BSB80615 – Sep 2018
Assessment Resource Summary
Unit Details
BSBINN801 – Lead innovative thinking and practice
Assessment
Type
This is a summative assessment, this assessment needs
adequate practice prior to undertaking this assessment.
Assessment
Methods
Written Questions
Assessment 1
Written Report
Assessment 2
Presentation
Assessment 3
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Unit Summary
This unit describes the skills and knowledge required to generate, lead and sustain
innovative organisational thinking and practice. It applies to individuals who initiate and
lead innovation in any industry or community context. Each organisation s thinking and
practice will be different depending on its core business, purpose, size, complexity and
broader operating context.
Prerequisite Unit
There are no recommended pre-requisite units for this competency.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the
essential outcomes.
Performance criteria describe the performance needed to demonstrate
achievement of the element.
1. Generate innovative
thinking and creativity
1.1 Research and use a range of techniques and tools to generate new
ideas and thinking
1.2 Research and analyse trends shaping organisation s current and
future thinking and practice
1.3 Introduce and promote creative thinking techniques to foster
personal and team innovation
1.4 Evaluate overall context for individual and collective innovative
thinking and creativity
1.5 Research and analyse specific conditions for innovation and issues
that impact on individual and collective innovative thinking and
creativity
1.6 Research and review innovation drivers and enablers
2. Lead innovative
practices
2.1 Develop personal leadership style to model positive innovative
thinking and practice
2.2 Review, challenge and refine own style and practice in relation to
modelling and supporting innovation
2.3 Assess and determine the requirements to promote sustainable
innovative activity for the operational context and people involved
2.4 Devise and implement most appropriate means to promote
knowledge transfer
2.5 Identify, evaluate and manage risks associated with innovation
within an organisation
3. Generate and support a 3.1 Introduce and promote innovative practices, processes, products or
culture of innovation
services appropriate to audience and organisational requirements
3.2 Establish ways to capture, communicate and share innovative ideas
and practices
3.3 Initiate and foster communication, consultation and team
development approaches that support innovation
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ELEMENT
PERFORMANCE CRITERIA
3.4 Identify, assess and provide adequate resources for innovation to
occur
3.5 Develop and apply strategies to foster a workplace culture capable
of encouraging innovation
3.6 Establish mechanisms at system and process level that can support
innovation
4. Sustain innovative
thinking and practice
4.1 Develop strategies to make innovation an integral part of
organisational activity
4.2 Develop and monitor processes to ensure ongoing awareness of
individual and collective contributions to innovative thinking and
practice
4.3 Analyse potential barriers and risks to innovation and devise
strategies to respond
4.4 Analyse and reflect on innovation performance as a basis for
developing strategies for improvement
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the
performance criteria that are required for competent performance.
Skill
Performance
Criteria
Description
Learning
2.1, 2.2, 4.4
Evaluates and reflects on personal effectiveness to
develop strategies to enhance own performance
Reading
1.1, 1.2, 1.5, 1.6
Identifies, analyses, interprets and evaluates visual and
textual information from a range of sources to identify
innovation strategies, practices and trends
Writing
1.1, 1.2, 1.5, 1.6, 3.2
Uses clear and precise language to document research
findings for reference purposes
Develops complex plans, strategies and systems to
integrate innovation into the organisation using
appropriate formats for the audience and purpose
Oral
Communication
1.3, 3.2, 3.3, 3.5
Discusses, presents and seeks information using
appropriate structure and language for the particular
audience
Uses questioning and active listening to encourage
discussion and to clarify or confirm understanding
Numeracy
1.1, 1.2, 1.5, 1.6, 3.2
Interprets, analyses and presents numeric/financial
information in complex documents
Navigate the
world of work
2.1, 2.2, 2.3, 2.5, 3.1,
3.5, 4.1
Understands how own role meshes with others and
contributes to broader work goals
Leads in the development of strategies to integrate
innovative practices into the organisation
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Interact with
others
1.3, 3.2, 3.3, 3.5
Get the work
done
1.1,1.2, 1.3-1.6, 2.32.5, 3.2-3.6, 4.1-4.4
Uses a variety of relevant communication tools and
strategies to build and maintain effective working
relationships
Uses inclusive and collaborative techniques to
communicate, negotiate and consult effectively with a
range of stakeholders
Actively seeks the perspectives of others as part of
work role
Plans, develops, implements and monitors practical
strategies to introduce and support innovation in the
workplace
Develops new and innovative ideas through
exploration, evaluation, analysis and critical thinking
Uses formal analytical and lateral thinking techniques
to identify issues, generate and evaluate possible
solutions, and select most appropriate option
Assessment Requirements
Performance Evidence
Evidence of the ability to:
use various techniques and tools to stimulate creative or innovative thinking
research, review and critically analyse trends in thinking and emerging practices as they relate
to an organisation s current thinking and practices
develop own capacity to lead innovative thinking and practice in an organisational context
complete a workplace project or case study to demonstrate a comprehensive understanding
and application of key concepts, current theories and processes for introducing,
communicating, promoting, supporting and sustaining innovative thinking and practices in an
organisational context.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.
