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Creativity, innovation & design week 5 all about innovation
- 1. Creativity, Innovation & Design Week 5: All about innovation âč#âș Mind mapping activityâŠ. Using the âWhiteboard functionâ on Collaborate Ultra Draw a mind map of Week 5 lecture content âč#âș Questions based on the HBR article Read the article titled âThe Innovation Catalystsâ by R L Martin âč#âș
- 2. What is meant by an organizational culture of innovation? How can a company develop such a culture? Do an online search and find company information about Intuit. For example information related to what is the core business of Intuit, what industry the company is operating in, the products/services sold by Intuit, its partner or subsidiary companies and current market share. According to the HBR article, what was Intuit doing wrong with regards to fulfilling customer needs? What strategies did Intuit use to become a design driven innovative company? Why do you think these strategies worked? How did Intuit integrate design-driven innovation into its organizational culture? Why was this important for promoting innovation at Intuit? âč#âș âč#âș Group problem solving activity based on a real-world issue
- 3. âč#âș Bullying in schools facts and figures Approximately one in four Year 4 to Year 9 Australian students (27%) reported being bullied every few weeks or more often. Lack of a shared definition of bullying can hamper finding lasting solutions. Students may not report bullying to the school because they fear not being believed or making things worse. Approximately one in five young school students reported experiencing online bullying in any one year. Hurtful teasing was the most common bullying behaviour reported, followed by having hurtful lies told about them. In 85% of bullying interactions, peers are present as onlookers, and play a central role in the bullying process. 84% of students who were bullied online were also bullied in person. 72% of schools reported managing at least one incident of online bullying in the previous year. 32% of Year 5s and 29% of Year 8s reported frequent school bullying.
- 4. Students often tell parents about bullying rather than anyone else. Enhancing social status with peers is the most commonly reported motivator for bullying. 83% of students who bully others online also bully others in person. Students 10 to 15 years of age are the most likely to be involved in online bullying. The national definition of bullying for Australian schools is the starting point for bullying prevention Bullying is an ongoing and deliberate misuse of power in relationships through repeated verbal, physical and/or social behaviour that intends to cause physical, social and/or psychological harm. It can involve an individual or a group misusing their power, or perceived power, over one or more persons who feel unable to stop it from happening. Bullying can happen in person or online, via various digital platforms and devices and it can be obvious (overt) or hidden (covert). Bullying behaviour is repeated, or has the potential to be repeated, over time
- 5. (for example, through sharing of digital records). Bullying of any form or for any reason can have immediate, medium and long-term effects on those involved, including bystanders. Single incidents and conflict or fights between equals, whether in person or online, are not defined as bullying. Read more about effective ways to prevent bullying at Bullying. No Way! bullyingnoway.gov.au Sources can be found at: https://bullyingnoway.gov.au/WhatIsBullying/FactsAndFi gures https://bullyingnoway.gov.au/WhatIsBullying/FactsAndFigures Creativity, Innovation & Design Week 2: What is Creativity, Innovation and Design Thinking? âč#âș To create Em dash above headline: Same size and weight as the headline and set using a soft return. PC: Em dash (â): Alt+Ctrl+ - (minus) Mac: Em dash (â): Shift+Alt/Option+hyphen Mind mapping activity
- 6. In groups of 4-5 students, draw a mind map of what you learned in the Week 2 lecture. Do not look at the lecture video/ your notes âč#âș âč#âș Video and discussion questions Watch the video How to be creative - https://www.youtube.com/watch?v=weIQIthC3Ks âč#âș Discussion questions: Explain the Creative Process Model by using a suitable example in which a person comes up with a creative idea to solve a problem.
