BSBINN301A

Promote innovation in
a team environment

Assessment Booklet

 Copyright 2011
GP Links Wide Bay trading as
Health Industry Training
PO Box 702
HERVEY BAY 4655
Version 2: August 2012

ASSESSMENT COVER SHEET

Unit Code: BSBINN301A

Unit Title: Promote innovation in a team environment

Trainer Comments:
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Student Name: ___________________________________________ Student No.: ___________________

Date Due: _____ / _____ / _____

Date Submitted: _____ / _____ / _____

Student Declaration:
I declare that I understand how assessment will take place for this unit. I also understand that work completed
towards this assessment must be verifiably my own.
__________________________________ _____________________________________ ______________
Student Name
Student signature
Date
Trainer Sign-off:
I declare the above named student was assessed by me for the above mentioned unit

__________________________________ _____________________________________ ______________

Trainer Name
Trainer signature
Date

BSBINN301A Promote innovation in a team environment

Assessment tool

ASSESSMENT INFORMATION
Competency based assessment
The standards used to determine competency in different industry sectors are developed in conjunction with
the relevant Industry Training Advisory Board (ITAB). These standards are endorsed by government in the
form of specific industry national training packages.
Assessment in a competency based course determines when competency has been achieved. To be
assessed as competent a student must provide evidence that demonstrates they can perform the necessary
skills and performances required including employability skills. To be competent a student is required to
consistently demonstrate the skills, knowledge and performance criteria that are necessary to confidently
complete the work tasks in a normal range of workplace conditions.
The trainer/assessor is responsible for ensuring the evidence gathered by a student is:

Authentic (verifiable the students own work)

Valid (evidence is relevant to the unit of competency)
Reliable (the student consistently meets the requirements of the unit of competency)
Current (reflects the students current capacity to perform the tasks); and
Sufficient (covers all the elements in the unit of competency and addresses the dimensions of competency)

Dimensions of assessment
The dimensions of competency relate to all aspects of work performance and include:
Task skills:

The student must perform the individual skills required to complete a

work activity to the required standards.

Task management skills:

The student must manage a number of different tasks to complete a

whole work activity.

Contingency management skills:

The student must use their problem-solving skills to resolve issues that
arise when performing a work activity.

Job/role environment skills:

The student must perform effectively in the workplace when undertaking

a work activity by working well with all stakeholders and following
workplace policies and procedures.

Access and equity

All workers in the health and community services should be aware of access, equity and human rights issues
in relation to their own area of work. They should develop their ability to work in a culturally diverse
environment.
Trainers and assessors must take into account relevant access and equity issues including the concept of
social inclusion which ensures equitable access to services, to connect with others and to protect an
individuals right to be heard.
Trainers and assessors must ensure the assessment process:

is valid, reliable, flexible and fair

is basis of sufficient evidence
is one which offers valid, authentic and current evidence
includes workplace requirements in a normal range of workplace conditions

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BSBINN301A Promote innovation in a team environment

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UNIT INFORMATION
Unit code

BSBINN301A

Unit title

Promote innovation in a team environment

Unit descriptor

This unit describes the performance outcomes, skills and knowledge

required to be an effective and pro active member of an innovative
team.
No licensing, legislative, regulatory or certification requirements apply
to this unit at the time of endorsement.

Employability skills

This unit contains employability skills including communication, teamwork,

problem solving, initiative and enterprise, planning and organising, self
management, learning and technology

Application of the unit

This unit applies individuals who play a pro active role in demonstrating,
encouraging or supporting innovation in a team environment. The individual may
be a team participant or a team leader.
The team may 'make itself' or be constructed by others. It may have core
members and members who participate at certain times or for particular
purposes. It may be permanent or temporary, or come together at different times
to work on specific projects.
The team could consist of a team of contractors/freelancers, permanent staff,
clients and service providers, or any combination of these groups. It may operate
within an organisation or across several organisations - or simply across a
group of individuals.
The key focus of the unit is on what makes for an innovative team, what keeps it
working well, how the structure of work can make a difference and what skills and
knowledge are needed to maximise opportunities for innovation. Where a greater
focus on team leadership is required this unit should be combined with units such
as BSBLED401A Develop teams and individuals.

