BSBCRT512 Powerpoint Slides

BSBCRT512
Originate and develop concepts

2
Topic 1: Explore and evaluate needs and

opportunities
BSBCRT512 Originate and develop concepts

3
• The list of innovative concepts that have changed life as we know it is

endless - the wheel, lightbulb, internet, space travel, smartphone and
on demand television are only a few.
• While some innovations are a response to genuine unmet needs, many
innovative products, services, processes and programs have emerged
from shortfalls in existing concepts.
Topic 1: Explore and evaluate needs and opportunities

Topic 1: Insert topic title
4
ACTIVITY: RESEARCH AND DISCUSS

Do research to define “innovation”. The trainer/assessor will facilitate a group
discussion to summarise your research.

5
ACTIVITY: REFLECT
Reflect your own personal situation and work experience.
• Can you think of any product (that did not exist ten years ago) that has changed the
way you live or work?
• Can you think of an example where innovation resulted in an improvement to an
existing product?

6
IDENTIFY NEEDS OR OPPORTUNITIES

We’ve all had spontaneous creative moments where great ideas come to
mind. It’s tempting to jump straight into developing an idea without first
properly understanding and defining the need or opportunity that the idea
addresses.

7
ACTIVITY: GROUP WORK

Work in small groups. Define and provide examples for the terms “need” and
“opportunity”.
Keep your notes for future reference.

8
IDENTIFYING GAPS
Regardless of your role or position, you can play an important part in
giving your business or workplace a competitive advantage by identifying
and communicating gaps in existing or proposed products and
marketspaces.

9
ACTIVITY: DISCUSS
In a group, discuss other ways you can identify gaps in existing products.
Take notes to summarise what you have read and keep them for future reference.

10
ACTIVITY: PRACTICAL
Mailchimp, Airbnb, Uber and Wave are examples of businesses that identified and
used gaps successfully.
Work in a small group with at least one other student. Discuss one of the businesses
listed above and establish:
• what gap they’re filling
• why they’ve been successful.

11
ACTIVITY: READ
Many businesses, no matter whether they’re big or small, have processes and policies
in place to monitor and improve their existing products (this sometimes known as
“continuous improvement”). The continuous improvement process starts with
identifying gaps and anyone can be part of this process. If you’re interested, take a
look at the website link below to familiarise yourself with continuous improvement
concepts.
Website: https://asq.org/quality-resources/continuous-improvement

12
EXISTING INFORMATION
Sometimes, the information required to identify
needs or opportunities is already available without
you having to gather the information yourself.

13
ACTIVITY: EXPLORE
There are many existing (and sometimes free) market research reports that can
provide a comprehensive understanding of the customer, competitor and market as a
whole. Explore the website “MarketResearch.com” to familiarise yourself with the type
of information available.
Website: https://www.marketresearch.com

14
ACTIVITY: DISCUSS
In a small group, discuss any other possible sources of market information. Your
trainer will facilitate a group discussion to consolidate the findings.
Take notes to summarise what you (and others) have researched and keep them for
future reference.

15
ACTIVITY: BRAINSTORM
Brainstorm a few ethical and legal ways to obtain information about your competitor
that will help you determine whether the competitor:
• is investigating similar new opportunities
• already meeting identified needs/gaps.
Discuss and compare your ideas in a group. Make notes and keep them for future
reference.

16
ACTIVITY: READ
If you’re interested in ways to differentiate your business from the competition, take a
look at the article link below.
Article:
https://blog.marketresearch.com/6-ways-to-differentiate-your-business-from-the-compe
tition

17
NON-OBVIOUS OPPORTUNITIES
Whether you’re using existing information or identifying gaps in a product
or marketplace, be sure to explore opportunities beyond the obvious
(don’t neglect obvious ones!).

18
ACTIVITY: READ
Read the article on the fascinating history of Netflix.
Article: https://interestingengineering.com/the-fascinating-history-of-netflix

19
ACTIVITY: PRACTICAL
Once you’ve read the article:
• identify at least two non-obvious opportunities identified by Netflix
• explain how competitors/partners reacted.
Once you’ve completed your answers, work with another student to compare what
you’ve written.

20
EVALUATING NEEDS AND OPPORTUNITIES

There are a number of factors that impact the relevancy and viability of a
need or opportunity.

