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BSBINN801 Lead innovative thinking and practice

ASSESSMENT INFORMATION for students

Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.

You are going to be assessed for:

  • Your skills and knowledge using written and observation activities that apply to the workplace.
  • Your ability to apply your learning.
  • Your ability to recognise common principles and actively use these on the job.

All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.

HOW YOU WILL BE ASSESSED

The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit.

The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.

Your assessor will ensure that you are ready for assessment and will explain the assessment process. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.

The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment.

What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?

Our assessment process is designed to answer the question “has the desired learning outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there.

In the case that one or more of your assessments has been marked ‘NYC’, your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses.

What if you disagree on the assessment outcome?

You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.

Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.

What if I believe I am already competent before training?

If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).

Assessor Responsibilities

Assessors need to be aware of their responsibilities and carry them out appropriately. To do this they need to:

  • Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment.
  • Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective.
  • Ensure that their own qualifications are current.
  • When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator.
  • When required, ensure supervisors and students sign off on third party assessment forms or third party report.
  • Follow the recommendations from moderation and validation meetings.

How should I format my assessments?

Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer. 

How long should my answers be?

The length of your answers will be guided by the description in each assessment, for example:

Type of Answer

Answer Guidelines

Short Answer

4 typed lines = 50 words, or

5 lines of handwritten text

Long Answer

8 typed lines = 100 words, or

10 lines of handwritten text = of a foolscap page

Brief Report

500 words = 1 page typed report, or

50 lines of handwritten text = 1foolscap handwritten pages

Mid Report

1,000 words = 2 page typed report

100 lines of handwritten text = 3 foolscap handwritten pages

Long Report

2,000 words = 4 page typed report

200 lines of handwritten text = 6 foolscap handwritten pages

How should I reference the sources of information I use in my assessments?

Include a reference list at the end of your work on a separate page. You should reference the sources you have used in your assessments in the Harvard Style. For example:

Website Name – Page or Document Name, Retrieved insert the date. Webpage link.

For a book: Author surname, author initial Year of publication, Title of book, Publisher, City, State

assessment guide

The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task. The following is a list of general assessment methods that can be used in assessing a unit of competency. Check your assessment tasks to identify the ones used in this unit of competency.

Assessment Method

Satisfactory Result

Non-Satisfactory Result

You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types.

Questions

All questions answered correctly

Incorrect answers for one or more questions

Answers address the question in full; referring to appropriate sources from your workbook and/or workplace

Answers do not address the question in full. Does not refer to appropriate or correct sources.

Third Party Report

Supervisor or manager observes work performance and confirms that you consistently meet the standards expected from an experienced operator

Could not demonstrate consistency. Could not demonstrate the ability to achieve the required standard

Written Activity

The assessor will mark the activity against the detailed guidelines/instructions

Does not follow guidelines/instructions

Attachments if requested are attached

Requested supplementary items are not attached

All requirements of the written activity are addressed/covered.

Response does not address the requirements in full; is missing a response for one or more areas.

Responses must refer to appropriate sources from your workbook and/or workplace

One or more of the requirements are answered incorrectly.

Does not refer to or utilise appropriate or correct sources of information

Observation/Demonstration

All elements, criteria, knowledge and performance evidence and critical aspects of evidence, are demonstrated at the appropriate AQF level

Could not demonstrate elements, criteria, knowledge and performance evidence and/or critical aspects of evidence, at the appropriate AQF level

Case Study

All comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study.

Lack of demonstrated comprehension of the underpinning knowledge (remove) required to complete the case study questions correctly. One or more questions are answered incorrectly.

Answers address the question in full; referring to appropriate sources from your workbook and/or workplace

Answers do not address the question in full; do not refer to appropriate sources.

Practical Activity

All tasks in the practical activity must be competed and evidence of completion must be provided to your trainer/assessor.

All tasks have been completed accurately and evidence provided for each stated task.

Tasks have not been completed effectively and evidence of completion has not been provided.

Attachments if requested are attached

Requested supplementary items are not attached

written activity

Your task is to research the following topics then outline your findings in a report. Use the questions below as a guide to your research:

  1. Briefly compare and contrast the current theories and thinking about innovation with the innovation theories and thinking from the past
  2. How can the theory and thinking on innovation and creativity contribute to applied practice?
  3. What impact can leadership style have on innovation in organisations? Include in your answer how specific approaches may encourage or inhibit innovation
  4. Why is organisational and industry context relevant to innovation?
  5. What types of internal and external conditions or factors may impact on organisational innovation?
  6. Outline strategies for identifying, assessing and managing/overcoming risks and challenges associated with innovation
  7. List five examples of innovation drivers in an organisation
  8. What are six examples of innovation enablers in an organisation?
  9. What mechanisms can be implemented at the system or process level to support innovative practices?
  10. What are five of the typical challenges and barriers to innovation within an organisation?

