Assessment

Business Service
BSBINN301 - Promote
innovation in a team
environment
Assessment
BSB30115- Certificate III
in Business
Developed by Enhance Your Future Pty Ltd 2
BSBINN301 Promote innovation in a team environment, January 2016 Version 2016.1
BSB30115- Certificate III in Business
A S S E S S M E N T I N F O R M AT I O N
INTRODUCTION
To think is one thing but to do is another; to ensure you gain impact from
your learning we will engage in active learning to transfer concepts into
the relevance of your business environment.
One of the most critical elements of businesses success is the

development of our teams beyond the formal classroom acquisition of
knowledge. It is well recognised that retention of knowledge from training
alone is at best about 20% however once application and coaching is
added the increase in retention and implementation increases significantly
and in some cases up to and beyond 80%. Throughout your Certificate
program we are committed to both stretching your learning but also
giving a framework on which you can provide learning for others and
ensuring that the knowledge gained through training is translated into
practical on the job improvements.
Throughout your Assessment and Activity sessions we are going to

investigate how you can reflect on:
Key learnings from the written and observation activities that apply
to your business.
Understand the relevance of the subject area and demonstrate your
ability to apply learning.
Recognise common principles that apply and actively use these in
business.
Building steps to the way forward for business improvement using
your knowledge.
All of your assessment and learning is provided as a positive learning tool.

Your mentor/assessor who will guide your learning and responses to the
assessment materials until you have been deemed competent in this unit
further assists you in this process.
STUDENTS: HOW YOU WILL BE ASSESSED:

The process you will be following is known as competency-based
assessment. This means that evidence of your current skills and
knowledge will be measured against national and international standards
of best practice, not against the learning you have undertaken either
recently or in the past. (How well can you do the job?)
Some of the assessment will be concerned with how you apply the skills
and knowledge in your workplace, and some in the training room.
The assessment tasks utilized in this training have been designed to

enable you to demonstrate the required skills and knowledge and produce
the critical evidence required so you can successfully demonstrate
competency at the required standard.
The table on the next page shows you how to achieve a satisfactory result
(competent) against the criteria for each type of assessment task.
What happens if your result is Not Yet Competent for one or

more assessment tasks?
Our assessment process is designed to answer the question has the

desired learning outcome been achieved yet? If the answer is Not yet,
then we work with you to see how we can get there.
In the case that one or more of your assessments has been marked NYC,
your trainer will provide you with the necessary feedback and guidance, in
order for you to resubmit your responses.
What if you disagree on the assessment outcome?
You can appeal against a decision made in regards to an assessment of

your competency. An appeal should only be made if you have been
assessed as Not Yet Competent against specific competency standards
and you feel you have sufficient grounds to believe that you are entitled
to be assessed as competent.
You must be able to adequately demonstrate that you have the skills and
experience to be able to meet the Learning Outcomes of modules you are
appealing against the assessment of.
You can request a form to make an appeal and submit it to your trainer,
the Course Coordinator, or the Administration officer. The RTO will
examine the appeal and you will be advised of the outcome within 14
days. Any additional information you wish to provide may be attached to
this form.
What if I believe I am already competent before training?
If you believe you already have the knowledge and skills to be able to
demonstrate competence in this unit, speak with your trainer, as you may
be able to apply for Recognition of Prior Learning (RPL).
TRAINER/ASSESSORS: Responsibilities
Assessors need to be aware of their responsibilities and carry them out

meticulously. To do this they need to:
Ensure that students are competent in their units by following the
guidelines from moderation meetings.
Request the manager/supervisor to determine that the student is
satisfactorily demonstrating the requirements for each unit.
Satisfactorily means consistently meeting the standard expected
from an experienced operator. Managers (or designates) are to sign
off on a 3rd. Party assessment sheet for each unit of training by a
student
Ensure that participants are assessed fairly based on the outcome of
the Language Literacy and Numeracy completed on enrolment.
Ensure that all documentation is signed by the student, trainer,
workplace supervisor and assessor as units and Certificates are
completed which ensures there is no follow-up required from an
administration perspective.
Ensure that the assessors own qualification Certificate for Training
and Assessment is current.