Knowledge Evidence
compare and contrast current and past theories and thinking about innovation
explain how theory and thinking on innovation and creativity can contribute to applied
practice
discuss the impact of leadership style on innovation in organisations, including how specific
approaches may encourage or inhibit innovation
discuss the relevance of organisational and industry context on innovation
analyse the internal and external conditions or factors that impact on organisational
innovation
outline strategies for identifying, assessing and managing risks associated with innovation
provide examples of innovation drivers in an organisation
provide examples of innovation enablers in an organisation
list and describe mechanisms at system or process level that can support innovative practices
discuss typical challenges and barriers to innovation within an organisation and ways of
overcoming these challenges and barriers.
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Assessment Conditions
Assessment must be conducted in a safe environment where evidence gathered demonstrates
consistent performance of typical activities experienced in the management and leadership 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.
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Re-assessment of Result& Academic Appeal procedures:
If a student is not happy with his/ her results, that student may appeal against their grade via a written letter,
clearly stating the grounds of appeal to the Director of Studies. This should be submitted after completion of the
subject and within fourteen days of commencement of the new term.
Reassessment Process:
An appeal in writing is made to the Director of Studies providing reasons for re-assessment
/appeal.
Director of Studies will delegate another faculty member to review the assessment.
The student will be advised of the review result done by another assessor.
If the student is still not satisfied and further challenges the decision, then a review panel is formed
comprising the lecturer/trainer in charge and the Director of Studies OR if need be an external assessor.
The Institute will advise the student within 14 days from the submission date of the appeal. The decision
of the panel will be deemed to be final.
If the student is still not satisfied with the result, the he / she has the right to seek independent advice or
follow external mediation option with nominated mediation agency.
Any student who fails a compulsory subject or appeals unsuccessfully will be required to re-enrol in that
subject.
The cost of reassessment will be borne by the Institute. The external assessor will base his/her judgement based
on principles of assessment. These principles require assessment to be reliable, fair, practical and valid.
Academic Appeals
If you are dissatisfied with the outcome of the re-evaluation process, you have a right to appeal through
academic appeals handling protocol.
To appeal a decision, the person is required to complete the TasCollege- Request for Appeal of a Decision
form with all other supporting documents, if any. This form is available via our website. The completed
Request for Appeal form is to be submitted to the Student Support Officer either in hard copy or
electronically via the following contact details:
Student Support Officer, International College of Tasmania (TasCollege), Level 1, 242 Liverpool Street,
Hobart TAS 7000, Email: complaintsandappeals@tascollege.com.au
The notice of appeal should be in writing addressed to the Director of Studies and submitted within seven
days of notification of the outcome of the re-evaluation process.
If the appeal is not lodged in the specified time, the result will stand, and you must re-enrol in the unit.
In emergency circumstances, such as in cases of serious illness or injury, you must forward a medical
certificate in support of a deferred appeal. The notice of appeal must be made within three working days
of the concluding date shown on the medical certificate.
