Creativity, innovation & design week 5 all about innovation
1. Creativity, Innovation & Design
Week 5: All about innovation
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Mind mapping activity….
Using the ‘Whiteboard function’ on Collaborate Ultra
Draw a mind map of Week 5 lecture content
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Questions based on the HBR article
Read the article titled
‘The Innovation Catalysts’
by R L Martin
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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?
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Group problem solving activity
based on a real-world issue
3. ‹#›
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?
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To create Em dash above headline:
Same size and weight as the headline and set using a soft return.
PC: Em dash (—): Alt+Ctrl+ - (minus)
Mac: Em dash (—): 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
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Video and discussion questions
Watch the video
How to be creative -
https://www.youtube.com/watch?v=weIQIthC3Ks
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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 ‘original’? Why or why not?
Explain your answer through an example.
‘Creativity involves risk-taking’. Do you agree with this
statement. Explain your answer with an example. What other
characteristics are needed to be creative?
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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
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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. Today’s 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
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Divergent Thinking: Idea generation activity
What are the creative uses of a brick?
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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 ‘outside the box’ 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
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10. Quiz
(Multiple-choice questions from Weeks 2-6)
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Questions for discussion
Watch the video
‘Understanding IBM Design Thinking in 10 Minutes’
https://www.youtube.com/watch?v=psLjEBUOnVs
&
Read the article ‘Health Care Providers Can Use Design
Thinking to Improve Patient Experiences’
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Questions
What is meant by Design Thinking? What are the steps in a
Design Thinking process?
According to ‘Understanding IBM Design Thinking in 10
minutes’, how does teams at IBM engage in Design Thinking.
According to the article ‘Health care providers can use Design
11. Thinking to improve patient experiences’, how is design
thinking used in healthcare?
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Using Design Thinking to solve a given problem
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Sally’s story
I am Sally. I’m in the second year of my Business Degree at
RMIT. I’m 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 don’t really have a permanent study
space at the moment. I’m 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
isn’t 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.
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We will follow these steps (up to a certain extent) to complete
this activity
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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?
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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.
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Ideate
Use divergent thinking to come up with ideas to solve Sally’s
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 Sally’s
problem
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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
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14. Creativity, Innovation & Design
Week 4: Creativity in organizations
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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
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Watch these videos……
Watch
‘Igniting creativity to transform corporate culture: Catherine
Courage at TEDxKyoto 2012’
https://www.youtube.com/watch?v=01Y7qlPFpqw
and
‘How to build your creative confidence: David Kelley’
https://www.youtube.com/watch?v=16p9YRF0l-g
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According to Catherine Courage what strategies can companies
use to ignite creativity? How do these strategies compare with
Amabile’s 1997) Componential Theory of Organizational
Creativity and Innovation?
What factors within organizations lead to the obstruction of
creativity in organizations?
Read the article titled ‘Survey Monkey’s CEO on creating a
culture of curiosity’. 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 employees’ creative self-efficacy?
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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
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What is an argumentative academic essay?
This is a piece of writing that examines a given
‘claim/statement’ 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 – 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 – 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
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‘Organizations 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
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Structure of the Essay
Introduction
Purpose – why write this essay? Provide some background
perspective on the essay statement
Scope – what theories will be used, what examples will be given
in the essay
Stance – do you agree or disagree or partially agree with the
statement given
Structure – 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 – Summary of key arguments given in paras 1, 2 and
3, must NOT include any new materials or arguments
18. References – Harvard style of referencing (refer to RMIT Easy
Cite)
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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
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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 – 2020) and relevant to your arguments
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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
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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
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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.
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Augmentative essay writing activity
Write an argumentative essay skeleton for the following
statement.
21. Creativity is more important than innovation
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Structure of the essay
Introduction
Purpose of writing the essay: The purpose of writing this essay
is ……
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 ……, para 2 will include …….,
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
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22. Creativity, Innovation & Design
Week 3: Factors affecting creativity in individuals and teams
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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
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The role of positive emotions in facilitating individual
creativity
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Idea generation activities
In your groups choose one of the following activities and
23. complete it….
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?
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24. Discussion questions
Tuckman’s 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 ‘Teresa Amabile - Creativity and Motivation’.
Do you agree with Teresa Amabile that creativity and
innovation processes depend on the social environment that
employees work in? Discuss.
Watch the video ‘How does one transform destructive conflict
into constructive conflict’. 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?
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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
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Brick activity re-visited
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This is the second part of the ‘Brick activity’. 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
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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
• Test students’ knowledge of relevant theory and course
content (Weeks 2-6
lectures)
• Develop students’ critical thinking skills
• Develop students’ research skills
4
2/2/21
3
28. 5
‘Organizations 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 – why write this essay? Provide some background
perspective on the essay statement
Scope – what theories will be used, what examples will be given
in the essay
Stance – do you agree or disagree or partially agree with the
statement given
Structure – 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 – Summary of key arguments given in paras 1, 2 and
3, must NOT include any new
materials or arguments
References – Harvard style of referencing (refer to RMIT Easy
Cite)
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2/2/21
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7
Some important points……
• Check the marking rubric for Assignment 1 BEFORE you start
writing
Assignment 1
• Check that you have addressed the criteria in the marking
rubric AFTER you
30. have written Assignment 1
• Use formal writing in the essay
• Turnitin similarity percentage must be 20% or less
• 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
• Submit Assignment 1 on time to avoid late penalty of 10% per
day
7
8
RMIT Assignment
BRIEF
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2/2/21
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10
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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:
‘Organizations 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:
• Argumentative academic essays: Link (Links to an external
site.)
• 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
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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 authors’ 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 authors’ 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.