- BSBINN301A - Promote innovation in a team environment
Assessor Resource
BSBINN301A
Promote innovation in a team environment
Assessment tool
Version 1.0
Issue Date: April 2024
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.
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.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | 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. |
Context of and specific resources for assessment | Assessment must ensure: demonstration of skills as part of a team. |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate direct observation of team interactions evaluation of reports by the candidate or the team (could be oral or written) discussing the ideas, challenges and opportunities associated with teams, and how they can be more innovative evaluation of feedback from other people in the team about the candidate's communication approaches and abilities oral or written questioning to assess knowledge of the characteristics of innovative teams, innovation concepts more broadly and they ways in which innovation can be encouraged review of jointly established 'groundrules' for how the team will operate. |
Guidance information for assessment | Innovation does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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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 |
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. |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
What the team needs and wants to achieve may relate to: | addressing particular customer feedback conceiving and implementing a particular project developing new services or products generating ongoing ideas within the work unit improving budgetary performance improving or changing work conditions new ideas that impact beyond the workplace (e.g. that have a broader social or community impact) |
Information about current or potential team members' work may relate to: | interests lifestyle preferences past jobs technical strengths work preferences working styles |
Different ways that different people may contribute may relate to individual strengths around: | creating positive energy within the team fundamental literacy strengths (e.g. particularly strong in visual literacy, written or spoken communication) generating ideas networks or spheres of influence particular ways of thinking powers of persuasion problem-solving capacities specific technical skills or knowledge |
Ground rules may relate to: | boundaries or lack of boundaries for team activities and ideas confidentiality copyright, moral rights or intellectual property regularity of communication key roles and responsibilities time lines ways of communicating |
Team-based innovation may be encouraged through: | accessing training and learning opportunities enough but not too much guidance and structure equitable sharing of workload follow-through with ideas supportive communication |
Behaviour that supports innovation may include being: | collaborative equitable fair fun hardworking reflective responsible sympathetic |
External stimuli and ideas might be from: | Australia or overseas colleagues outside of the team family and friends internet journals networks or technical experts other organisations |
Challenges of being innovative may relate to: | budgetary or other resource constraints competing priorities organisational culture problems with breaking old patterns of behaviour or thinking time pressures |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| 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 different 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 team's way of working | |||
| 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 | |||
| 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 | |||
| 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 |
Forms
Assessment Cover Sheet
BSBINN301A - Promote innovation in a team environment
Assessment task 1: [title]
Student name:
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I declare that the assessment tasks submitted for this unit are my own work.
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Result: Competent Not yet competent
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Assessment Record Sheet
BSBINN301A - Promote innovation in a team environment
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent
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