The decision of Director of Studies will be final.
Student would then have the right to pursue the claim through an independent external body as detailed
in the students’ complaint / grievance policy.
Reasonable adjustments
TasCollege enables reasonable adjustments to be made to assessment procedures for students with special needs,
such as people with disabilities or with language or literacy difficulties. Assessing knowledge is usually assessed
through written or oral, short‑answer tests where assessors seek to determine the extent of the student’s
knowledge. However, you may need to do the following for a student with disability:
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Ask questions orally instead of in a written format
Provide equipment such as text enlargers, image enhancers, and voice recorders.
Give the student more time to complete the assessment;
Allocate a different time for completion of the assessment;
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Offer a separate, quiet room.
Modifying or providing equipment
Adapting delivery strategies
Ensuring that course activities are sufficiently flexible
Providing additional support to student where necessary
Customizing resources and activities within the training package or accredited course
Monitoring the adjustments to ensure student needs continue to be met
“I understand all the above rules and guidelines for the assessment”
Full Name
VERSION HISTORY
Version Number
TAS-GDAT-V1-25062018
TAS-GDAT-V2-06092018
TAS-GDAT-V2-06092018
Signature
Date
25-06-2018
06-09-2018
Reason for revision
New Course
Reviewed Assessment tools on
Industry consultation suggestions
and re - formatted.
© International College of Tasmania
Date (dd/mm/yyyy)
Who
A.C.
A.C.
Approved By
CEO
CEO
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ASSESSMENT COVERSHEET
Assessor need to complete this form as this will be used to record student final result. All
submission including all checklists are to be attached with this sheet before storing it in student
file. No student result will be uploaded in Student Database until and unless all paperwork related
to unit is complete.
Student Name:
Unit Code &
Title
Student ID:
BSBINN801 – Lead innovative thinking and practice
Subsequent
submission
First Submission □
□
Result
S=Satisfactory
NYS = Not yet satisfactory
NA= Not applicable
Attach following documents to this
sheet.
Assessment 1
Written Questions
S
NYS
NA
Assessment 2
Written Report
S
NYS
NA
Assessment 3
Presentation
S
NYS
NA
Final Result
The Evidence provided is:
□ Valid
□ Competent
□ Sufficient
□ Not Yet Competent
□ Authentic
□ Current
Student Declaration:
I am aware of TasCollege policy on plagiarism as stated in the TasCollege Student Handbook. This
assignment does not breach those requirements, nor has it been previously submitted for
assessment contributing to any other subject or course. The ideas and information that are not mine
have been referenced accordingly.
Student’s Signature:
Date: _______/_______/_______
Feedback to Student:
Assessor Declaration: I declare that I
Signature:
have conducted the assessment with
this student and have provided
appropriate feedback.
Date: _____/______/_____
Administration use only
Data Entered by
Date
Initials
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Information for Students
Prior to Assessment
Your Trainer/Assessor will advise you of your rights before and after assessments, including the right
to appeal.
Your Trainer/Assessor will provide you with all relevant information relating to the assessments prior
to commencement, and of the appeals procedure that can be utilised if you wish to appeal against the
assessment outcome or make a complaint.
Results
You will be informed of the outcome of your assessment as soon as possible from the date the
assessment was submitted. Prompt feedback will be offered to you on the outcome of the assessment.
Feedback will be delivered in written and where possible, verbal form to you.
AQF Specifications for Assessments
This assessment is set in accordance with the criteria for AQF Level 8. Graduate Diploma qualifications
must be designed and accredited to enable graduates to demonstrate the learning outcomes
expressed as knowledge, skills and the application of knowledge and skills specified in the level 8
criteria and the Graduate Certificate descriptor.
