School of Management
— BUSM4551 CID/Innovation Management Assessment 3: Reflective piece
Assessment type: Essay Word limit: 1,000 (+/- 10%) The word count excludes the cover page, reference list, and any appendices that you may wish to include.
Weighting: 20%
Overview You are required to engage in creative writing of a reflective essay consisting of an academic analysis of your own learning experiences through self-reflection.
The purpose of writing a reflective essay is to provide you with a platform to not only recount a particular life experience, but to also explore how you have changed or learned from those experiences. Essays should be authored individually; all ideas and words should be your own.
Assessment criteria (100 marks equate to 20% of overall course assessment) This assessment will measure your ability to:
• Introduce the context, background, scope and purpose of your essay (10 marks)
• Provide a quality encounter of your learning (15 marks)
• Reflect at a level that reveals deep insights (20 marks)
• Evaluate the significance and impact of your learning (20 marks)
• Implicate the significance of your learning to your future career (15 marks)
• Draw a meaningful conclusion (10 marks)
• Professionally present your encounter (10 marks)
Learning outcomes
Course Learning Outcomes related to this assessment are:
Page 2 of 8
CLO1 Explain the relationship between creativity, innovation and entrepreneurship and how it impacts business growth, sustainability and wealth creation
CLO2 Investigate factors that inhibit creativity in individuals and innovation within teams and organisations, and recommend strategies and tactics to encourage entrepreneurial behaviour
CLO3 Identify and critique organisational models of innovation management
CLO4 Work individually, and collaboratively with others in applying a range of tools that assist the creative front end of innovation that leads to problem solving
CLO5 Evaluate the characteristics that make innovative organisations successful and discuss how a business might emulate these traits
CLO6 Demonstrate learning through presentation and communication skills in a variety of business and professional contexts
The Program Learning Outcomes related to this assessment are:
PLO1 Explain their role as a local, national and global citizen and be able to apply these perspectives in business contexts.
PLO4 Reflect on and continuously progress their own professional development, enhancing their intellectual agility and adaptability as tools for success in ever-changing business contexts.
Assessment details
This assessment requires you to look back on your learning and experiences in this course and provide a personal reflection of what you learned from the course and how you have both used and will use this learning in the future. It allows you to take a bird’s eye view of the complete course and all the activities that you performed and derive meaning from the entire experience.
A reflection paper is a personal, sometimes anecdotal, or experiential reaction to a subject, but you may include citations as in any other paper. However, we are more interested to learn about your thoughts and experiences rather than those of other people, so keep citations to a minimum. If you refer to a work or use ideas from a work, then cite them in text and include a reference list at the end.
Note: Back up all copies of drafts and your final assignment on a separate device (USB or similar) in case it is required as evidence. Computer failure is not an allowable ground for an extension or Special Consideration.
Feedback mode: Feedback will be provided using the Rubric provided on Canvas.
Essay Format and Suggestions
• Your essay must include a cover page that contains the following information: BUSM4550 Innovation Management; Date; Assessment 3: Reflective Essay; Essay title; Full name and student number; Tutor name; Word count (count excludes cover page and reference list).
Page 3 of 8
• Your essay must be professionally presented using Ariel or Calibri 12-point font, justified. Provide descriptive titles for different sections of your essay. Your essay must include an introduction, body paragraphs (provide appropriate titles), and a conclusion.
• Your essay in its entirety should answer the following overarching question, clearly and specifically: how did the course experience broaden, deepen, or otherwise enrich your understanding of the discipline of innovation management, yourself, and/or the wider world?
• Use a first-person narrative of your experience, highlighting key moments in the learning process. Tell the story of what you did and how, providing specific examples (e.g., reference to theories, frameworks, or tools covered in the course) to illustrate how your perspective/understanding evolved over the course of the semester.
• Reflect on the significance of your experiences with respect to your professional and/or personal goals. How can you apply what you learned in the future? In what situations?
• List all scholarly and non-scholarly work you have used in the essay in a Reference List. The reference list is not included in the word count. References should be in RMIT Harvard style (or Harvard style if using End note). The list should be in alphabetical order by family name. The list should not be listed by numbers or bullet points.
• The essay is to be written primarily for your own personal consumption and growth, but since it is a summative assessment, it must be done in a way that your assessor will be able to judge the value of this exercise to you and the potential impact it will have on your future career.
• Towards the beginning of the course, you were asked to rate yourself on a variety of factors related to creativity and innovation skills and abilities. Now, after having completed this course, you have another opportunity to rate yourself again on the same factors and gauge whether you have made progress in each of the specified factors. You may use the insights gained from this activity in your personal reflection essay.