21
IDENTIFYING STAKEHOLDERS
To better understand your situation, consider as many stakeholders as
possible. Make sure you interact with stakeholders appropriately and
follow organisational (and legal) requirements.

22
DEFINING PARAMETERS
Did you know research shows that one of the biggest reasons projects
are unsuccessful is due to the lack of detailed requirements at the start of
the project?
It is important to properly define the parameters for developing ideas and
concepts to meet market requirements.

23
ACTIVITY: GROUP WORK

In a small group, research general product development parameters you should
consider. In your answer, include:
• What is meant by the term “requirement” or “parameter”
• Characteristics of a good set of requirements
Your trainer will facilitate a group discussion to consolidate the findings.
future reference.

24
FACTORS IMPACTING IDEAS

• government regulations
• technology
• geopolitical shifts
• economic indicators
• trade policies.

25
ACTIVITY: READ
Read the articles that provide examples of social, environmental and ethical issues.
Article 1: https://www.csi.edu.au/research/our-research-focus/social-issues/
Article 2:
https://www.michiganstateuniversityonline.com/resources/leadership/common-ethical-i
ssues-in-the-workplace/
Article3:
https://wwf.panda.org/wwf_offices/australia/environmental_problems_in_australia/

26
ACTIVITY: PRACTICAL
Once you’ve read the articles:
• Choose one article (either social, ethical or environmental issues)
• Describe at least four examples mentioned in the article.
Once you’ve completed your answers, work with another student to compare what
you’ve written.

27
COMMERCIALISATION
• In the workplace, one of the largest considerations when evaluating a
need/opportunity or the related concept, is the potential for
commercialisation.
• Commercialisation is about getting your product into the market to
make money.

28
ACTIVITY: WATCH
Watch the video that outlines issues and requirements for commercialisation. Take
notes for future reference.
Video:
https://www.youtube.com/watch?time_continue=68&v=PIDDR4rmji8&feature =emb_log
o
(01:09)
Take notes and keep them for future reference.

29
ACTIVITY: DEVELOP
For this activity, choose a product associated with one of the industries listed and
answer the questions.

30
Topic 2: Develop a range of creative approaches

31
After you’ve explored and evaluated needs or opportunities in a product

(determining gaps, considering all relevant information and establishing
parameters), you are ready to develop preliminary innovative ideas to
address them.

32
GENERATING IDEAS/SOLUTIONS
• As you were defining needs and opportunities, you may have already
been thinking of preliminary ideas and concepts as a solution.
• There are a range of creative thinking techniques that can help you
continue to find innovative ways of meeting the need/opportunity.

33
ACTIVITY: REFLECT
Reflect on how you usually generate ideas. Do you have a specific method you follow?

34
Creative-thinking methods:
• Mind mapping
• Checklist
• Lateral thinking

35
ACTIVITY: PRACTICAL
In small groups, select a topic and practise lateral thinking.

36
There are many other methods you can use to generate ideas, including:
• Opposite thinking (considering the exact opposite to what’s normal)
• Analogy thinking (Think of a successful business/idea and apply its
principles to your need/opportunity)
• Idea challenge (hosting a formal brainstorming event).

37
ACTIVITY: REFLECT
An example of identifying a successful analogy when using analogy thinking is to say
“the [business name] for [industry]”. For example, “The Uber of public transport” helps
you identify Uber as being a successful idea in the transport industry.
Can you think of any other analogies?

38
• Other sources of information that may be relevant to your need or
opportunity include industry standards and codes of best practice.
• Organisations should frequently consider and review the best
workplace communication practices relevant to their industry.

39
ACTIVITY: EXPLORE
Explore the ISO standards website:
Website: https://www.iso.org/standards.html

40
ACTIVITY: DISCUSS
After exploring the website, work in small groups to:
1. outline what ISO standards are
2. establish how they can be used in the workplace to generate solutions

41
In a group, brainstorm examples how legislative requirements in different jurisdictions
(e.g. data privacy laws) may impact the validity of communication best practices.

42
ACTIVITY: EXPLORE
Explore the content generator website.
Website: https://www.portent.com/tools/title-maker/
Show how you’ve used the content generator to another student and discuss how it
can be used for generating ideas.