- 7. Show the importance of collaboration for creativity and innovation by giving an example where everyone in your group/table use their different expertise to solve a common problem. Does being creative mean to be âoriginalâ? Why or why not? Explain your answer through an example. âCreativity involves risk-takingâ. Do you agree with this statement. Explain your answer with an example. What other characteristics are needed to be creative? âč#âș Divergent thinking & Convergent thinking Divergent thinking: The process of thinking that explores multiple possible solutions in order to generate creative ideas Convergent thinking: The process of figuring out a concrete solution to any problem https://www.extension.harvard.edu/professional- development/blog/divergent-vs-convergent-thinking-how-strike- balance âč#âș Creativity is the generation of novel and useful ideas. Creativity is important as it can be used to generate ideas to solve a given problem/complete a task etc. Many of the problems in the world
- 8. today are complex and evolving which means that old and established ways of thinking/solving them may not always work. Todayâs problems need creative ideas/solutions to solve them. Both divergent and convergent thinki ng is important for generating novel and useful ideas. In divergent thinking, individuals open up their minds and come up with as many ideas as possible. They do not judge or discriminate between ideas. Divergent thinking gives rise to as many new ideas for a given problem/topic. Then convergent thinking helps to analyse each of these ideas for usefulness and practicality. By engaging in convergent thinking, individuals can narrow down their list of ideas to a concrete solution that can solve the given problem. Explain to students that: -Creativity is used to come up with novel and useful solutions to problems. -When confronted with a problem, divergent thinking and convergent thinking helps individuals to first (a) come up with as many novel ideas as possible to solve the problem and then (b) to analyse, compare, and contrast these ideas and choose the best and most practical idea(s) for the problem âč#âș Divergent Thinking: Idea generation activity What are the creative uses of a brick?
- 9. âč#âș This activity is designed to help students engage in divergent thinking to a given problem. In groups, ask students to use their divergent thinking skills and come up with as many uses of a brick as possible. Ask them to think âoutside the boxâ and explore new and useful ways of using a brick. At the end of the activity, ask each group to share their list of uses of a brick with the class. Discussion questions for the class: What did you learn from this activity? Did you experience divergent thinking w hen completing this activity? How does this activity link to creativity? Creativity, Innovation & Design Week 6: Design Thinking âč#âș
- 10. Quiz (Multiple-choice questions from Weeks 2-6) âč#âș Questions for discussion Watch the video âUnderstanding IBM Design Thinking in 10 Minutesâ https://www.youtube.com/watch?v=psLjEBUOnVs & Read the article âHealth Care Providers Can Use Design Thinking to Improve Patient Experiencesâ âč#âș Questions What is meant by Design Thinking? What are the steps in a Design Thinking process? According to âUnderstanding IBM Design Thinking in 10 minutesâ, how does teams at IBM engage in Design Thinking. According to the article âHealth care providers can use Design
- 11. Thinking to improve patient experiencesâ, how is design thinking used in healthcare? âč#âș Using Design Thinking to solve a given problem âč#âș Sallyâs story I am Sally. Iâm in the second year of my Business Degree at RMIT. Iâm completing my studies from home at the moment. Although I am happy that I can continue my studies from home, I find this very hectic as I donât really have a permanent study space at the moment. Iâm at home with my parents and I tend to use my bedroom as my study room as well. I have a small table in my room where I keep my books, my study notes along with my other personal things. My laptop is usually in my bag and I take it out during lessons. I do my studying on my bed which isnât effective as I get drowsy and cannot really concentrate for too long. Plus the lighting in my room is not too good. I feel frustrated when I cannot concentrate for long and I become slow. I feel stressed as well because I need to complete my assessments on time. I used to study at the Uni library and it was ideal for me. Studying in the library made me feel motivated and alive. I also liked the fact that there were other students around me doing their studies in the library. I think I work best when I have my own space to study with no
- 12. distractions, good lighting and air, and sufficient space to sit and keep my laptop and learning materials. It would also help my mood if my study space was colorful and vibrant. That would make me feel happy and interested to study. âč#âș We will follow these steps (up to a certain extent) to complete this activity âč#âș Empathize What are the difficulties that Sally is facing? How does she feel about these difficulties? What does she want changed? How will this make her feel? âč#âș Define In a simple sentence(s), define the problem that Sally is facing. Use emotive (related to feelings) and factual (related to facts) words when defining the problem.