Graduate Diploma descriptor
Summary
Graduates at this level will have advanced knowledge and skills for professional or highly skilled work
and/or further learning
Knowledge
Graduates of a Graduate Diploma will have specialised knowledge within a systematic and coherent
body of knowledge that may include the acquisition and application of knowledge and skills in a new
or existing discipline or professional area
Skills
Graduates of a Graduate Diploma will have:
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cognitive skills to review, analyse, consolidate and synthesise knowledge and identify
and provide
solutions to complex problems
cognitive skills to think critically and to generate and evaluate complex ideas
specialised technical and creative skills in a field of highly skilled and/or professional
practice
communication skills to demonstrate an understanding of theoretical concepts
communication skills to transfer complex knowledge and ideas to a variety of
audiences
Application
Graduates of a Graduate Diploma will demonstrate the application of knowledge and skills:
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to make high level, independent judgements in a range of technical or management
functions in varied
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specialised contexts
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to initiate, plan, implement and evaluate broad functions within varied specialised
technical and/or
creative contexts
with responsibility and accountability for personal outputs and all aspects of the work
or function of
others within broad parameters
ACSF Specifications and Foundation Skills
The term ‘Foundation Skills’ is currently used to include the core skills defined in the Australian Core
Skills Framework (ACSF) as well as the employability skills identified by employers as critical for
effective performance in the workplace. The core skills of the ACSF include reading, writing, oral
communication, numeracy and learning.
Foundation skills encompass the core skills of reading, writing, oral communication, numeracy and
learning as described by the Australian Core Skills Framework (ACSF), and the Employability Skills/Core
Skills for Work. They exist on a continuum from very basic skills to highly-developed and specialist
skills. The foundation skills have been addressed in this assessment.
Assessment Process
To demonstrate competence in this unit, you must undertake all tasks in this assessment booklet and
complete them satisfactorily and in addition, also satisfactorily complete the practical assessment,
including demonstrating communication skills during the practical activities. If you do not answer some
questions or perform some tasks satisfactorily and therefore are deemed to be ‘Not Competent’, you
may be asked supplementary questions or given alternative activities to determine competence, which
will be documented in your student file. After you have demonstrated consistency in performance you
will be awarded this unit.
As part of the assessment process, you must abide by any relevant assessment policies as provided to
you. If you feel you are not yet ready to be assessed or this assessment is unfair, please discuss with
your assessor all options that are available to you to enable you to complete the assessment.
Submitting Assessments
You should submit assessment tasks with the provided cover sheet.
Assessments should be submitted on or before their due date. Extensions for individual assessment
tasks may be negotiated in specific circumstances. Consultation on this must occur prior to the due
date and extensions due to illness will require a medical certificate. Extensions must be confirmed by
the Trainer/Assessor in writing.
Plagiarism and Referencing
All students are reminded that plagiarism will not be tolerated. Information, ideas etc. quoted or
paraphrased from another source, must be acknowledged with “quotation marks” around the relevant
words/sentences or ideas and cited at the end of the document. Sources of information, ideas etc.
must be provided in alphabetical order by author’s surname (including author’s full name, name of
document/ book/internet etc. and year and place of publishing) or may be included in brackets in the
text.
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Assessment Outcomes
There are two (2) outcomes of assessments: Satisfactory and Not Satisfactory (requires more training
and experience).
You will be awarded a ‘Competent’ grade on completion of the unit when the trainer/assessor is
satisfied that you have completed all assessments and have provided the appropriate evidence
required to meet all criteria. If you fail to meet this requirement you will receive the result of Not
Competent and will be eligible to be re-assessed.
Re-assessment
Students will be allowed two (2) further attempts at an assessment for which the outcome is Not
Satisfactory, within the timeframe of a course (unit of competency) and in this time they can request a
coaching session as required. No additional fees will be charged.
Students who require re-assessment beyond the delivery timeframe of a unit or due date of an
assessment, unless it is due to medical reasons, will be given the opportunity to request additional
time to resubmit and in this time, they can also request a coaching session as required. After that
students may be charged a re-assessment fee.
Reasonable Adjustment
RTOs and trainer/assessors are obliged by law to make reasonable adjustment to ensure maximum
participation of students with disability in teaching, learning and assessment activities. This includes:
ensuring that course activities are sufficiently flexible;
providing additional support where necessary; and
offering a reasonable substitute within the context of the course where a student cannot
participate
Reasonable adjustment is defined in section 4 (1) of the Employment and the Disability Discrimination
Act as ‘an adjustment to be made by a person is a reasonable adjustment unless making the
adjustment would impose an unjustifiable hardship on the person’.
