Course Title: Lead a team to foster innovation

Part B: Course Detail

Teaching Period: Term1 2013

Course Code: BUSM6279C

Course Title: Lead a team to foster innovation

School: 320T Architecture & Design

Campus: City Campus

Program: C5235 - Diploma of Visual Merchandising

Course Contact : Tim McCarthy

Course Contact Phone: +61 3 9925 4819

Course Contact Email:design.tafe@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Kylie Evans

email - kylie.evans@rmit.edu.au

T. 9925 4028

Justin Compton

email - justin.compton@rmit.edu.au

T. 99254678

Nominal Hours: 35

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

None

Course Description

This unit describes the performance outcomes, skills and knowledge required to lead a workplace team in ways that foster innovative work practices.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

SIRXQUA002A Lead a team to foster innovation

Element:

  2.  Organise work assignments within team to facilitate innovative work practices

Performance Criteria:

2.1 Structure and organise work to enable innovation.
2.2 Communicate work assignments to team members in ways that encourage and reinforce team-based innovation.
2.3 Allocate tasks and activities to ensure the best use of team skills.
2.4 Ensure work assignments include timelines that allow for innovation.
 

Element:

  3.  Provide guidance and coaching to team members on innnovation in the workplace

Performance Criteria:

3.1 Encourage team members to work collaboratively on work assignments.
3.2 Encourage team members to share work information, knowledge and experiences in their day-to-day work.
3.3 Encourage team members to seek external stimuli and knowledge and to set up and maintain networks.
3.4 Provide appropriate guidance to team members on the use of innovation in the workplace.
3.5 Coach team members to ensure they have the enabling skills to implement innovation in the workplace.
 

Element:

  4.  Provide a model of innovative work practice

Performance Criteria:

4.1 Share case studies and examples of the use and benefits of innovative work practices within teams with team members.
4.2 Ensure examples of the way innovative skills can be applied in the workplace are provided by the team leader.
4.3 Demonstrate the qualities of an effective team member, as team leader in working with the team.
4.4 Promote and reinforce the value placed by the organisation on innovation.
 

Element:

  5.  Mentor the team’s ongoing use of innovative work practices

Performance Criteria:

5.1 Actively encourage team members to reflect on team activities and opportunities for improvement and innovation.
5.2 Evaluate team activities based on feedback from team members, management, clients and other interested people.
5.3 Receive suggestions for work improvements in a positive manner, and act on them where appropriate.
5.4 Review and record evidence of the application of innovative work skills, and present findings as appropriate.
5.5 Review the innovation process and discuss and constructively analyse both positive and negative outcomes.
 

Element:

  6.  Provide feedback on the use of innovative work skills

Performance Criteria:

6.1 Debrief team members after work and training and evaluation exercises.
6.2 Discuss feedback from review processes within the team and use it to inform future planning.
6.3 Celebrate successful innovations and reward the team appropriately.
6.4 Discuss problems in the use of innovation in a constructive way.
 

Element:

1.  Organise team to maximise innovation

Performance Criteria:

1.1 Analyse the performance requirements for the team.
1.2 Gather information about team members.
1.3 Acknowledge strengths and weaknesses of individual team members.
1.4 Assign team roles to ensure a match between work requirements and individual team members' capacities.
1.5 Select team members to foster cross-fertilisation of ideas.
 


Learning Outcomes


• innovative work skills
• techniques for evaluating team performance
• an understanding of group dynamics in a team
• ability to apply innovative work skills in own work


Details of Learning Activities

Learning Activities

Learning activities will include field research, observation of existing exhibition and event environments, case studies, lectures, tutorials, team exercises, industry visits and running of an event. 
 

In class activities may include:
• class exercises to review discussions/lectures
• practical demonstrations
• seminar presentations
• lectures
• design
• guest lecture
• group discussion
• workshops
• online research
• independent project based work
• teacher directed group activities/projects
• site visits (observations)
• tutorials
 

Out of class activities may include:
• Blog/Wiki discussion and participation
• seminar presentations
• design
• guest lecture
• group discussion
• workshops
• online research
• independent project based work
• teacher directed group activities/projects
• site visits (observations)
• ‘workshopping’ of student projects

 


Teaching Schedule

WeekTopic Competency & Elements  
   Lead a team to foster innovationCreate exhibition space 
1Orientation 

 