- 13. Be very specific when defining the problem. âč#âș Ideate Use divergent thinking to come up with ideas to solve Sallyâs problem Come up with ideas on: creating a separate space for Sally to study in improving lighting conditions adding colour to the space keeping Sally motivated and active while studying etc. Use convergent thinking to choose the best way to solve Sallyâs problem âč#âș Prototype and Test Based on the ideas that you have chosen create a prototype by the study space that Sally would like to have Draw the study space on paper âč#âș
- 14. Creativity, Innovation & Design Week 4: Creativity in organizations âč#âș The main focus of Week 4 tutorial activities is to: Understand the factors that help and harm creativity within organizations Learn how to complete Assignment 1 Allow students the opportunity to write a practise argumentative essay skeleton in class âč#âș Watch these videosâŠâŠ Watch âIgniting creativity to transform corporate culture: Catherine Courage at TEDxKyoto 2012â https://www.youtube.com/watch?v=01Y7qlPFpqw and âHow to build your creative confidence: David Kelleyâ https://www.youtube.com/watch?v=16p9YRF0l-g
- 15. âč#âș According to Catherine Courage what strategies can companies use to ignite creativity? How do these strategies compare with Amabileâs 1997) Componential Theory of Organizational Creativity and Innovation? What factors within organizations lead to the obstruction of creativity in organizations? Read the article titled âSurvey Monkeyâs CEO on creating a culture of curiosityâ. What strategies did the new CEO use to inspire creativity in the employees? Is it the role of managers and organizations to actively help their employees to become more creative? Give reasons for your answer. What is meant by creative self-efficacy? How can organizations build up their employeesâ creative self-efficacy? âč#âș Assignment 1: Argumentative academic essay Due date: Friday 28th August 2020 on or before 7pm (Week 6) Assessment weighting: 30% of final grade Word Count: 2000 words (+/- 10%), excludes reference list References: Minimum of 8 scholarly work plus non-scholarly work where real-world corporate examples are used, formatted according to RMIT Harvard style Turnitin Similarity Percentage: The expected Turnitin
- 16. Similarity Percentage is 20% or less Format: Professionally presented using Times New Roman 12 point font, justified âč#âș What is an argumentative academic essay? This is a piece of writing that examines a given âclaim/statementâ and agrees with it (defends it) or disagrees with it (refutes it) or partially agrees with it (give a rebuttal) by using relevant theoretical and practical evidence. In an argumentative academic essay, you must examine the given claim/statement and either 1) Agree with it â provide theoretical and practical evidence for why you agree with the claim/statement or 2) Disagree with it - provide theoretical and practical evidence for why you disagree with the claim/statement or 3) Partially agree with it â Agree to some aspects of the claim/statement and provide theoretical/practical evidence for this and then show why you also disagree with other aspects and provide theoretical/practical evidence for this âč#âș âOrganizations can make very little impact on strengthening creativity, innovation and design thinking processes as these are
- 17. dependent on individual employees' In your essay: State whether you agree/disagree or partially agree with the above statement Write why you agree/disagree or partially agree with the above statement Back this up with relevant theoretical evidence from scholarly work Also use practical evidence from non-scholarly work âč#âș Structure of the Essay Introduction Purpose â why write this essay? Provide some background perspective on the essay statement Scope â what theories will be used, what examples will be given in the essay Stance â do you agree or disagree or partially agree with the statement given Structure â a summary of what the reader can expect to read in remaining parts of the essay Body Paragraph 1: Theme 1 (definitions of key concepts, why you agree/disagree/partially agree with the statement) Paragraph 2: Theme 2 (Theoretical evidence for your stance/ practical evidence for your stance) Paragraph 3: Theme 3 (Theoretical evidence for your stance/ practical evidence for your stance) Conclusion â Summary of key arguments given in paras 1, 2 and 3, must NOT include any new materials or arguments