Reasonable adjustment as it applies to participation in learning and assessment activities may include:
customising resources or activities within a training package or accredited course;
modifying a presentation medium;
providing additional support;
providing assistive or adaptive technologies;
making additional information accessible both before enrolment and during the course; and
monitoring these adjustments to ensure that the student’s needs continue to be met
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Reasonable Adjustment Methods (examples)
Category
Possible issue
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LLN
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Indigenous
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Speaking
Reading
Writing
Confidence
Knowledge and
understanding
Flexibility
Services
Inappropriate
training and
assessment
Possible Strategies
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Non-EnglishSpeaking
Background
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Speaking
Reading
Writing
Cultural background
Confidence
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Age
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Educational
background
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Disability
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Educational
background
Age of the assessor
Limited study skills
Reading
Writing
Numeracy
Limited study skills
and /or learning
strategies
Speaking
Reading
Writing
Numeracy
Learning Strategies
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Verbal assessment
Presentations
Demonstration of a skill
Use of diagrams
Use of support documents such as word lists
Culturally appropriate training
Explore understanding of concepts and practical
application through oral assessment
Flexible delivery & using group rather than
individual assessments
Assessment through completion of practical tasks
in the field after demonstration of skills and
knowledge.
Discuss with the student and supervisor whether
language, literacy and numeracy are likely to
impact on the assessment process
Use methods that do not require a higher level of
language or literacy than is required to perform the
job role
Use short sentences that do not contain large
amounts of information and clarify information by
rephrasing, confirm understanding
Read any printed information to the student
Use graphics, pictures and colour coding instead
of, or to support, text
Offer to write down, or have someone else write,
oral responses given by the candidate
Ensure that the time available to complete the
assessment, takes account of the student’s needs
Make sure font size is not too small
Assessor should refer to the student’s experience
Ensure that the time available to complete the
assessment takes account of the student’s needs
Discuss with the student their previous learning
experience
Ensure learning and assessment methods meet
the learner’s individual need
Identify the Issues
Create a climate of support & ensure access
Appropriately structured assessment
Using other’s expertise
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An individual’s access to the assessment process should not be adversely affected by restrictions
placed on the location or context of assessment beyond the requirements specified in the training
package. Reasonable adjustments can be made to ensure equity in assessment for people with
disabilities. Adjustments include any changes to the assessment process or context that meet the
individual needs of the person with a disability, but do not change competency outcomes.
When assessing people with disabilities, trainer/assessors are encouraged to apply good practice
assessment methods with sensitivity and flexibility.
The assessment process must:
Provide for valid, reliable, flexible and fair assessment
Provide for judgement to be made on the basis of sufficient evidence
Offer valid, authentic and current evidence
Access and Equity
Please speak to your trainer/assessor if you require assistance with any access and equity concerns
you may have.
Recognition of Prior Learning
If you can demonstrate that you have the skills and knowledge within this unit, you should speak to
your trainer/assessor about this and apply for recognition of prior learning.
Assessments
There are three (3) forms of assessment or evidence gathering methods for this unit of competency.
Students are required to complete them all. Your assessor will advise when assessments are due.
Students may use various sources of information including: text books, learning workbooks, other
documents and the internet and they must list the sources of the information.
1. Written Questions
This assessment task consists of eight (8) written questions to assess the student’s knowledge of
BSBINN801 – Lead innovative thinking and practice unit of competency. Students must answer all
questions correctly.
2. Written Report
In this assessment task, you will be required to write a report on following topics:
Generating innovative thinking and creativity within the organisation and evidence of
consultation/brainstorming sessions and a report covering the given criteria.
Generate a culture of innovation and journal on generating and supporting a culture of
innovation leadership.
Develop personal leadership style and provide a record of Incident Recording Diary.