GUIDE FOR STUDENTS AND
ASSESSORS
TASK SATISFACTORY RESULT NON SATISFACTORY RESULT
The assessor will mark

Evidence provided does not
Portfolio evidence provided
meet all of the key
Evidence against the key
competencies in the unit
competencies of the unit
All questions answered Incorrect answers for one or
correctly more questions
Questions Answers address the
(Written or Answers do not address the
question in full; referring
verbal) question in full. Does not refer
to appropriate sources
to appropriate or correct
from your workbook
sources.
and/or workplace
Supervisor or manager
3rd. party observes work
Could not demonstrate
judged on performance and
consistency. Could not
performance confirms that you
demonstrate the ability to
in the consistently meet the
achieve the required standard
workplace standards expected from
an experienced operator
the activity against the Does not follow project
detailed guidelines/instructions
guidelines/instructions
Attachments/appendices Requested supplementary
if requested are attached items are not attached
Response does not address
Written All requirements of the
the project requirements in
activity written activity are
full; is missing a response for
addressed/covered.
one or more areas.
One or more of the project
Responses must refer to requirements are answered
appropriate sources from incorrectly.
your workbook and/or Does not refer to or utilize
workplace appropriate or correct sources
of information
Observation All elements, criteria and Could not demonstrate
in workplace critical aspects of elements, criteria and critical
by assessor evidence, are aspects of evidence, at the
TASK SATISFACTORY RESULT NON SATISFACTORY RESULT

Evidence provided does not
Portfolio evidence provided
meet all of the key
Evidence against the key
competencies in the unit
competencies of the unit
demonstrated at the
appropriate AQF level
appropriate AQF level

Lack of demonstrated
comprehension of the
All comprehension questions
underpinning knowledge
answered correctly;
(remove) required to
Case Study demonstrating an application
complete the case study
Comprehens of knowledge of the topic to
questions correctly.
ion and the case study
One or more questions are
Associated answered incorrectly.
Questions
Answers address the question
Answers do not address the
in full; referring to appropriate
question in full; do not refer
sources from your workbook
to appropriate sources.
and/or workplace

W R I TT E N AC T I V I T Y C H E C K L I S T
S NYS
For this assessment you must complete the following written activity.
The written activity is a stand-alone activity that is assessed separately to the
activities that form the evidence portfolio. The written activity will allow the
learner to display required knowledge and skills that are essential when
contextualising overall competency.
This written activity assessment tool corresponds with Activity 1.1
For details on how to complete and contextualise competency for the written
activity, please refer to the assessor guide.
Learners
name:
Assessors
name:
Performance Criteria
For this activity the learner must complete activity 1.1 Meet
Yes No
Did the Learner provide evidence of their ability to:
Evaluate and reflect on what the team needs

and wants to achieve
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
Acknowledge, respect and discuss the different
ways that people may contribute to building or
enhancing the team
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 teams way of working
Model behaviour that supports innovation
Seek external stimuli and ideas to feed into

team activities
Proactively share information, knowledge and

experiences with other team members
Challenge and test ideas within the team in a

positive and collaborative way
Proactively discuss and explore ideas with

other team members on an ongoing basis
Debrief and reflect on activities and on

opportunities for improvement and innovation
Gather and use feedback from within and
outside the team to generate discussion and
debate
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
Feedback To Learner:
Assessors Signature: Date:

W R I TT E N AC T I V I T Y 1 . 1
For this assessment you will need to perform the following tasks. These
tasks will need to be completed and submitted in a professional, word
processed, format. Each task must be 1000 words minimum in length.
You will need to identify:
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
Then discuss how you could support and guide colleagues including how
you would:
Model behaviour that supports innovation

Seek external stimuli and ideas to feed into team activities
Pro-actively share information, knowledge and experiences with
other team members
Challenge and test ideas within the team in a positive and
collaborative way
Discuss and explore ideas with other team members on an ongoing
basis
After you have completed this activity you will have to hand it in.

O BS E RVAT I O N C H E C K L I S T
Instructions for the Assessor:
You must observe the student performing the criteria listed below in a
workplace or simulated environment.
Applying practices that promote innovation within a team including:

o Modelling open and respectful communications
o Contributing to the make-up and rules of the team
o Planning and scheduling of activities
o Reflecting on activities, feedback and challenges to identity
improvement options
Encouraging others to contribute to innovation in the team
Implementing improvements and communicate about them
You will need to provide students with access to:
Workplace documents
Case studies and, where possible, real situations
Office equipment and resources
Interaction with others.
Complete the Assessor Observation Checklist as follows:
If the student completes the task in full, then complete How and
where performance criteria were observed.
Supplementary questions are only required if the observation points
are not observed or not satisfactory.
Feedback specific to the students performance must be noted and should

include information relevant to the students ability to complete the task,
areas for improvement and aspects achieved. This feedback is to be made
available to the student to better understand how to gain competence in
this area of assessment.

