Allied Business Schools Lead Innovative Thinking and Practice and Presentation

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please read carefully and if you have any question ask me first. there is a 3 task on this assessment.

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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 TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 1 | 38 BSBINN801 – Assessment Resource 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 TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 2 | 38 BSBINN801 – Assessment Resource 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  TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 3 | 38 BSBINN801 – Assessment Resource 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. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 4 | 38 BSBINN801 – Assessment Resource 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. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 5 | 38 BSBINN801 – Assessment Resource 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: • • • • 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; TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 6 | 38 BSBINN801 – Assessment Resource • • • • • • • 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 P a g e 7 | 38 BSBINN801 – Assessment Resource 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 TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 8 | 38 BSBINN801 – Assessment Resource 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: • • • • • • 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: • to make high level, independent judgements in a range of technical or management functions in varied • specialised contexts TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 9 | 38 BSBINN801 – Assessment Resource • • • • 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. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 10 | 38 BSBINN801 – Assessment Resource 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 TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 11 | 38 BSBINN801 – Assessment Resource Reasonable Adjustment Methods (examples) Category Possible issue • LLN • • • • Indigenous • • • Speaking Reading Writing Confidence Knowledge and understanding Flexibility Services Inappropriate training and assessment Possible Strategies • • • • • • • • • • • Non-EnglishSpeaking Background • • • • • Speaking Reading Writing Cultural background Confidence • • • • • • Age • • • Educational background • • • • Disability • • • • 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 TAS-GDAT-V2-06092018 • • • • • • • • • 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 © International College of Tasmania P a g e 12 | 38 BSBINN801 – Assessment Resource 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. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 13 | 38 BSBINN801 – Assessment Resource    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. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 14 | 38 BSBINN801 – Assessment Resource 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. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 15 | 38 BSBINN801 – Assessment Resource 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. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 16 | 38 BSBINN801 – Assessment Resource Question 1: Explain the change in people’s approach towards innovation and creativity, over a period of time. Answer in 250-300 words. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 17 | 38 BSBINN801 – Assessment Resource Question 2: Explain the role of theory and thinking on applying innovation and creativity at a workplace. Answer in 250-300 words. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 18 | 38 BSBINN801 – Assessment Resource 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. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 19 | 38 BSBINN801 – Assessment Resource Question 5: Explain the nine (9) critical success factors impacting organisational innovation. Answer in 300-400 words. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 20 | 38 BSBINN801 – Assessment Resource TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 21 | 38 BSBINN801 – Assessment Resource Question 6: Explain the process to carry out risk management while implementing innovations in an organisation. Answer in 300-350 words TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 22 | 38 BSBINN801 – Assessment Resource TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 23 | 38 BSBINN801 – Assessment Resource 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. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 24 | 38 BSBINN801 – Assessment Resource TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 25 | 38 BSBINN801 – Assessment Resource Question 8: What are the processes or systems you will follow to engage your employees in innovation? Answer in 400-500 words. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 26 | 38 BSBINN801 – Assessment Resource TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 27 | 38 BSBINN801 – Assessment Resource 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) TAS-GDAT-V2-06092018 Satisfactory © International College of Tasmania Not Satisfactory P a g e 28 | 38 BSBINN801 – Assessment Resource 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 TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 29 | 38 BSBINN801 – Assessment Resource 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. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 30 | 38 BSBINN801 – Assessment Resource 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) TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 31 | 38 BSBINN801 – Assessment Resource 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) TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 32 | 38 BSBINN801 – Assessment Resource 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) TAS-GDAT-V2-06092018 Satisfactory © International College of Tasmania Not Satisfactory P a g e 33 | 38 BSBINN801 – Assessment Resource 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. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 34 | 38 BSBINN801 – Assessment Resource 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) TAS-GDAT-V2-06092018 Satisfactory © International College of Tasmania Not Satisfactory P a g e 35 | 38 BSBINN801 – Assessment Resource Appendix A - Recording Incidents Incident Emotions experienced TAS-GDAT-V2-06092018 Reaction Effect on workplace relationships © International College of Tasmania What I would do next time P a g e 36 | 38 BSBINN801 – Assessment Resource 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. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 37 | 38 BSBINN801 – Assessment Resource 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. TAS-GDAT-V2-06092018 © International College of Tasmania P a g e 38 | 38
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Running head: INNOVATION AND CREATIVITY

Innovation and Creativity
Author’s name
Institutional Affiliation

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INNOVATION AND CREATIVITY

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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.
People have changed in the way they approach innovation and creativity. For instance, there was
drastic change from the old way of thinking that artists are the ones who needed to be creative
due to their profession. This mentality changed when organizations realized that in order to
create a strong brand, they had to be creative and innovative, as this would give them an edge
over their slow competitors. Therefore, this is when firms started adopting technology and
innovation and utilizing it as an advantage to take them to greater heights. Lately, most firms
have adopted innovation and creativity as a top priority and even have departments for that so as
to encourage constant change in the way things are done. This is mostly through the
incorporation of latest technology to help bring about new innovations. Through creativity and
innovation, there is so much convenience for both firms and their clients, things are getting done
faster and there is a general reduction in operational costs. Creative people today are the most
demanded for by firms or even if they are brands by themselves, they are being demanded by
firms so as to associate themselves with them o gain more popularity and gain ore clientele This
is due to the latest shift to innovation and creativity. Firms are spending a lot of money towards
financing innovative projects with the hopes of getting higher returns from the same in future.
The shift has also acted as a challenge to firms in the technology sector s they constantly have to
invest in research and development to be able to come up with new ideas and innovation to avoid
competition from the other firms and to stay dynamic (Hirsch-Kreinsen & Jacobson, 2008).
Question 2: Explain the role of theory and thinking on applying innovation and creativity
at a workplace. Answer in 250-300 words.

