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DIPLOMA IN INNOVATION
81539 INNOVATION IN COMPLEX SYSTEMS
ASSESSMENT TASK 3 BRIEF
This assessment brief supplements the Subject Outline information to provide detailed guidelines and
requirements. Make sure you read both documents carefully when doing this assessment task. The
assessment criteria are specified below and in the Subject Outline.
Type:
Individual
Weight: 20%
Length: Part A: Sense-making and Communicating (both 81539 and 81546)
Maximum 700 words (see breakdown of this in requirements) - excluding Wayfinding
Map, Casual maps of your creative process, and Appendix.
Part B: Stakeholder Engagement and Communication for Innovation (81539 only)
Maximum 5x A4 pages, excluding Appendix and References.
Due: By Friday 13 July at 11:00pm via Turnitin on Canvas
Page 2 of 5
PART A: SENSE-MAKING AND COMMUNICATING
(ALL STUDENTS)
“The concept of sense-making is well named because, literally, it means the making of sense.
Active agents construct sensible … events. They “structure the unknown” … How they construct
what they construct, why, and with what effects are the central questions for people interested
in sense-making.” - Weick, 19951
In this assessment task you are invited to draw on your experiences of Innovation in Complex Systems to make
sense of and communicate your insights. Throughout the three weeks you have been prompted to use various
reflection tools and gather observations about your own learning. This assignment is a synthesis of these
experiences – you are invited to extract meaning and to connect your discoveries in useful ways.
PART A: TASK REQUIREMENTS
Look through your notes and sense-making worksheets (Critical Incident Captures) that you have completed
during the intensive mode school. You could begin by asking yourself the following questions (Higgins, 2010):
● What I have achieved in this subject (what I am most proud of) is: …
● What leads me to this response is: …
● Ideas or concepts from this subject that I found invigorating / stimulating / exciting / useful are:
● What about these concepts or ideas led me to find them invigorating / stimulating / exciting / useful?
● Ideas or concepts from this subject that I have struggled with are: …
● How I resolved this struggle / am resolving this struggle is: …
● Something I learned from this subject that I would consider a “lesson for life” is: …
● How I arrived at this conclusion was: …
A template is provided on Canvas, which you may use or modify its layout for this assessment.
Include a
wordcount for each section with a word limit.
Your submission must contain the following four components:
1. Your Personal Wayfinding Map of Innovation in Complex Systems
● You are welcome to use the template provided or any of the techniques you learnt in this subject to
visualize your journey as it unfolded over the past three weeks. Think about how you could subvert
these techniques to tell a unique storyline of your learning. How did it start and end (or does it
continue)?
● Consider how you could represent the concepts, ideas and practices that you have explored and
connected with but also places you went to, people you encountered, and conversations you had.
What connections between different concepts, fields, places and people have you made? You are
welcome to draw on the frameworks of creative intelligence practices as well.
● Revisit the Critical Incident Capture worksheets – what insights arise for you about your own learning
and how could you represent them on the map? Are there any metaphors or imagery that you could
use?
● Consider what does this map tell you about yourself – what experiences do you tend to notice and
value in your learning?
1 Weick, K. (1995). Sensemaking in organizations. Thousand Oaks: Sage Publications.
Page 3 of 5
2. Shorts insights about two Creative Intelligence and Innovation Practices
Look through the subject and your Critical Incident Captures.
You may have reflected on particular creative
intelligence and innovation practices such as:
? Questioning ? Engaging with uncertainty/unknowns
? Collaboration ? Complexity, systems thinking
? Change-making ? Problem-finding, -framing, -solving
? Sense-making ? Applying, translating, remixing methods
? Prototyping
? Creative practice (mindset)
? (Social) entrepreneurship
Choose two practices that stand out for you (either on the list or of your own selection), and include the Critical
Incident Capture for each of the two practices you have selected (this can be added and referred to using the
Appendix.). Explain why you chose these two practices and how they connect to creative intelligence and
innovation from your experience. Describe them in a succinct way using concrete examples and illustrative
ideas in a short, persuasive narrative. It could be a simple definition, but feel free to use any of the expressive
techniques that you have learnt in this school, including visualization. If you have selected practises not on the
list, outline why and how you came across them. (100 words maximum per practice)
3. Sense-Making Synthesis
● Draw it all together: explain the connections you made between the different aspects of this intensive
mode school.
Refer to the wayfinding map and the short insights about creative practices. We want to see
your ‘sense-making’ – how you make meaning of the material and your experiences, and structure your
understanding. (200 words maximum.)