- 18. References â Harvard style of referencing (refer to RMIT Easy Cite) âč#âș What are scholarly and non-scholarly sources? Scholarly sources: Academic journal articles, academic books, textbooks, PhD/Masters dissertations Non-scholarly sources: Company webpages, newspaper articles, magazine articles In your essay include: Minimum of 8 scholarly work (published within the last 10 years, from the field of management, relevant to your arguments) and non-scholarly work where real-world corporate examples are used âč#âș Possible peer-reviewed journals Harvard Business Review Creativity and Innovation Management Creative Research Journal Journal of Management Human Relations
- 19. Articles used must be published within the last 10 years (i.e., 2010 â 2020) and relevant to your arguments âč#âș How to access peer-reviewed journals Use Google Scholar Go to https://scholar.google.com.au/ Type in the keywords you want to search for and press enter Choose from the list of journals provided 2. Use RMIT Library search bar Go to the RMIT Library website Type in the keywords you want to search for in the library search bar and press enter Choose from the list of journals provided Examining the reference lists of journal articles you have already found Every journal article will have a list of references used in that article Search through this reference list to see if there are any articles that may be relevant to your essay If there are some that seem relevant to you, download them from the RMIT library website, read them and use them as appropriate âč#âș
- 20. Referencing Use the RMIT Harvard style of referencing for in-text references and for including the sources you used in the reference list RMIT Easy Cite Referencing tool: https://www.rmit.edu.au/library/study/referencing/easy-cite- referencing-tool âč#âș Marking rubric The marking rubric for Assignment 1 is on Canvas Please go through the marking rubric before you start working on Assignment 1 You will be given marks for Assignment 1 based on the availability of criteria given in the marking rubric. âč#âș Augmentative essay writing activity Write an argumentative essay skeleton for the following statement.
- 21. Creativity is more important than innovation âč#âș Structure of the essay Introduction Purpose of writing the essay: The purpose of writing this essay is âŠâŠ Stance: Agree, disagree or partially disagree with the essay statement Scope: Theories being used in the essay, real world examples being used in the essay Structure: Para 1 will include âŠâŠ, para 2 will include âŠâŠ., etc. Body Para 1: Para 2: Para 3: Conclusion Summarize what was discussed in the body of the essay, do not introduce new theory or examples in the conclusion References âč#âș
- 22. Creativity, Innovation & Design Week 3: Factors affecting creativity in individuals and teams âč#âș The main focus in Week 3 tutorial activities is to: allow students to experience and engage in idea generation techniques understand how teams form and what factors contribute to team creativity âč#âș The role of positive emotions in facilitating individual creativity âč#âș Idea generation activities In your groups choose one of the following activities and
- 23. complete itâŠ. Challenging assumptions How can you improve ice-cream? Step 1: Write down 3-4 traditional ways of improving ice-cream (e.g., change look, colour, taste etc) Step 2: Take each one and challenge them (e.g., does ice-cream need to look like this, taste like this?) Step 3: Now come up with different ways of improving ice- cream that go beyond the assumptions we have about ice-cream Combine and connect Come up with new and useful products by combining and connecting these dissimilar pairs A bottle and a plastic bag A pen and a tree A comb and a book A shoe and an umbrella Mind mapping Using the technique of mind mapping generate ideas to answer the following question: How might we redesign fast food restaurants to teach children about healthy eating? âč#âș
- 24. Discussion questions Tuckmanâs stages of team formation describes five stages that teams go through. What are these stages? Think about your own experience of working in a team. Did your team go through these five stages of team development? Discuss. What is creative leadership? Why is creative leadership important for teams? Watch the video âTeresa Amabile - Creativity and Motivationâ. Do you agree with Teresa Amabile that creativity and innovation processes depend on the social environment that employees work in? Discuss. Watch the video âHow does one transform destructive conflict into constructive conflictâ. What is meant by destructive conflict and how can it happen in teams? What are the consequences of destructive conflict? How can teams utilize conflict of ideas among team members to create creativity and innovation? âč#âș Divergent thinking & Convergent thinking Divergent thinking: The process of thinking that explores multiple possible solutions in order to generate creative ideas