S NYS
The observation checklist is used by the assessor to observe the learner
demonstrating the application of the required skills and knowledge. This
observation checklist is linked to Activity 1.1. For details on how to conduct and
contextualise for competency, please refer to the assessor guide.
*The assessor needs to ensure that they take detailed notes on the performance
of the learner in the comments section provided.
Learner
Name:
Assessor
Name:
The learner is able to demonstrate competency by:
How and where performance criteria
Performance criteria
were observed:
The student can evaluate and
reflect on what the team needs and
wants to achieve
The student can check out
information about current or
potential team members work in
the context of developing a more
innovative team
The student can 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
The student can acknowledge,
respect and discuss the different
ways that people may contribute to
building or enhancing the team
The student can jointly establish
ground rules for how the team will
operate
The student can agree and
communicate responsibilities in
ways that encourage and reinforce
team-based innovation
The student can agree and share
tasks and activities to ensure the
best use of skills and abilities within
the team
The student can plan and schedule
activities to allow time for thinking,
challenging and collaboration
The student can establish personal
reward and stimulation as an
integral part of the teams way of
working

The student can model behaviour
that supports innovation
The student can seek external
stimuli and ideas to feed into team
activities
The student can proactively share
information, knowledge and
experiences with other team
members
The student can challenge and test
ideas within the team in a positive
and collaborative way
The student can proactively discuss
and explore ideas with other team
members on an ongoing basis
The student can debrief and reflect
on activities and on opportunities
for improvement and innovation
The student can gather and use
feedback from within and outside
the team to generate discussion and
debate
The student can discuss the
challenges of being innovative in a
The student can take ideas for
improvement, build them into future
activities and communicate key
issues to relevant colleagues
The student can identify, promote
and celebrate successes and
Details of Learners Performance:
Feedback Given to Learner:
Assessor Signature Date:

O BS E RVAT I O N C H E C K L I S T
For this assessment you will need to perform the following observation in
a workplace or simulated environment.
You will need to be observed performing the following actions in a

workplace or simulated environment:
Applying practices that promote innovation within a team including:

o Modelling open and respectful communications
o Contributing to the make-up and rules of the team
o Planning and scheduling of activities
o Reflecting on activities, feedback and challenges to identity
improvement options
Encouraging others to contribute to innovation in the team
Implementing improvements and communicate about them
Your trainer/assessor will provide you with access to:
Workplace documents
Case studies and, where possible, real situations
Interaction with others.
Once you are ready you will need to:
Create opportunities to maximise innovation within the team

Organise and agree effective ways of working
Support and guide colleagues
Reflect on how the team is working
While you create opportunities to maximise innovation within the team

you will be assessed on the following points:
Your ability to evaluate and reflect on what the team needs and
wants to achieve
Your ability to check out information about current or potential team
members work in the context of developing a more innovative team

Your ability to 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
Your ability to acknowledge, respect and discuss the different ways
that people may contribute to building or enhancing the team
While you organise and agree effective ways of working you will be
assessed on the following points:
Your ability to jointly establish ground rules for how the team will
operate
Your ability to agree and communicate responsibilities in ways that
encourage and reinforce team-based innovation
Your ability to agree and share tasks and activities to ensure the
best use of skills and abilities within the team
Your ability to plan and schedule activities to allow time for thinking,
challenging and collaboration
Your ability to establish personal reward and stimulation as an
integral part of the teams way of working
While you support and guide colleagues you will be assessed on the
following points:
Your ability to model behaviour that supports innovation

Your ability to seek external stimuli and ideas to feed into team
activities
Your ability to proactively share information, knowledge and
experiences with other team members
Your ability to challenge and test ideas within the team in a positive
and collaborative way
Your ability to proactively discuss and explore ideas with other team
members on an ongoing basis
While you reflect on how the team is working you will be assessed on the
following points:
Your ability to debrief and reflect on activities and on opportunities

for improvement and innovation
Your ability to gather and use feedback from within and outside the
team to generate discussion and debate
Your ability to discuss the challenges of being innovative in a
Your ability to take ideas for improvement, build them into future
activities and communicate key issues to relevant colleagues

Your ability to identify, promote and celebrate successes and
When you have successfully finished this assessment you will need to
hand in the assignment that you have completed.

