking on creativity and its application in different social and work contexts.
Context of and specific resources for assessment
Assessment must ensure:
use of current and emerging sources of information and thinking on creativity.
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
evaluation of research undertaken by the candidate into theories and application of creativity
observation of the candidate participating in discourse and debate on theories of creativity and on the candidate's own positions and ideas.
Guidance information for assessment
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AUI42 | BSBCRT601 | Research and apply concepts and theories of creativity | Unit of competency |