• Aim to provide an honest and sincere reflection that demonstrates depth of thought, not simply a superficial exercise to get the job done. Don’t be tempted to write things that you believe your assessor might want to hear as that will be obvious as being insincere.
• When writing your reflection, you should refrain from providing explanations of theory or providing definitions of concepts that were covered in this course. Rather, simply refer to these and reflect on the encounter and impact it had on you.
• It is required that you apply the principles of D.I.E.P. framework https://emedia.rmit.edu.au/learninglab/sites/default/files/Writing_academic_reflec tion_accessible_2015.pdf in your reflection.
Page 4 of 8
The DIEP principles are:
In simple terms:
• Describe the topics and your journey; what you have learned (factual, objectively) • Interpret the net effect this experience has had on you – what insights emerged? • Evaluate your application of newfound knowledge (in your opinion, subjectively) • Plan how you will apply relevant model/theories etc. in your future work
Creativity Journal
To complete this assessment effectively, we recommend that you keep a ‘Creativity Journal’ starting from week 1 where you record at least once weekly instances in which you exercised creative problem solving in your life, university or while at work.
In doing so, remember to record the problem/task you faced, the creative solution you came up with to solve the problem/task and the process you went through to come up with the solution (e.g., engaged in divergent and convergent thinking, used design thinking, brainstormed ideas, etc.) and how your learning in the course helped you to come up with a creative solution. This journal will also help you to keep track of the development of your skills in creativity, innovation and design thinking and how you can further improve your creative problem-solving skills.
Please note that this journal will NOT be marked, but it will be an essential tool for you to reflect over the 12 weeks of semester.
Turnitin
• Assignments must be submitted through the CANVAS assessment submission system (Turnitin). Submitted assignments that do not have a similarity score will not be graded.
• Do NOT attempt to obtain a similarity score by first submitting it to TurnItIn via another course as this will result in you achieving a very high similarity score when you eventually submit your assignment for this course.
• Do NOT include the declaration form as part of your TurnItIn submission as that will incorrectly increase your similarity score.
• The Turnitin Similarity Percentage is an indicator of the similarity of your paper with other assignments. This link provides information on how to interpret the similarity report.
• Allow sufficient time for the TurnItIn system to reset before you make another attempt at obtaining a similarity score. Make sure you obtain your final similarity score well in advance of the assignment deadline in order to avoid a penalty for late submission.
D
Describe objectively what you have learned
I
Interpret the insight (in one or
more paragraphs)
E
Evaluate what you have learned (in one or more
paragraphs)
P
Plan how this learning will be
applied in practice
Page 5 of 8
Referencing guidelines
Use RMIT Harvard RMIT Harvard referencing style for this assessment.
You must acknowledge all the courses of information you have used in your assessments.
Refer to the RMIT Easy Cite RMIT Easy Cite referencing tool to see examples and tips on how to reference in the appropriated style. You can also refer to the library referencing page for more tools such as EndNote, referencing tutorials and referencing guides for printing.
Submission format
Only submit Word documents in either .doc or .docx formats. Assignments submitted in pdf format will not be graded.
Academic integrity and plagiarism
Academic integrity is about honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.
You should take extreme care that you have:
• Acknowledged words, data, diagrams, models, frameworks and/or ideas of others you have quoted (i.e., directly copied), summarised, paraphrased, discussed or mentioned in your assessment through the appropriate referencing methods
• Provided a reference list of the publication details so your reader can locate the source if necessary. This includes material taken from Internet sites
If you do not acknowledge the sources of your material, you may be accused of plagiarism because you have passed off the work and ideas of another person without appropriate referencing, as if they were your own.
RMIT University treats plagiarism as a very serious offence constituting misconduct.
Plagiarism covers a variety of inappropriate behaviours, including:
• Failure to properly document a source
• Copyright material from the internet or databases
• Collusion between students
For further information on our policies and procedures, please refer to the University web site University website.
Assessment declaration
When you submit work electronically, you agree to the assessment declaration assessment declaration.
Do NOT submit this declaration via Canvas.
Page 6 of 8
HD D C PA NN DNS Introduction Introduces the topic in an interesting and appropriate manner. Defines the purpose, scope and structure of the essay. 10 marks
Excellent Introduction. Introduces the essay in an interesting way that clearly articulates the purpose, scope and structure of the essay.
Well written Introduction and well stated purpose, scope and structure of the essay.
Generally good Introduction of the topic and quite clearly stated purpose, scope and structure of the essay There is however, room for improvement.
Some Introduction of the topic and some statement of the purpose, scope and structure of the essay but not clearly expressed.
Inadequate Introduction provided. Has not clearly stated the purpose or the scope of the essay.
No Introduction provided.
D – Describe objectively what happened
Give the details of what happened. Answer the question: ‘What did I do, read, see, hear?’