QUESTIONING CHECKLIST
S NYS
The assessor needs to indicate whether they have conducted the questioning as
written questions or as verbal questions by circling the appropriate choice below:
Written Questioning Verbal Questioning

The assessor must provide evidence with the assessment tool. For written
questions the assessor must provide the learners original written responses. For
verbal questioning the assessor must provide detailed notes on the learners
response.
For details on how to conduct and contextualise this form of assessment, please
refer to the questioning checklist explanation in the assessor guide.
Learners
name:
Assessors
name:
Satisfact
ory
If written questioning is used it is linked to Questions #1 from the
Assessment Book
respons
e
Yes No
Question: What are the steps to organising and agreeing on
effective ways of working?
1
Answer:
Question: You have been asked to reflect on how your team is

working. What does this mean?
2
Answer:
Question: Look at the team around you. It may be your fellow

class mates. Now decide on what makes each person a valuable
member of your team and discuss what you think could be
3 added to the team to make it better?
Answer:
Question: What personal rewards or recognitions can you give

to a successful team member?
4
Answer:
Question: Give a brief explanation of how you would go about

creating opportunities to maximise innovation within a team.
5
Answer:

Question: Briefly describe how you would go about supporting
and guiding colleagues.
6
Answer:
Question: What are the seven practical suggestions for

encouraging employees to engage in innovative behaviour?
7
Answer:
Question: If someone on your team does something great, a big

project comes in on time and under budget, or if your team
helps create the next big innovation, recognise the success.
8 This recognition has what advantages?
Answer:
Feedback to Learner:
Assessors Signature: Date:

W R I TT E N / V E R B A L Q U E S T I O N S
1. What are the steps to organising and agreeing on effective ways of
working?
2. You have been asked to reflect on how your team is working. What
does this mean?
3. Look at the team around you. It may be your fellow class mates.
Now decide on what makes each person a valuable member of your
team and discuss what you think could be added to the team to
make it better?
4. What personal rewards or recognitions can you give to a successful

team member?

5. Give a brief explanation of how you would go about creating
opportunities to maximise innovation within a team.
6. Briefly describe how you would go about supporting and guiding

colleagues.
7. What are the seven practical suggestions for encouraging

employees to engage in innovative behaviour?
8. If someone on your team does something great, a big project comes

in on time and under budget, or if your team helps create the next
big innovation, recognise the success. This recognition has what
advantages?

Observation Checklist
Questioning Checklist
Written Activity #1.1
BSBINN301 Promote
environment
ELEMENT PERFORMANCE CRITERIA Question

X X
number
1 Create 1.1 Evaluate and reflect on what the
opportunities to team needs and wants to achieve X X Q5
maximise 1.2 Check out information about
innovation within current or potential team members
the team work in the context of developing a X X Q5
more innovative team
1.3 Bring people into the team or
make suggestions for team members
based on what needs to be achieved X Q3,5
and the potential for cross fertilising
ideas
1.4 Acknowledge, respect and
discuss the different ways that
people may contribute to building or X X Q5
enhancing the team
2 Organise and 2.1 Jointly establish ground rules for
agree effective how the team will operate X Q1
ways of working 2.2 Agree and communicate
responsibilities in ways that
encourage and reinforce team-based X Q1
innovation
2.3 Agree and share tasks and
activities to ensure the best use of X Q1
skills and abilities within the team
2.4 Plan and schedule activities to
allow time for thinking, challenging X Q1
and collaboration
2.5 Establish personal reward and
stimulation as an integral part of the X Q1,4
teams way of working
3 Support and guide 3.1 Model behaviour that supports
colleagues innovation X X Q6,7
3.2 Seek external stimuli and ideas
to feed into team activities X X Q6
3.3 Proactively share information,
knowledge and experiences with X X Q6
other team members
3.4 Challenge and test ideas within
the team in a positive and X X Q6
collaborative way
3.5 Proactively discuss and explore
ideas with other team members on X X Q6
an ongoing basis
4 Reflect on how the 4.1 Debrief and reflect on activities
team is working and on opportunities for X Q2
improvement and innovation
4.2 Gather and use feedback from X Q2
within and outside the team to
generate discussion and debate