3. Presentation and Role Play
In this assessment task you are required to prepare and present a presentation on the following topics:
Strategies that are used or can be implemented to make innovation an integral part of
organisational activity.
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Monitoring process to confirm individual awareness and collective contributions to innovative
thinking and practice.
Identify any three (3) potential barriers/risks to innovations and suggest strategies to minimise
them
Evaluate the effect of innovation implemented by you and major learnings from it, to form a
basis for developing strategies for improvement.
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Student Assessment Instructions
To demonstrate your competency in this unit you must successfully complete both theory and
practical assessment tasks. The practical assessments will be conducted at a date and place to be
advised by your Trainer/Assessor.
All questions must be answered correctly for each assessment task to be completed satisfactorily.
There is no time restriction in completing the assessments, unless specified.
You must complete all questions unassisted by the assessor or other personnel but may refer to
reference material as needed.
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ASSESSMENT 1 –Written Questions
Task summary:
Students are to answer all written questions below.
What do students need in order to complete this assessment?
Access to textbooks and other learning materials.
Access to a computer and the Internet.
When and where do students need to do this?
This task may be done in the student’s own time as homework or they may be given time to do
this task in class (where applicable).
Provide students with the due date for this assessment so they can write it in their Student
Assessment Booklet.
What do students have to submit?
Their answers to each question.
Instructions to students:
This is an open book test – students can use their learning materials as reference.
Students need to answer all eight (8) written questions correctly.
Students must answer all questions correctly.
Students may prefer to use their computer to type their answers. Advise students if they can email
their answers as a Word file, or if they must print and submit hard copies.
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Question 1:
Explain the change in people’s approach towards innovation and
creativity, over a period of time. Answer in 250-300 words.
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Question 2:
Explain the role of theory and thinking on applying innovation and
creativity at a workplace. Answer in 250-300 words.
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Question 3:
Explain in 50-80 words each, any five (5) leadership styles and their impact
on innovation in organisations.
Question 4:
What is the relevance of organisational and industry context on
innovation? Answer in 120-150 words.
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Question 5:
Explain the nine (9) critical success factors impacting organisational
innovation. Answer in 300-400 words.
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Question 6:
Explain the process to carry out risk management while implementing
innovations in an organisation. Answer in 300-350 words
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Question 7:
Explain the typical challenges and barriers to innovation within an
organisation and ways of overcoming these challenges and barriers.
Answer in 300-350 words.
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Question 8:
What are the processes or systems you will follow to engage your
employees in innovation? Answer in 400-500 words.
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Assessment Task No 1 Checklist
(to be completed by Trainer/Assessor)
Student Id
Student Name
Assessor Name
Did the student answer
(tick Yes or No in the columns provided)
Yes
No
Comment
Question No 1
Question No 2
Question No 3
Question No 4
Question No 5
Question No 6
Question No 7
Question No 8
Trainer/Assessor Comments:
Trainer/Assessor Signature
Date
Result
(please circle as appropriate)
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ASSESSMENT 2 – Written Report
INSTRUCTIONS FOR STUDENTS:
In this assessment task, you will be required to write a report on following topics:
Report 1: Generating innovative thinking and creativity within the organisation and evidence
of consultation/brainstorming sessions and a report covering the given criteria.
Report 2: Generate a culture of innovation and journal on generating and supporting a culture
of innovation leadership.
Report 3: Develop personal leadership style and provide a record of Incident Recording Diary.
This assessment is to be completed in the simulated work environment in the RTO.
WHAT DO STUDENTS NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
Access to textbooks/other learning materials
Computer with Microsoft Office and internet access
WHEN AND WHERE DO STUDENTS NEED TO DO THIS?
Your trainer/assessor will advise you of due date of this assessment. The student is to
demonstrate this task in class.
WHAT DO STUDENTS HAVE TO SUBMIT OR DEMONSTRATE?
Report 1
Report 2
Report 3
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Report 1:
In this task, you are required to prepare a report on generating innovative thinking and creativity at your
own workplace. Each organisation's thinking and practice will be different depending on its core
business, purpose, size, complexity and broader operating context. You need to interact with relevant
stakeholders and use a range of techniques and tools to generate innovative thinking and creativity.