- 25. Convergent thinking: The process of figuring out a concrete solution to any problem https://www.extension.harvard.edu/professional- development/blog/divergent-vs-convergent-thinking-how-strike- balance âč#âș Brick activity re-visited âč#âș This is the second part of the âBrick activityâ. In the previous activity, students used only divergent thinking to come up with as many uses of a brick as possible. In this activity, they are asked to use both divergent and convergent thinking to solve a given problem using a brick. Working in groups ask students to complete the given task. Their solution(s) must be both new and practical (i.e., implementable within an actual workplace). Discussion questions: What did you learn from this task? 2/2/21
- 26. 1 1 Creativity, Innovation & Design Completing Assignment 1 1 2 RMIT Slides 2 2/2/21 2 3 Assignment 1: Argumentative academic essay Due date: Friday 19th February 2020 on or before 7pm (Week 6) Assessment weighting: 30% of final grade Word Count: 2000 words (+/- 10%), excludes reference list References: Minimum of 10 scholarly work plus non-scholarly work where real-world corporate
- 27. examples are used, formatted according to RMIT Harvard style (Minimum 10, of which at least 5 must be from scholarly work, the remainder can be non- scholarly work where real-world corporate examples are used.) Turnitin Similarity Percentage: The expected Turnitin Similarity Percentage is 20% or less Format: Professionally presented using Times New Roman 12- point font, justified 3 4 The objectives of this Assignment âą Test studentsâ knowledge of relevant theory and course content (Weeks 2-6 lectures) âą Develop studentsâ critical thinking skills âą Develop studentsâ research skills 4 2/2/21 3
- 28. 5 âOrganizations can make very little impact on strengthe ning creativity, innovation and design thinking processes as these are dependent on individual employees' To write an argumentative academic essay: 1. You need to develop your own stance (i.e., agree, disagree or partially agree) to this statement 2. Develop your own arguments to support the stance you take on this statement 3. Provide appropriate theory and real-world examples to support your arguments 4. Use scholarly and non-scholarly work 5 6 Structure of the Essay Introduction Purpose â why write this essay? Provide some background perspective on the essay statement Scope â what theories will be used, what examples will be given in the essay Stance â do you agree or disagree or partially agree with the statement given Structure â a summary of what the reader can expect to read in
- 29. remaining parts of the essay Body Paragraph 1: Theme 1 (definitions of key concepts, why you agree/disagree/partially agree with the statement) Paragraph 2: Theme 2 (Theoretical evidence for your stance/ practical evidence for your stance) Paragraph 3: Theme 3 (Theoretical evidence for your stance/ practical evidence for your stance) Conclusion â Summary of key arguments given in paras 1, 2 and 3, must NOT include any new materials or arguments References â Harvard style of referencing (refer to RMIT Easy Cite) 6 2/2/21 4 7 Some important pointsâŠâŠ âą Check the marking rubric for Assignment 1 BEFORE you start writing Assignment 1 âą Check that you have addressed the criteria in the marking rubric AFTER you
- 30. have written Assignment 1 âą Use formal writing in the essay âą Turnitin similarity percentage must be 20% or less âą Scholarly work used in the essay have to be current (i.e., published within the past 10 years) but this does not apply to work done by experts in the field âą Submit Assignment 1 on time to avoid late penalty of 10% per day 7 8 RMIT Assignment BRIEF 8 2/2/21 5 9 9 10 10
- 33. Assignment 1: Argumentative academic essay - Individual Due date: Week 6 - Friday 19th February, 2021 before 7pm Assessment weighting: 30% of final grade Word Count: 2000 words (+/- 10%), excludes reference list Feedback mode: Feedback will be provided using Canvas/Turnitin's inline marking tool and general comments. Format: Professionally presented using Times New Roman 12 point font, justified References: Minimum 10, of which at least 5 must be from scholarly work, the remainder can be non-scholarly work where real-world corporate examples are used. Use RMIT Harvard style to format references Turnitin Similarity Percentage: The expected Turnitin Similarity Percentage is 20% or less. Learning Outcomes: 1 & 2 Assessment Declaration: I declare that in submitting all work for this assessment I have read, understood and agree to the content and expectations of the Assessment declaration (Links to an external site.) Assignment Brief