43
RESTRICTIONS
• As you assess possible solutions, consider legislation, organisational
policies and procedures as well as the limitation of your job role.
• Legislation and organisational policies/procedures are put in place to
make sure everyone is as safe as possible and to ensure a successful
outcome for the business or organisation.

44
ACTIVITY: RESEARCH
Research legislation and codes of best practise associated with your workplace or
industry of interest (such as mining, manufacturing, transport, education or health).

45
ACTIVITY: READ
Read a few of the policies on the website below.
Website: https://www.csusb.edu/policies

46
ACTIVITY: REFLECT
Do any of the policies you read (from the website above) address any aspects related
to potential solutions?

47
TESTING IDEAS/CONCEPTS
After you’ve generated a range of ideas/concepts (including obvious and
non-obvious ones), it’s time to challenge, test and experiment with them
as part of a collaborative process. Remember to involve as many of the
stakeholders as possible.

48
ACTIVITY: READ
Read the article outlining ways to test a product.
Article 1:
https://www.forbes.com/sites/allbusiness/2019/09/29/test-market-new-product-tips/#35
8a2a78ce26

49
ACTIVITY: PRACTICAL
Work in small groups. Consider the Netflix example you discussed earlier and assess
how Netflix could have used the methods you read about in the article to test their
ideas before further developing them.
Present your work to a larger group.

50
PRACTICAL ISSUES
There are a broad range of practical and operational issues that will
determine whether or not a concept can be developed and implemented
in the specific work or community environment and implemented in the
marketspace.

51
In a group, brainstorm any other practicalities that should be considered when
evaluating ideas/concepts.
future reference.

52
EVALUATING AND SELECTING IDEAS

To evaluate the ideas/concepts that survived the testing phase, ask
questions such as:
• How well does it suit for the target audience or purpose?
• Does it adhere to the parameters/requirements set earlier in the
process?
• Does it have commercial potential?
• Does it take ethical, social or environmental factors into consideration?

53
ACTIVITY: RESEARCH AND DISCUSS

In a small group, research one of the listed methods that can be used to evaluate
ideas and concepts (if you’d like to research and present a different method, you must
obtain permission from your trainer).

54
ACTIVITY: DEVELOP
Continue with the need/opportunity in the process or program you chose in the
previous “develop” activity.

55
Topic 3: Communicate, refine and develop

concepts to an operational level

56
One key contributor of any successful product development project is how

feedback is used in the process. This topic focuses on communicating,
refining and developing concepts to an operational level.
Topic 3: Communicate, refine and develop concepts to an

operational
Topic 1: Insert level
topic title
57
PRESENTING SELECTED IDEAS
ACTIVITY: REFLECT
What is your communication style? Have you ever experienced difficulty
communicating in a workplace or community setting?

operational level
58
PRESENTING SELECTED IDEAS

You’ve narrowed down your list of ideas and it is time to communicate
them as concepts to the relevant stakeholders or those responsible for
making decisions (such as your boss).

operational
topic title
59
CONSIDERING FEEDBACK
• Workplaces need timely, accurate and constructive feedback in order
to succeed.
• The time during or after a presentation is an opportunity to ask for
feedback and then actively consider the feedback.

operational
topic title
60
In a group, brainstorm ways to record and include feedback. Take notes and keep
them for future reference.

operational level
61
CONSIDERING FEEDBACK
• The most important outcome from feedback is the action you take. Use
the feedback as an opportunity to refine your proposal.
• Remember that not all feedback is relevant, but should be considered.

operational
topic title
62
ACTIVITY: WATCH
Watch the video on 10 tips for making a self-evaluation more meaningful.
Video: https://www.youtube.com/watch?v=-blNWDCjDcQ (05:11)

operational level
63
ACTIVITY: REFLECT
What are your strengths? What are your weaknesses? How can you address your
weaknesses? Do you currently have any skills that are unused in the workplace? What
would you like to improve on?

operational level
64
REFINING CONCEPTS
Throughout the concept development process, it is important to be open
to ongoing refinement and testing. This is not a once-off event.

operational
topic title
65
ACTIVITY: REFLECT
Continue with the concept you selected used in the previous “develop” activity.