Instructions to students:
1. You are required to interact and communicate with a range of people at your workplace.
2. You need to identify suitable professionals who can give you honest feedback and support on
innovation.
3. You may decide to interview a range of stakeholders from diverse groups including technical
and subject matter experts, juniors, seniors, peers and other people whom you perceive to help
you in generating new ideas and thinking.
4. You can plan a single/ multiple brainstorming session with all stakeholders together or a series
of sessions/one to one meetings.
5. You must prepare a questionnaire/ agenda for the meeting.
6. You must take prior appointment with the people identified by you and ensure to perform this
task professionally in a simulated environment or actual workplace.
7. You must then analyse the ideas and prepare a report on generating innovative thinking and
creativity.
8. The word-limit for the report is 1200-1500 words.
Steps to complete this task:
Discuss with your colleagues, supervisors and other persons of significance and seek their input to
enable you to:
o Generate new ideas and thinking at your workplace
o Understand organisation’s current and future thinking and practice
o Promote creative thinking techniques to foster personal and team innovation
You need to provide:
o Evidence of consultation including:
Name and position of personnel involved
Date of meeting/ session
Points discussed in the session
Signature of attendees
With the information gathered above, use a range of techniques and tools to identify further ideas
for innovation.
Evaluate the innovative thinking and creativity ideas for their overall context to your workplace.
Identify the driver, enablers and the conditions for innovation impacting innovative thinking and
creativity.
Finalise at least one (1) innovative practice that you will implement at your workplace.
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Report 2:
Instructions to students:
1. This task is in continuation to assessment Task 2 – Report 1.
2. You are required to implement the innovative idea identified by you in the previous task.
3. You must write a journal to cover the process followed by you to implement the innovative idea.
4. You must include real-life work experiences/ examples (wherever possible) to demonstrate your
capability to lead innovative practices.
5. You must write your journal by following S.T.A.R (Situation Task Action Result) method for each
example used by you
6. The word-limit for the journal is 1200-1500 words.
Steps to complete this task:
Identify the relevant stakeholders for implementing the innovation and determine their
requirements in operational context.
Introduce your innovation to the relevant stakeholders using an appropriate method such as
meeting, brainstorming session, e-mail, etc.
Promote the team working approach which supports open communication and consultation to
share innovative ideas and practices.
Make a list of the resources required to implement the innovative idea and specify how you assessed
and arranged these resources?
Perform “risk assessment” and take appropriate measures to mitigate risks.
Identify and establish mechanisms at system and process level to support innovation
You need to provide:
o A copy of the completed journal
o Evidence of the validity of the examples, including:
o Name and position of personnel involved in the examples
o Name of the organisation where incident happened
o Date of incident
o Signature of the personnel or witness of the incident (Include name and position)
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Report 3:
Instructions to students:
1. This task is in continuation to assessment Task 2 – Report 1 and must be done while
implementing innovative practice at the workplace as per Task 2 – Report 2.
2. This task is an individual work exercise.
3. You are required to review your own leadership style by evaluating your own actions during the
implementation of innovative practices
4. You must include real-life work experiences/ examples (wherever possible) to demonstrate your
capability to lead innovative practices.
5. You must write your responses in Appendix A or other suitable format and also prepare a report
covering the given criteria.
Steps to complete this task:
Over the course of implementing the innovation for this assessment task, make entries into a
journal, diary or specifically designed table such as the example appearing in Appendix B. As
opportunities arise, record the incident, emotions experienced and particularly your reactions and
resulting actions and how these may have modelled innovative thinking and supported its
implementation.
Perform self-assessment of your leadership style for the following attributes in 250-350 words:
o Strengths of present leadership style
o Weaknesses of present leadership style
o Corrective/ improvement actions which you will take to adjust the leadership style
You need to provide:
o A copy of the completed report
o Evidence of the validity of the examples, including:
Name and position of personnel involved in the examples
Name of the organisation where incident happened
Date of incident
Signature of the personnel or witness of the incident (Include name and position)
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Assessment Task No 2 Checklist
(to be completed by Trainer/Assessor)
Student Id
Student Name
Assessor Name
Did the student complete
(tick Yes or No in the columns provided)
Report 1 as per the requirements and submitted all
required documents.