- 34. The purpose of this Assignment is to develop students' critical thinking skills and to test their knowledge of relevant theory and course content learnt. In this Assignment you are given the following statement: âOrganizations can make very little impact on strengthening creativity, innovation and design thinking processes as these are dependent on individual employees'. Using this statement as a prompt, you are required to write an argumentative academic essay of 2000 words (excluding reference list). In your essay, identify and define what is meant by creativity, innovation and design thinking, whether you agree, do not agree or partially agree with the statement and https://www.rmit.edu.au/students/student-essentials/assessment- and-exams/assessment/assessment-declaration https://www.rmit.edu.au/students/student-essentials/assessment- and-exams/assessment/assessment-declaration RMIT Classification: Trusted why you agree/disagree/partially disagree using relevant theory. You must also use real-world corporate examples (e.g., examples from companies like Google, Tesla etc) to justify your stance. What is an argumentative academic essay? An argumentative academic essay is a piece of writing that examines and interprets a given 'claim' or 'statement' and
- 35. defends or refutes it with the use of theoretical and practical evidence. In such an essay, you are essentially building up and presenting your own argument(s) on the statement while using scholarly (i.e., journal articles, textbooks, theories etc.) and practical evidence (e.g., corporate stories, news items relating to companies etc) to support your arguments. Hence, you are not simply describing or summarizing what others have said about a given statement but introducing and developing your own arguments on it. Your arguments must be backed by evidence if they are to be valid. In summary, in writing an argumentative academic essay, you are using your critical thinking skills. VERY IMPORTANT: Please refer to the following links for further information on: âą Argumentative academic essays: Link (Links to an external site.) âą Critical thinking: What is critical thinking? (Links to an external site.) The importance of critical thinking skills As students undertaking undergraduate study in Singapore, you are expected to develop your critical thinking skills. Critical thinking goes beyond just describing and summarizing phenomena or criticizing phenomena to find their faults. It involves higher level thinking and reasoning skills to independently 'analyse (break things down), evaluate (make judgements based on evidence) and synthesize or create (put parts together into a coherent whole)' (RMIT University n.d). Critical thinking involves doing independent
- 36. research, reading critically (questioning what you read with an open mind), analyzing and evaluating what your findings, developing your arguments based on solid evidence and synthesizing your arguments and presenting them appropriately. These skills will help you to become good researchers, independent thinkers and challenge established ideas and perspectives. Reference: RMIT University n.d., What is critical thinking?, RMIT University, viewed 1 February 2020, <https://emedia.rmit.edu.au/learninglab/content/what-critical- thinking> https://writingcenter.unc.edu/tips-and-tools/argument/ https://emedia.rmit.edu.au/learninglab/content/what-critical- thinking RMIT Classification: Trusted Guidelines for writing the argumentative academic essay In writing your argumentative academic essay, you may want to follow the following guidelines: 1. Read the given statement carefully and understand what it means. 2. Use course content learned in class as well as external