● Single Discovery that ‘lit your fuse’: Describe a single discovery you made during this intensive mode
School that totally ‘lit your fuse’ or opened up completely new possibilities. (100 words maximum.)
● Communicating positively with Aboriginal and Torres Strait Islander peoples and diverse perspectives:
What have you learned about communicating positively with Aboriginal and Torres Strait Islander peoples,
and how do you plan to apply this knowledge and engage with diverse perspectives in your future
professional practice? Include a visualization of this. (200 words maximum.)
● Causal map of your creative process – before and after: Revise and update the causal mapping/modelling
visualization you did on the first day which represented how you do creativity. Your updated causal
map/model should be designed to be printable on one A3 piece of paper. You must add both the original
causal map/model and updated causal map/model to the assessment submission. (No word limit)
As you progress through the subject, you will have numerous opportunities to communicate your unique
experiences, perspectives, and ideas to different audiences. As we have seen with previous cohorts, your
capability to do it will broaden your creative potential and in turn future career possibilities.
4. Appendices
Include all relevant Critical Incident Capture worksheets (at least 5 sheets, including the 2 you have focused
for you short insights) and reflective notes that you have produced in your learning journey.
Outside of
providing these necessary worksheets and reflective notes, the Appendices will not be thoroughly read or
assessed, but they will provide supporting material to assist you in communicating to the examiner to help
them understand your submission.
(No word or page limit.
81539 students may put this after Part B.)
Page 4 of 5
PART B: STAKEHOLDER ENGAGEMENT AND
COMMUNICATION FOR INNOVATION (81539 ONLY)
During the subject you were encouraged to identify and reach out to key stakeholders to your problem
situation and opportunity brief. For this part of the assessment, you must complete the Canvas module on
updating your LinkedIn, and engage in self-directed learning to inform your activities, which will be
complimented in an in-class session.
PART B: TASK REQUIREMENTS
You must prepare a written submission containing the four tasks conducted in the subject:
1. Seeking Feedback: Prior to the showcase, you must seek feedback on your group’s big idea from at
least two potential end users of your innovation plus subject mentors. You must report on how you
did this, including which stakeholders you selected and why; feedback from one of the lecturers on
your plan, how you approached your stakeholders for feedback; and their response; and what your
team did to integrate what you learned from the experience. (Maximum 2 A4 pages)
2. Reaching out to stakeholders using LinkedIn: Design a personal message to post on your LinkedIn
profile to invite members of your community to your innovation showcase. Prior to posting your link
you need to reach out and connect to a key stakeholder to your opportunity brief.
Report on the design of your LinkedIn post; screenshot of your post; rationale behind the design of
your message, and the reaction to it. Reflect on what you would do differently next time to increase
the effectiveness of your messaging. (Maximum 1 A4 page).
NOTE: you may collaborate with your team on this task, but your LinkedIn post must be personal!
3. Reaching out to at least three (3) stakeholders using email: Design and send a personalised invitation
to at least three stakeholders to your opportunity brief to attend your showcase. Your invitation needs
to be persuasive, and clearly indicate what is in it for them to attend.
Report on the rationale selecting those stakeholders, include a copy of your invitation, report on the
response to your invitation. Reflect on what you would do differently next time to increase the
effectiveness of your messaging. (Maximum 1 A4 page, including invitation in the Appendix).
4. Self-directed Learning: Summary of what self-directed learning you engaged in to help you design your
stakeholder engagement (100 words maximum, plus references such as links to YouTube, websites,
LinkedIn Learning, or other sources).
Page 5 of 5
ASSESSMENT TASK 3: ASSESSMENT CRITERIA
ASSESSMENT CRITERIA SLO PART WEIGHT WEIGHT
81546 81539
Depth and versatility of sense-making 3 A 40% 20%
Effectiveness in drawing relevance and meaning from
knowledge and experience
2 A 40% 20%
Usability of knowledge and experience to form new possibilities 2 A 20% 20%
Persuasive rationale for proposal for a particular possibility 4 B NA 40%
100% 100%
NOTE: The associated Subject Learning Objective (SLO) can be found in the Subject Information on
Canvas.
ASSESSMENT TASK 3: SUBMISSION REQUIREMENTS
Ensure you add a word count (in brackets) after each of the sections where wordcount limits apply.
Ensure the following details are in the footer of each page in your PDF file:
● Full name
● Student Number
● Subject number
● Core degree and faculty (of your core degree)
You will then need to submit:
● All parts of this task compiled into one PDF File, using the following file naming convention:
81539_Surname_A3.pdf OR 81546_Surname_A3.pdf
● Upload this PDF file to the submission box on Canvas by no later than the due date.