Report 2 as per the requirements and submitted all
required documents.
Report 3 as per the requirements and submitted all
required documents.
Trainer/Assessor Comments:
Yes
No
Comment
Trainer/Assessor Signature
Date
Result
(please circle as appropriate)
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Satisfactory
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Not Satisfactory
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ASSESSMENT 3 – Presentation
INSTRUCTIONS FOR STUDENTS:
In this assessment task you are required to prepare and present a presentation on the following topics:
1. Strategies that are used or can be implemented to make innovation an integral part of
organisational activity.
2. Monitoring process to confirm individual awareness and collective contributions to innovative
thinking and practice.
3. Identify any three (3) potential barriers/risks to innovations and suggest strategies to minimise
them
4. Evaluate the effect of innovation implemented by you and major learnings from it, to form a
basis for developing strategies for improvement.
5. This assessment will be conducted in the classroom in a simulated work environment.
6. Your presentation should include:
o
Cover page with student id, name, details of your, presentation topic name (1 slide)
o
Overview or objectives of your presentation including industry background (1 slide)
o
Summary of report prepared covering points no 1 to 4 (including speaker notes)
o
Ask departmental managers following two questions:
What do you think of this innovation idea?
Will this idea work in your respective departments?
o
Conclusion (1 slide)
o
Handout for attendees with further information on support services and/or useful
websites
o
Presentation feedback reports
This assessment is to be completed in the simulated work environment in the RTO.
WHAT DO STUDENTS NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
Access to textbooks/other learning materials
Computer with Microsoft Office and internet access
Projector for presentation
WHEN AND WHERE DO STUDENTS NEED TO DO THIS?
Your trainer/assessor will advise you of due date of this assessment. The student is to
demonstrate this task in class.
WHAT DO STUDENTS HAVE TO SUBMIT OR DEMONSTRATE?
Presentation file
Audio/file recording of your presentation (ask for assistance from the trainer). This file will be
use by the college as part of your assessment evidence for this unit.
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Assessment Task No 3 Checklist
(to be completed by Trainer/Assessor)
Student Id
Student Name
Assessor Name
Did the student complete following parts of the
presentation activity
(tick Yes or No in the columns provided)
Cover page with student id, name, details of your,
presentation topic name (1 slide)
Overview or objectives of your presentation including
industry background (1 slide)
Summary of report prepared covering points no 1 to 4
(including speaker notes)
Ask departmental managers following two questions:
What do you think of this innovation idea?
Will this idea work in your respective departments?
Yes
No
Comment
Conclusion (1 slide)
Handout for attendees with further information on support
services and/or useful websites
Presentation feedback reports
Audio/Video consent form as per Appendix B
Feedback form as per Appendix C
Trainer/Assessor Comments:
Trainer/Assessor Signature
Date
Result
(please circle as appropriate)
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Satisfactory
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Not Satisfactory
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Appendix A - Recording Incidents
Incident
Emotions
experienced
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Reaction
Effect on
workplace
relationships
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What I
would do
next time
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Appendix B
Audio/Video recording consent form
Student’s name: __________________
Participant’s name
Date: ________________
Signature
Note: By signing this form, you have consented to participate in an audio/video recording.
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Appendix C
Feedback form
Name:
Date of session:
Please provide your responses to the following statements in relation to the presentation given.
1. Clearly communicated the information – using suitable language, tone and pace.
Strongly agree
Agree
Neither
Disagree
Strongly disagree
2. Used questioning techniques to encourage views and opinions.
Strongly agree
Agree
Neither
3. Used active listening to confirm understanding.
Strongly agree
Agree
Neither
Disagree
Strongly disagree
Disagree
Strongly disagree
4. Provide possible suggestions and comments for improvement.
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