- 37. research done using scholarly work to further investigate the given statement. Remember to read critically on this topic so that you are able to critically evaluate what others have said about the topic and come to your own conclusions on the topic. 3. Based on the research you have carried out, decide your 'stance' relating to this statement. Your stance means whether you agree with it, disagree with it or partially agree with it (you may agree with some aspects of the statement but disagree with other aspects). It's very important that the argumentative academic essay clearly expresses the writer's stance. 4. Write your essay to include the arguments you want to set forth and provide at least 10 references that include a minimum of 5 scholarly works and practical examples (at least 2) to support your arguments. Structure of the argumentative academic essay: Your argumentative academic essay must have the following components: 1. Introduction: must include (a) the purpose of writing your essay (e.g., The purpose of writing this essay is to critically evaluate and put forth arguments on whether organizations can impact the strengthening of their creativity, innovation and design thinking processes) (b) the stance taken by you (e.g., I agree with the given statement) (c) the scope of the essay - what theories will be used in your essay, what real-world examples will be given in your essay
- 38. (d) the structure of the essay - what will you explain in body paragraph 1, what will you explain in body paragraph 2 etc. 2. Body paragraphs: Your argumentative academic essay can include 3-4 body paragraphs. You can give each paragraph a sub-heading if you wish. In the body paragraphs, you must provide scholarly definitions of what is creativity, innovation and design is, what arguments you present to support the stance you have taken, and corporate examples as well. Remember that the stance you have written in the Introduction and the stance you take in the body paragraphs must be the same. You must also include in- text references of all scholarly work (i.e., journals, academic textbooks, e-books etc) and of RMIT Classification: Trusted non-scholarly work (i.e., company websites, newspaper articles, company videos etc) used. Non-scholarly work has to be cited when real-world corporate examples are used to support your arguments. 3. Conclusion: Provide a brief summary of your essay including the arguments you presented and the real-world examples you gave 4. References: List all scholarly and non-scholarly work you have used in the essay in the reference list. The reference list is
- 39. not included in the word count. References should be in alphabetical order and in RMIT Harvard style. Turnitin Assessments will automatically go through Turnitin when they are submitted online using the 'Submit Assignment' button. Please check the Turnitin Similarity percentage and ensure that it is 20% or less. If it is more than 20%, you can check the Similarity Report and make changes to your Assessment as needed. You are then able to resubmit the Assessment and get a new Similarity percentage. Late submissions Assessments that are submitted late will incur a penalty of 10% per day deducted from the total marks for this Assessment. Please note that a weekend is considered two days. If you are unable to submit the Assessment by the due date or require an extension, it is highly advisable that you speak to your tutor beforehand. Rubric (PTO) RMIT Classification: Trusted
- 40. Criteria Ratings Introduction: Introduces the topic in an interesting and appropriate manner. Defines the purpose, stance, scope and structure of the essay. Provides a perspective on the essay statement 4 to >3.2 Pts HD Excellent Introduction. Introduces the essay in an interesting way and clearly articulates the purpose, stance, scope and structure of the essay. A concise perspective on the essay statement is given. 3.2 to >2.8 Pts D Well written Introduction and well stated
- 41. purpose, stance, scope and structure of the essay. Provided a good perspective on the essay statement. 2.8 to >2.4 Pts CR Generally good Introduction of the topic and quite clearly stated purpose, stance, scope and structure of the essay and perspective provided. There is however, room for improvement. 2.4 to >2.0 Pts PA Some Introduction of the topic and some statement of the purpose, stance, scope and structure of the essay but
- 42. not clearly expressed. 2 to >0 Pts NN Inadequate or no Introduction provided. Has not clearly stated the objectives, stance or the scope of the essay RMIT Classification: Trusted Criteria Ratings May include a few subheadings for different sections and themes. Each issue under investigation is explained clearly. Arguments are clearly presented and are relevant to the essay topic. Links theory with practice. Has used appropriate theory and scholarly evidence to support the arguments. Has effectively used corporate examples to support arguments.