Unit sector or
competency field

None specified

Pre-requisite,
co-requisite or
interdependent
assessment of units

None specified

Context of and specific

resources for
assessment

Assessment must ensure demonstration of skills as part of a team.

Method of assessment

Assessment may include observation, questioning and evidence gathered from

the workplace or simulated environment

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BSBINN301A Promote innovation in a team environment

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Critical aspects for

assessment

Evidence of the following is essential:

active participation in a team where the team takes a pro-active and
considered approach to innovation and innovative practice
collaborative and open communication within the team
knowledge and understanding of the internal and external factors that
contribute to a team becoming and remaining innovative

Required skills and

knowledge

Required skills:

communication skills to work collaboratively as part of a team, to provide

guidance and support to others, and to participate in open and constructive
discussions
creative thinking skills to generate, explore, test and challenge ideas
learning skills to stretch boundaries of own knowledge and skills
literacy skills to analyse a wide range of information from varied sources
planning and organisational skills to participate in the effective allocation of
work in a team context
problem-solving skills to work constructively to overcome issues and
challenges of both a practical and conceptual nature and to make ideas
become realities
self-management skills to take a pro-active team role and to reflect on own
performance in modelling and encouraging behaviour that supports
innovation

Required knowledge:

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barriers to innovation that can occur within a team and broader barriers that
sometimes hinder innovation
broad concepts of innovation including what innovation is, different types of
innovation and the benefits of innovation
characteristics of teams that are more likely to be innovative and
characteristics of broader environments that support and encourage
innovation
different roles that people may play within a team, how this impacts on the
way a team works and what it might achieve
group dynamics in a team.

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BSBINN301A Promote innovation in a team environment

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Element

Performance Criteria

1. Create opportunities

1.1

to maximise
innovation within the
team

1.2
1.3

4. Organise and agree

effective ways of
working

2.1
2.2
2.3
2.4
2.5

9. Support and guide

colleagues

team is working

Jointly establish ground rules for how the team will operate
Agree and communicate responsibilities in ways that encourage and
reinforce team-based innovation
Agree and share tasks and activities to ensure the best use of skills and
abilities within the team
Plan and schedule activities to allow time for thinking, challenging and
collaboration
Establish personal reward and stimulation as an integral part of the team's
way of working
Model behaviour that supports innovation

3.2

Seek external stimuli and ideas to feed into team activities

3.3

Pro-actively share information, knowledge and experiences with other team

members

3.4

Challenge and test ideas within the team in a positive and collaborative way

4.1
4.2
4.3
4.4
4.5

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Check out information about current or potential team members' work

in the context of developing a more innovative team
Bring people into the team or make suggestions for team members based
on what needs to be achieved and the potential for cross-fertilising ideas
that different people may contribute to building or enhancing the team

3.1

3.5

14. Reflect on how the

Evaluate and reflect on what the team needs and wants to achieve

Pro-actively discuss and explore ideas with other team members on an

ongoing basis
De-brief and reflect on activities and on opportunities for improvement and
innovation
De-brief and reflect on activities and on opportunities for improvement and
innovation
Discuss the challenges of being innovative in a constructive and open
way
Take ideas for improvement, build them into future activities and
communicate key issues to relevant colleagues
Identify, promote and celebrate successes and examples of successful
innovation

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Assessment tool

ASSESSMENT TOOLS
Assessment is conducted throughout the course using different assessment tools including written/oral
assessment, projects, observation, third party reports, simulation/case studies and portfolios. Both skills and
knowledge are assessed in line with the requirements of the Australian Quality Training Framework (AQTF)
and the training package.
Health Industry Training will use different methods of assessment to ensure sufficient evidence can be
gathered to demonstrate a student can perform a task against the specified criteria. Assessment methods
can include:

Questioning: questions asked orally or in a written format. Written questioning is widely used in
competency based assessment to assess a students understanding and knowledge of the task they are
performing.

Projects: are used for relevant units that require students to demonstrate a high level of research and
analytical skills.

Observation: practical demonstration of real work or simulation by the trainer

Third party reports: confirmation of consistent performance by the student to meet key performance
indicators over time and a range of contexts.

Simulation/Case-study: simulation of the workplace to gauge competency. Demonstrated performance

knowledge against a define case study or scenario.