operational level
66
DEVELOPING CONCEPTS
Once you’ve refined your concept, start developing detailed
implementation specifications and then present them to relevant parties
for approval, funding or endorsement.

operational
topic title
67
ACTIVITY: READ
Read the articles on product specifications. Take notes and keep them for future
reference.
Article 1: https://blog.hubspot.com/service/product-specs
Article 2:
https://www.prodpad.com/resources/guides/product-management-process/specification
s/

operational level
68
In a group, brainstorm how product specifications will differ between products,
services, processes and programs.

operational level
69
ACTIVITY: DEVELOP
Continue with the concept you refined in the previous “develop” activity.
1. Create detailed product specifications.
2. Write a formal project proposal to provide to relevant parties for approval, funding or
endorsement.

operational level
70
ACTIVITY: REFLECT
As part of a continuous improvement mindset, reflect on your product development
approach from start to end. What would you do differently?

operational level

BSBCRT512 Powerpoint Slides

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

BSBCRT512 Powerpoint Slides

Uploaded by

Copyright:

Available Formats

BSBCRT512

Originate and develop concepts

Topic 1: Explore and evaluate needs and

BSBCRT512 Originate and develop concepts

• The list of innovative concepts that have changed life as we know it is

Topic 1: Explore and evaluate needs and opportunities

ACTIVITY: RESEARCH AND DISCUSS

Topic 1: Explore and evaluate needs and opportunities

Topic 1: Explore and evaluate needs and opportunities

IDENTIFY NEEDS OR OPPORTUNITIES

Topic 1: Explore and evaluate needs and opportunities

ACTIVITY: GROUP WORK

Topic 1: Explore and evaluate needs and opportunities

Topic 1: Explore and evaluate needs and opportunities

Topic 1: Explore and evaluate needs and opportunities

Topic 1: Explore and evaluate needs and opportunities

Topic 1: Explore and evaluate needs and opportunities

Topic 1: Explore and evaluate needs and opportunities

Topic 1: Explore and evaluate needs and opportunities

Topic 1: Explore and evaluate needs and opportunities

Topic 1: Explore and evaluate needs and opportunities

Topic 1: Explore and evaluate needs and opportunities

Topic 1: Explore and evaluate needs and opportunities

Topic 1: Explore and evaluate needs and opportunities

Topic 1: Explore and evaluate needs and opportunities

EVALUATING NEEDS AND OPPORTUNITIES

Topic 1: Explore and evaluate needs and opportunities

Topic 1: Explore and evaluate needs and opportunities

Topic 1: Explore and evaluate needs and opportunities

ACTIVITY: GROUP WORK

Topic 1: Explore and evaluate needs and opportunities

FACTORS IMPACTING IDEAS

Topic 1: Explore and evaluate needs and opportunities

Topic 1: Explore and evaluate needs and opportunities

Topic 1: Explore and evaluate needs and opportunities

Topic 1: Explore and evaluate needs and opportunities

Topic 1: Explore and evaluate needs and opportunities

Topic 1: Explore and evaluate needs and opportunities

Topic 2: Develop a range of creative approaches

BSBCRT512 Originate and develop concepts

After you’ve explored and evaluated needs or opportunities in a product

Topic 2: Develop a range of creative approaches

Topic 2: Develop a range of creative approaches

Topic 2: Develop a range of creative approaches

Topic 2: Develop a range of creative approaches

Topic 2: Develop a range of creative approaches

Topic 2: Develop a range of creative approaches

Topic 2: Develop a range of creative approaches

Topic 2: Develop a range of creative approaches

Topic 2: Develop a range of creative approaches

Topic 2: Develop a range of creative approaches

Topic 2: Develop a range of creative approaches

Topic 2: Develop a range of creative approaches

Topic 2: Develop a range of creative approaches

Topic 2: Develop a range of creative approaches

Topic 2: Develop a range of creative approaches

Topic 2: Develop a range of creative approaches

Topic 2: Develop a range of creative approaches

Topic 2: Develop a range of creative approaches

Topic 2: Develop a range of creative approaches

Topic 2: Develop a range of creative approaches

Topic 2: Develop a range of creative approaches

EVALUATING AND SELECTING IDEAS

Topic 2: Develop a range of creative approaches