- 43. Demonstrates a high level of quality research into the topic by utilizing relevant academic and non-academic sources. 12 to >9.6 Pts HD Excellent discussion/ arguments supported by relevant and quality scholarly and non- scholarly work along with the use of relevant real-world examples to support the arguments. 9.6 to >8.4 Pts D Demonstrates evidence of using high quality research. Discussion supports a coherent line of reasoning. Links theory and practise with insightful analysis
- 44. and use of real- world corporate examples in the arguments. 8.4 to >7.2 Pts CR Effective discussion indicating some reasoning and analysis using relevant references. Generally links theory and practice using relevant literature and examples in the arguments. Evidence of some quality research. 7.2 to >6.0 Pts PA Discussion is adequate but rather limited. Describes rather than analyses. However, the
- 45. essay uses some relevant references and links theory and practice in the discussion. Limited evidence of using quality research. 6 to >0 Pts NN May not have addressed the issues in relation to the essay topic. Discussion is not supported adequately either through reasoning or appropriate references. A basic overview is given without any analysis. Insufficient research undertaken
- 46. RMIT Classification: Trusted Criteria Ratings Conclusion: All aspects are drawn together in a brief concise summary. Consistent with discussion/arguments presented in the Body of the essay. No new materials introduced here 4 to >3.2 Pts HD Excellent conclusion that is written in a very concise, consistent manner. No new material is presented. 3.2 to >2.8 Pts D Very clear and concise conclusion. Consistent with the discussion/arguments provided in the Body
- 47. 2.8 to >2.4 Pts CR Good conclusion that summarises the main issues clearly. Yet there is scope for improvement. 2.4 to >2.0 Pts PA Satisfactory conclusion but could be done in a clearer and/or more concise manner. 2 to >0 Pts NN No conclusion given or inadequate conclusion with no summary of issues that have been discussed.
- 48. Referencing: Scholarly and non-scholarly work used is cited accurately in the body of the text. A minimum of 10 references (which includes at least 5 scholarly works) have been used. A separate reference list is provided with references listed alphabetically according to the first authorsâ last names. Accurately uses the RMIT Harvard style of referencing for in-text citations and the reference list. 5 to >4.0 Pts HD Referencing is consistently done according to the RMIT Harvard style. A minimum of 10 references (which includes at least 5 scholarly works) have been used. Citations used very well within the 4 to >3.5 Pts D A minimum of 10 references (which includes at least 5
- 49. scholarly works) have been used. Only minor referencing errors. Citations used well in the Body and the 3.5 to >3.0 Pts CR In-text citations and references mostly done well. Has followed the RMIT Harvard style although errors exist. 3 to >2.5 Pts PA A number of errors in formatting and use of in-text references and listing of references. Some missing references. There is scope for
- 50. improvement. 2.5 to >0 Pts NN No evidence of referencing or incorrect referencing. No reference list provided. RMIT Classification: Trusted Criteria Ratings Body. A separate reference list is provided with references listed alphabetically according to the first authorsâ last names. reference list is drawn up well. Presentation of Assignment: Quality of expression/language, paragraph
- 51. construction, spelling, and proofreading (lacking in typos). Format and layout presented in professional manner 5 to >4.0 Pts HD Excellent expression/language used with minimum spelling errors. Professionally presented in relation to the format and layout. 4 to >3.5 Pts D Well written and with good expression and very few spelling mistakes. Good use of paragraph 3.5 to >3.0 Pts CR Effective
- 52. language. Mainly accurate spelling. Well presented. 3 to >2.5 Pts PA Adequate language but some errors in spelling. Format and layout is satisfactory but can be presented 2.5 to >0 Pts NN Inappropriate/poor language. Substantial errors in spelling. Need to be proofread. Poor format and layout that do not meet professional expectations.
- 53. RMIT Classification: Trusted Criteria Ratings constructs. Very well presented. more professionally. Total points: 30