Observation Checklist
Questioning Checklist
Written Activity #1.1
BSBINN301 Promote
environment
4.3 Discuss the challenges of being

innovative in a constructive and X Q2
open way
4.4 Take ideas for improvement,
build them into future activities and
communicate key issues to relevant X Q2
colleagues
4.5 Identify, promote and celebrate
successes and examples of X Q2,8
successful innovation
EVIDENCE Performance Evidence X X

Question
REQUIREMENTS number
Apply practices that promote
innovation within a team
including:
o Modelling open and
respectful communications
o Contributing to the make-up
and rules of the team X X Q2,6,8
o Planning and scheduling of
activities
o Reflecting on activities,
feedback and challenges to
identity improvement
options
Encourage others to contribute
to innovation in the team X X Q4,6,7
Implement improvements and
communicate about them X X Q5
Knowledge Evidence X X
Question
number
Explain what innovation is, the
different types of innovation and X X Q5
the benefits of innovation
Describe the internal and
external factors that contribute
to a team becoming and
remaining innovative including:
o Team characteristics X X Q3
o The role of group dynamics
and diversity
o Broader environmental
factors
Explain how activities can X X Q7
encourage or hinder innovation
in a team including:
o Allocation of time and
activities
o Modelling behaviour
o Rewards and recognition
o Communications

o Feedback

EVIDENCE GUIDE Assessment Conditions X X
Question
number
OVERVIEW OF Workplace documents
ASSESSMENT
Case studies and, where
possible, real situations
Interaction with others
Assessors must satisfy NVR/AQTF
assessor requirements


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Business Service

One of the most critical elements of businesses success is the

Throughout your Assessment and Activity sessions we are going to

All of your assessment and learning is provided as a positive learning tool.

STUDENTS: HOW YOU WILL BE ASSESSED:

Developed by Enhance Your Future Pty Ltd 3

The assessment tasks utilized in this training have been designed to

What happens if your result is Not Yet Competent for one or

Our assessment process is designed to answer the question has the

What if you disagree on the assessment outcome?

You can appeal against a decision made in regards to an assessment of

What if I believe I am already competent before training?

Assessors need to be aware of their responsibilities and carry them out

Developed by Enhance Your Future Pty Ltd 5

The assessor will mark

The assessor will mark

Developed by Enhance Your Future Pty Ltd 7

Developed by Enhance Your Future Pty Ltd 8

Developed by Enhance Your Future Pty Ltd 9

Model behaviour that supports innovation

Seek external stimuli and ideas to feed into

Assessors Signature: Date:

Developed by Enhance Your Future Pty Ltd 10

You will need to identify:

Barriers to innovation that can occur within a team and broader

Model behaviour that supports innovation

Developed by Enhance Your Future Pty Ltd 11

Applying practices that promote innovation within a team including:

You will need to provide students with access to:

Complete the Assessor Observation Checklist as follows:

Feedback specific to the students performance must be noted and should

Developed by Enhance Your Future Pty Ltd 12

Developed by Enhance Your Future Pty Ltd 13

Details of Learners Performance:

Feedback Given to Learner:

Assessor Signature Date:

Developed by Enhance Your Future Pty Ltd 14

You will need to be observed performing the following actions in a

Applying practices that promote innovation within a team including:

Your trainer/assessor will provide you with access to:

Once you are ready you will need to:

Create opportunities to maximise innovation within the team

While you create opportunities to maximise innovation within the team

Developed by Enhance Your Future Pty Ltd 16

Your ability to model behaviour that supports innovation

Your ability to debrief and reflect on activities and on opportunities

Developed by Enhance Your Future Pty Ltd 17

Developed by Enhance Your Future Pty Ltd 18

Written Questioning Verbal Questioning

Question: You have been asked to reflect on how your team is

Question: Look at the team around you. It may be your fellow

Question: What personal rewards or recognitions can you give

Question: Give a brief explanation of how you would go about

Developed by Enhance Your Future Pty Ltd 19

Question: What are the seven practical suggestions for

Question: If someone on your team does something great, a big

Assessors Signature: Date:

Developed by Enhance Your Future Pty Ltd 20

4. What personal rewards or recognitions can you give to a successful

Developed by Enhance Your Future Pty Ltd 21

6. Briefly describe how you would go about supporting and guiding

7. What are the seven practical suggestions for encouraging

8. If someone on your team does something great, a big project comes