15 marks
Outstanding description that succinctly summarises the semester’s encounters.
Very good description of the semester’s encounters.
Good description of the semester’s encounters but some important details are missing.
Poor description of the semester’s encounters; several gaps apparent.
Inadequate description of semester’s encounters.
No description provided.
I – Interpret the events
Explain your learning: new insights, connections with other learning and students, your feelings, hypotheses.
Degree of descriptive versus reflective.
Answer the questions: ‘What was the reason I did these activities?’ ‘What might it mean?’
In-depth reflection that leads to a very meaningful interpretation of how specific examples facilitated new perspectives, understanding and insights.
Good reflection that leads to a meaningful interpretation of how specific examples facilitated new perspectives, understanding and insights.
Average reflection that leads to an adequate interpretation of how specific examples facilitated new perspectives, understanding and insights.
Rather descriptive than reflective.
Poor reflection that leads to superficial interpretation of how examples facilitated new perspectives, understanding and insights.
Purely descriptive.
Very poor interpretation of events.
No interpretation offered.
Page 7 of 8
20 marks
E – Evaluate what you learned
Make judgments connected to observations you have made. Answer the question: ‘How was this useful? Explains how experience broadened, deepened, or enriched your learning on different levels.
20 marks
Outstanding evaluation of learning that took place, its perceived value, and the impact it has had.
Very good evaluation of learning that took place, its perceived value, and the impact it has had.
Good evaluation of learning that took place, its perceived value, and the impact it has had.
Poor evaluation of learning that took place, its perceived value, and the impact it has had.
Very poor evaluation of learning that took place, its perceived value, and the impact it has had.
No evaluation of learning that took place, the perceived value, and the impact it has had.
P – Plan how this learning will be applied
Significance of learning to professional / personal goals.
Comment on its relevance to your course, program, future profession, life… Answer the question: ‘How might this learning apply in my future?’
15 marks
Highly significant contextualisation of learning to current situation and excellent future prospecting. Builds strongly on key reflections from DIEP structure.
Good contextualisation of learning to current situation and good future prospecting. Builds on key reflections from DIEP structure.
Average contextualisation of learning to current situation and average future prospecting. Builds on some reflections from DIEP structure.
Poor contextualisation of learning to current situation and poor future prospecting. Fails to build on reflections from DIEP structure.
Inadequate contextualisation of learning to current situation and future prospecting.
No contextualisation of learning to current situation and future prospecting.
Conclusion All aspects are drawn together in a brief concise summary. Consistent with discussion presented in the body of the essay. No new materials introduced here
Excellent conclusion that is written in a very concise, consistent manner. No new material is presented.
Very clear and concise conclusion. Consistent with the discussion provided in the Body.
Good conclusion that summarises the main issues clearly. Yet there is scope for improvement.
Satisfactory conclusion but could be done in a clearer and/or more concise manner.
Poor conclusion given or inadequate conclusion and summary of issues have been poorly discussed.
No conclusion provided.
Page 8 of 8
10 marks
Presentation of essay
Cover page contains all required information.
Quality of expression / language, paragraph construction, spelling, and proofreading (lacking in typos). Format and layout presented in professional manner.
Sources, if present, are cited appropriately.
10 marks
Cover page contains all required information.
Logical, compelling progression of ideas in essay; clear structure which moves the reader through the text. Excellent expression / language used with minimum spelling errors. Professionally presented in relation to the DIEP format and layout.
Cover page contains most of the required information.
Overall, the paper is logically developed. Progression of ideas in essay makes sense and moves the reader easily through the text. Well written and with good expression and very few spelling mistakes. Good use of paragraph constructs. Very well presented.
Cover page is missing some key information.
Progression of ideas in essay is awkward yet moves the reader through the text without too much confusion. Effective language. Mainly accurate spelling. Well presented.
Cover page is incomplete.
Arrangement of essay is unclear and illogical. The writing lacks a clear sense of direction. Ideas, details or events seem strung together in a loose or random fashion; there is no identifiable internal structure and readers have trouble following the writer’s line of thought. Adequate language but several errors in spelling. Format and layout are poor, can be presented more professionally.
No cover page.
Arrangement of essay is completely unclear and illogical. The writing lacks any sense of direction. Inappropriate/poor language. Substantial errors in spelling. Need to be proofread. Poor format and layout that do not meet professional expectations.
ASSIGNMENT COMPLETED AT CapitalEssayWriting.com
MAKE YOUR ORDER AND GET THE COMPLETED ORDER
CLICK HERE TO ORDER THIS PAPER AT CapitalEssayWriting.com on You are required to engage in creative writing of a reflective essay consisting of an academic analysis of your own learning experiences through self-reflection