Practical Activity

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the creativity and innovation field of work and include access to:

  • Workplace documentation and resources
  • Office equipment and materials
  • Case studies or, where available, real situations
  • Interaction with others

For this task you are to complete the following steps to lead innovative thinking and practice in an organisational context.

To prepare for this task you will need to complete the following steps to generate innovative thinking and creativity:

  1. Research, and document, a range of techniques and tools which suitable to use to generate new ideas and thinking, including creative thinking techniques to foster innovation
  2. Using the identified techniques and tools, research, review and critically analyse the trends which are shaping organisation’s current and future thinking and practice, including the key concepts, current theories and processes. Document the analysis.
  3. Evaluate the overall context for innovative and creative thinking at both the individual level and the collective level, including for the organisational context, and for the broader industry context. Document the evaluation,
  4. Research, analyse and document the specific conditions for innovation and the issues that impact on individual and collective innovative thinking and creativity
  5. Research, and document a review on the innovation drivers and enablers which are relevant to the organisation

Lead innovative practices in the organisation through the following activities:

  1. Review and consider the different leadership styles, selecting and using a personal leadership style to use in the workplace to model positive innovative thinking and practice. Document the personal leadership style selected, and at least three examples of how it was used to model positive innovative thinking and practice.
  2. Review, challenge and refine your own style and practice in relation to modelling and supporting innovation. Document the review, including methods applied to refine your style and practice.
  3. Assess, determine and document the requirements to promote sustainable innovative activity for the operational context, and for the people involved.
  4. Devise, document and implement an appropriate means to promote knowledge transfer
  5. Identify, document and evaluate the risks associated with innovation within an organisation, documenting control measures suitable to manage these risks

Perform the following steps to generate and support a culture of innovation:

  1. Introduce and promote the creative thinking techniques, innovative practices, processes, products and/or services which are appropriate to your audience and to the organisational requirements. Document the introduction and promotions activities.
  2. Establish, document, and use, appropriate methods to capture, communicate and share innovative ideas and practices within the organisation
  3. Develop, initiate and foster communication, consultation and team development approaches that support innovation. Document the approaches developed and initiated.
  4. Identify, document and provide adequate resources as required for innovation to occur
  5. Develop, document and apply strategies to foster a workplace culture capable of encouraging innovation
  6. Establish mechanisms at the system and the process level that can support innovation. Document the mechanisms established.

Complete the following to sustain innovative thinking and practice in the organisation:

  1. Develop and document strategies which make innovation an integral part of the organisational activity
  2. Develop and monitor processes to ensure there is ongoing awareness of the individual and collective contributions to innovative thinking and practice. Provide a copy of the develop processes and evidence of the process monitoring.
  3. Identify and analyse the potential barriers and risks to innovation, devising strategies to respond. Document the potential barriers and the response strategies.

Analyse and reflect on your innovation performance. Document this analysis.

Questions

The following questions may be answered verbally with your assessor or you may write down your answers. Please discuss this with your assessor before you commence. Short Answers are required which is approximately 4 typed lines = 50 words, or 5 lines of handwritten text.

Your assessor will take down dot points as a minimum if you choose to answer them verbally.

Answer the following questions either verbally with your assessor or in writing.

  1. List eight examples of the range of techniques and tools which could be used to generate new ideas and thinking
  2. What are four methods which could be used to introduce and promote creative thinking techniques in the workplace to foster personal and team innovation?
  3. What are six examples of the specific conditions for innovation and issues that impact on individual and collective innovative thinking and creativity?
  4. What are the different personal leadership styles you might consider to model positive innovative thinking and practice? Outline at least two
  5. What steps should you follow to review, challenge and refine own style and practice in relation to modelling and supporting innovation?
  6. What should you consider in particular when assessing and determining the requirements to promote sustainable innovative activity?
  7. What should you consider when devising, or selecting, the most appropriate strategies to implement for knowledge transfer?
  8. In what manner should you introduce and promote innovative practices, processes, products and services?
  9. Why should you establish ways to capture, communicate and share innovative ideas and practices?
  10. What are the three types of approaches you will need to initiate and foster to support innovation in the workplace?
  11. What are the types of resources you will need to identify, assess and provide for innovation to occur?
  12. Depending on your organisation and the context in which it operates, there are a number of different strategies you may consider developing and applying to foster a workplace culture which encourages innovation. Outline four
  13. What are three strategies which could be used to make innovation an integral part of organisational activity?
  14. Discuss two ways of developing and monitoring processes to ensure there is ongoing awareness of both individual and collective contributions to the innovative thinking and practice
  15. What evaluation criteria could you include when analysing and reflecting on innovation performance as a basis for developing strategies for improvement