INNOVATION AND CREATIVITY

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Innovation and creativity is a concept that was seen in the past as being crucial only for people in
the artistic professions only. This included musicians, painters, or writers and actors and
actresses. However, in the recent past, organizations have realized that this is a concept that any
business should adopt if they are to stay ahead of competition and establish a strong brand.
Lateral thinking which implies thinking outside the normal thinking for any other person is
useful for initiating any form of innovation. It also entails thinking more of the solution to a
problem as opposed to thinking of the same problem. A good example of firms that have
employed this concept includes; Starbucks, McDonalds, Apple, Microsoft and so many other
companies. The perception that creativity and innovation was only for necessary for a certain
industry has long become outdated and every organization, whether small or big is after
innovation and creativity after the realization that these two concepts are very crucial to an
organization (Pablos & Lopez, 2012). This has also changed the way organizations handle
creativity and innovation as now there is talent management in organizations all in efforts to tap
more talent, innovation and creativity. People who bring any innovation or creativity especially
if it has to do with technology become assets to a company and they are treasured for that since it
can be a turnaround strategy for any stagnant firm. Policies that promote creativity and
innovation have become the focus of most firms in order to promote that concept and stay ahead
of the other firms in the same industry. Innovation is also a concept that creates solutions to the
existing problems and is a popular concept right now for every firm and even for individuals who
want to establish a brand.
Question 3: Explain in 50-80 words each, any five (5) leadership styles and their impact on
innovation in organisations.

INNOVATION AND CREATIVITY
Transformative leadership- This type of a leader is receptive to innovation and encourages the
employees to be creative and innovative. They even provide incentives for the employees to
encourage innovation. They have a vision for the firm and like to challenge the employees to
become innovative knowing the benefits of the same for the company (Iqbal, 2011).
Participant leadership style- This style of leadership works hand in hand with the employees by
involving them in decision making. However, when it comes to innovation, they support the
employees and encourage them to come up with new solutions independently. This leadership
style also encourages team –level innovation and is also involved in the processes but does not
tie their innovative efforts to the leader’s participation, meaning that the employees can make
their decisions on the innovative solutions (Kippenberger, 2002).
Transactional leadership style- This type of leadership style is one that is mostly result-oriented.
The leaders expect the employees to perform as expected and in return, reward them for their
performance. Such leaders believe in motivating employees through giving them incentives and
paying them bonuses for exemplary performance. They encourage and support innovation in the
organization through giving incentives and bonuses and commissions for those who go out of
their way to bring an innovation to the firm (Pablos & Lopez, 2012).
Interactive leadership style- In this type of leadership style, the leader coaches and guides the
employees on how to become innovative. The leader also provides incentives for the employees
to become innovative and provides all necessary support for the innovation. Interactive leaders
are good at encouraging teams and coordinating them such that there is cooperation, which is
crucial for any innovative efforts for a team.

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INNOVATION AND CREATIVITY

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Autocratic leadership style- This style of leadership is authoritative in nature and is suitable for
some processes such as manufacturing processes requiring high production capacities per day or
in the military. This style is not suitable to most organization since it creates lack of morale,
which is the same needed for employees to become innovative. Without the encouragement,
provision of incentives and support, the employees often feel discouraged to become innovative.
This explains why innovation in autocratic leadership is not a common thing (Hirsch-Kreinsen &
Jacobson, 2008).
Question 4: What is the relevance of organisational and industry context on innovation?
Answer in 120-150 words.
The relevance of organizational context on innovation can be explained from the point of view
that firms need to stay innovative so as to keep up with the competition. Nowadays, every firm is
adopting innovation and have to keep up with the pace of dynamism in innovation otherwise
they will be deemed as obsolete in their processes or products or services. Innovative products
and services are getting to the market everyday and a firm that lags behind will always lose its
customers to the other competitors as customers are also demanding the new innovative products
or services everywhere. Industry relevance can be explained in that some industries are keener
and focused on innovation than others. For instance, the pressure that the technology industry
(like Apple Company) has on innovation is different from that of other industries such as the
food industry. Therefore, firms that belong to the same industry have the same amount of
pressure to become innovative to outdo their competitors (firms), like Apple and Microsoft.
Question 5: Explain the nine (9) critical success factors impacting organisational
innovation. Answer in 300-400 words.

INNOVATION AND CREATIVITY

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One of the nine critical success factors affecting innovation in firms is that there must be a
compelling reason for innovation. This means that the organizational employees and staff must
understand the problems within the firm that call for the need to innovate. This may be a problem
that can best be sorted out through an i...


Anonymous
I was struggling with this subject, and this helped me a ton!

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