  
2Introduction, Venues  1,2,3,4,5,6 1,2,3,4 
3Venue visit 1   1,3 
4Venue visit 2   1,3 
5Venue review presentation 1,2,6  1,3 
6Event theming  1,2,4,6 1,2,3,4 
7Self directed learning    
8Creativity & Ideation  3,4 2,4 
9Theming presentations  1,2,3,4,5,6 1,2,3,4 
10Custom System organizer exhibition stands & The design brief 1   1,3 
11The design brief 2  1,2 1,2,3,4 
12Self directed learning    
13 Innovation model & performance review  3,4  1,2,3,4 
14 System stand design progress meeting  5  1,2,3,4 
15 System stand design presentations  1,2,3,4,5,6  1,2,3,4 
16 Event planning & risk assessment  1,2,3,4,5,6  1,2,3,4 
17 Event lighting  1,2,3,4,5,6  1,2,3,4 
18 Major event planning meeting  1,2,3,4,5,6  1,2,3,4 
19Self directed learning    1,2,3,4 
20  Major event planning meeting  1,2,3,4,5,6  1,2,3,4 
21  Major event planning meeting  1,2,3,4,5,6  1,2,3,4 
22  Major event planning meeting  1,2,3,4,5,6  1,2,3,4 
23  Major event planning meeting  1,2,3,4,5,6  1,2,3,4 
24  Major event running  1,2,3,4,5,6  1,2,3,4 
25  Major event running  1,2,3,4,5,6  1,2,3,4 
26 Event visit    
27 Custom exhibition stand designs  1,2,3,4,5,6  1,2,3,4 
28 Custom exhibition stand designs  1,2,3,4,5,6  1,2,3,4 
29 Custom exhibition stand designs  1,2,3,4,5,6  1,2,3,4 
30 Custom exhibition stand presentations  1,2,3,4,5,6  1,2,3,4 
31     

Please note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs and availability of speakers and resources.


Learning Resources

Prescribed Texts

Title:Human dimension & interior space : a source book of design reference standards / by Julius Panero and Martin Zelnik.
Author:Panero, Julius.
Other Author(s):Zelnik, Martin, 1939-
Publisher:New York : Whitney Library of Design, 1979.
ISBN:0823072711 :
Description:320 p. : ill. ; 31 cm.
Format:BookSubjects:Architecture--Human factors.
Interior decoration--Human factors.
Anthropometry--Tables.
Notes:Includes index.
Bibliography: p. 316-317.

0823072711 :


References


Other Resources

Commercial Supplier catalogues

Creative design resources including websites, magazines and books 

RMIT will provide you with some of the resources and tools for learning in this
course through our online systems and access to specialised facilities and relevant software. You will also have access of the library resources


Overview of Assessment

A range of assessment methods will be used to assess practical skills and knowledge.


Assessment Tasks

Assessment tasks in this course are either formative or summative. Formative tasks provide the basis for ongoing feedback and can be considered essential building blocks for the more substantial summative assessment tasks. Summative assessment tasks in this unit are graded.

To demonstrate competency in this course you need to complete each one of the following pieces of assessment to a satisfactory standard.
 

Formative Assessment

1. Venue Review

Conduct a review of an existing event &/or exhibitions venue

2. Resource File

Source general and technical information relating to the Event and Exhibition Industry and compile into an accessible file


3. Themeing brief

Plan a theme and all theming elements for a given hypothetical client / function

4. Custom, System, Organizer trade stand design

Design a trade stand for a given client and fair using a custom design approach and a system based approach

Summative Assessment

5. Major Event

Plan and run an event (group exercise)

6. Custom exhibition stand design

Produce a series of exhibition stand design solutions for a given brand.

 

Grades which apply to courses delivered in accordance with competency-based assessment, but which also use graded assessment
HD Competent with High Distinction
CDI Competent with Distinction
CC Competent with Credit
CAG Competency Achieved - Graded
NYC Not Yet Competent
DNS Did Not Submit for Assessment

 


Assessment Matrix

An assessment rubric is available on the Event & Exhibition Design (EaED) blackboard site.
Go to the RMIT website - students / learning hub / Event & Exhibition Design (EaED) / course guide / Assessment rubric
 

Other Information

Please note that this competency will be delivered in conjunction with ’Create & implement exhibition space MKTG5877c’ as a course titled ’Event & Exhibition Design’

 

Attendance
The major learning experience involves studio based exercises, demonstration and production. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.

Feedback - You will receive verbal and written feedback by teacher on your work. This feedback also includes suggestions on how you can proceed to the next stage of developing your projects.
Student feedback at RMIT

Student Progress
Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Student progress policy

Special consideration Policy (Late Submission)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Special consideration, appeals and discipline

Cover Sheet for Submissions
You must complete a submission cover sheet for every piece of submitted work. This signed sheet acknowledges that you are aware of the plagiarism implications.

Academic Integrity and Plagiarism - RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy go to Academic Integrity

 

Course Overview: Access Course Overview