Portfolio: collection of individual pieces of evidence to demonstrate work outputs by the student.
Evidence can be gathered from day to day work, certificated learning and other activities such as past
achievements.

Other assessment activities determined by the trainer could include a range of assessment tools appropriate
for this unit to demonstrate competencies which sufficiently address:

The elements and performance criteria

Critical aspects for assessment
The essential skills and knowledge
The context and consistency of the assessment requirements
The relevant employability skills

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a formal recognition of your current skills and knowledge you have
achieved outside the education and training system. RPL takes into account any previous formal study, work
and life experience and then assesses this against the elements of competency to determine if you can
receive credit toward a qualification. Students seeking recognition can apply by contacting the Manager
Health Industry Training at the commencement of study.
Credit Transfer
Students who have completed a formal unit within their intended qualification with another Registered
Training Organisation (RTO) may be able to apply for a credit transfer or exemption. A certified copy of the
original documentation must be provided when applying for a credit transfer.

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BSBINN301A Promote innovation in a team environment

Assessment tool

ASSESSMENT INSTRUCTIONS
Assessment format and layout
All assessments must be:

Typed in Arial 12, single spacing with headings in bold

Header and Footer to be inserted in each page. Header to include unit code and title. Footer to include
student name and page number
All work must be referenced throughout the assessment. Referencing should include author and year of
publication and website address (if applicable). There are many referencing guides available on the
Internet to assist students.

Plagiarism
Plagiarism is the act of representing as one's own original work the creative works of another, without
appropriate acknowledgment of the author or source. In all written work submitted for assessment you must
show the sources for your material. The principle is that whenever submitted material is not your own original
work this must be referenced to acknowledge the authors work.
It is expected that when a student submits an assessment that it is the independent work of that student and
they have written it in their own words. If a student has plagiarised another persons work they will be asked
to resubmit their assessment. Plagiarism can lead to instant dismissal.
Submission
All assessments must be submitted in the format described. A date for submission will be set by the trainer.
Assessments must be submitted on or before this date or an extension must be granted by the trainer.
The assessment cover sheets must be detached from the assessment booklets and attached to the front of
each assessment. All sections of the cover sheet must be completed by the student prior to submission of
assessment. The bottom section of the assessment cover sheet will be retained by the trainer.
Resubmitting assessments
If a student is marked not competent they will be provided with an alternative assessment for completion to
be able to demonstrate competency. An assessment resubmission should be treated as the original
assessment with all principles applying.

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BSBINN301A Promote innovation in a team environment

Assessment tool

ASSESSMENT BSBINN301A Promote innovation in a team environment

In your own words, answer the following questions. To be marked as competent in this unit, you must provide
sufficient responses to each question. Bullet points must only be used where applicable eg: if the question
asks you to list, name or give examples.
Questions
Question 1. Describe the ways in which team contribution to innovation and creative problem solving and
improvement processes can be maximized.
Question 2. Explain the procedures that might be followed to ensure that team members work together and
understand their roles and responsibilities.
Question 3. How can team leaders support and guide colleagues with regard to involvement in innovative
and creative problem solving?
Question 4. How is it possible to monitor the work of teams and to reflect on how well teams are working?
To be marked competent in this unit, students must answer response to all points in the project. Answers
must be comprehensive, detailed, demonstrate appropriate research procedures and be supported by
suitable references.
Project
Write a paper answering each of the questions below in detail.
1.

Recently the production levels of your work group or team appear to have decreased. You need,
therefore, to increase the quality and quantity of outputs.

2.

Describe, in detail, the procedures you could use to solve this problem. Consider the various approaches
you could take and the ways in which you can generate the most innovative problem solutions.

3.

Explain the strategies you might use and give reasons for using these methods. Why do you consider
that they are the most efficient and effective ways of involving the team in the problem solution? How
should you ensure that the team members cooperated and collaborated?

4.

How could you encourage the team to look further than the immediate problems and to consider
innovative improvement activities that could be built into future work initiatives?

5.

How would you reward and recognise innovative ideas and contributions from team members and why is
it necessary to do this?

6.

Would you give feedback to team members who made suggestions that were not feasible or could not
be used? Why?

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