SHR044-6 (Europe and Oman): Mobilising Creativity and Innovation
Task:
In this unit we consider many alternative approaches and perspectives on how organisational creativity and innovation might be promoted or blocked in practice across multiple levels: individual, group and organisation. Assignment 2 is specifically concerned with the development and sustainability of an organisational culture to promote and support creativity and innovation across the group and organisational levels of analysis.
- You are required to critically evaluate group and organisational level support for creativity and innovation in the context of your workplace, firstly through application of climate models and secondly through a consideration of the role of creative leadership and creative Human Resource Management and Development in promoting creative and innovative behaviour, which is qualitatively difference to productivity and performance.
- You will then need to demonstrate a systematic understanding and critical appreciation of the process of creativity and innovation drawing on contemporary theories to support your evaluation and synthesis.
- You will develop a plan to promote creativity and innovation in the context of your work organisation supported by contemporary quality academic perspectives. You will need to include an in-depth literature review critically evaluating alternative contemporary perspectives in order to draw meaningful conclusions and develop feasible recommendations.
- You will present your analysis and plan in report format of approximately 1500 words excluding references and appendices.
- In the unlikely event that your work organisation prevents adequate analysis the UK Tutor can agree an alternative.
You are not permitted to use a case study of your own choice unless approved in advance by the UK tutor. Use of an unapproved alternative case study will result in failure of the assignment.
A random sample of students will be invited to a viva voce to support authenticity
You will need to demonstrate achievement of the Learning Outcomes for this unit.
Learning outcomes
On completion of this unit you should be able to:
- Demonstrate the following knowledge and understanding
- Demonstrate a systematic understanding and critical appreciation of theories and models of creativity, innovation and change management in the context of contemporary organisations.
- Demonstrate the following skills and abilities
- Synthesise individual and organisational theoretical perspectives to systematically promote the potential for creativity, innovation and change in practice.
To pass on this assessment, as an absolute minimum (40%) your work will need to meet the following threshold standards.
Threshold expectations
In order to pass Assessment 1 you will need to:
- Demonstrate an adequate critical knowledge and understanding of challenges and opportunities in promoting organisational creativity and innovation.
- Synthesise adequate alternative perspectives of influential contemporary theorists, contributors and models.
In order to pass Assessment 2 you will need to:
- Demonstrate adequate knowledge, skills, abilities and approaches necessary to effectively orchestrate organisational systems to promote and sustain creativity, innovation and manage change.
- Synthesise adequate capability across multiple levels to add value and optimise creativity, innovation and organisational performance.
For the requirements to achieve a higher mark please refer to the assessment evaluation criteria specified in the rubric on the final page.
| Criteria | Excellent (70% and above) | Commendable (60-69%) | Good (50-59%) | Satisfactory (40-49%) | Marginal Fail (35-39%) | Fail (1-34%) |
| Application of theory | Draws on major theoretical contributors introduced in the unit and with substantial evidence of independent reading. Review the role of creativity in organisational development and demonstrate a capacity to balance innovation with other essential requirements | Draws on most theoretical contributors introduced and with evidence of independent reading. Review the role of creativity in organisational development and demonstrate a capacity to balance innovation with other essential requirements | Draws on a good range of theoretical contributors introduced but with limited evidence of wider reading. | Demonstrates adequate application of appropriate theory (ies) drawing on published sources introduced. Reviews the role of creativity in organisational development and demonstrate a capacity to balance innovation with other essential requirements | Weak application of appropriate theories and models. Fails to demonstrate detailed understanding. Very little use of published sources. Limited evidence of understanding key issues and concepts. | Very little or no attempt to use published sources. No evidence of understanding key issues and concepts. |
| Analysis Case Study: Evaluation of Organisational Barriers |
In-depth analysis is logical and coherent in critically evaluating implications for the workplace. Demonstrate an excellent understanding and critical appreciation of the systematic process supporting creativity and innovation. | Analysis is logical and coherent in critically evaluating implications for the workplace. Demonstrates a very good understanding and critical appreciation of the systematic process supporting creativity and innovation. | Analysis is limited but coherent and supported by evidence. Demonstrates reasonable understanding and critical appreciation of the systematic process supporting creativity and innovation. Overly descriptive at the expense of analysis. | Analyse to an appropriate level stimulants and obstacles to organisational creativity and innovation. Demonstrates a satisfactory appreciation of the significance of the systematic process of supporting creativity and innovation. | A random collection of statements with little attempt to use evidence to support the arguments. . Demonstrates limited appreciation of the significance of the systematic process of supporting creativity and innovation. | A random collection of statements with no attempt to use evidence to support the arguments. . Demonstrates no real appreciation of the significance of the systematic process of supporting creativity and innovation. |
| Conclusions | Conclusions are valid and clearly derived from in-depth analysis through application of major theoretical contributors and experiential learning. Entirely convincing. | Conclusions are clearly derived from in-depth analysis through application of most major theoretical contributors and experiential learning. Largely convincing | Conclusions are mainly derived from analysis through application of theoretical contributors and experiential learning. Limited and not entirely convincing. | Conclusions are satisfactory but limited and not clearly derived from analysis through application of theoretical contributors and experiential learning. Validity of conclusions is unconvincing. | Conclusions do not follow from the evidence and argument presented. | A random collection of statements based on the students own point of view with little or no attempt to draw analysis to conclusions. |
| Recommendations | Evaluates existing practices and explores the implications for creative leadership and organisational development, and outlines innovative recommendations for improvement. Clear and appropriate recommendations. Professional applicability. | Evaluates existing practices and explores the implications for creative leadership and organisational development, and outlines innovative recommendations for improvement. Clear and appropriate recommendations. Less comprehensive than for an A grade. | Evaluates existing practices and explores some implications for creative leadership and organisational development, and outlines recommendations for improvement. Recommendations are reasonably clear and mostly realistic | Some implications are explored. Recommendations are vague. Doubtful feasibility | Recommendations are unclear or unrealistic | No attempt to identify appropriate recommendations |
| Presentation and Referencing |
Clearly and concisely structured in report format, sourced throughout and with a comprehensive bibliography. | Clearly and concisely structured in report format, sourced throughout and with a good bibliography. | Well-structured in report format, sourced throughout and with an adequate bibliography. |
Satisfactory report format. Some citations and a passable bibliography. |
Few citations and no bibliography. Not in report format. Poorly structured. |
No citations and not in report format. Poorly structured |
Assignment 2 Assessment Evaluation Criteria
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