Assessment Workbook

BSBINN502 – Build and sustain an

innovative work environment

EcC
 Copyright and Disclaimer

No part of this resource may be reproduced, stored in a retrieval system, or transmitted via any electronic
means or otherwise without the prior written permission of Lexis Training (LT).

LT gives permission to its learners to reproduce in print format, one copy of this manual for their own
educational use.

Information contained in this resource is drawn from a number of different sources of information believed
to be reliable. LT and its employees do not warrant the correctness of the sources used and accept no
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the use of this resource.

Version Control and Amendment History

BSBINN502 – Build and sustain an innovative work environment

Reason for Review Release Date Version Details

Initial Release 6 May 2020 V1.0520 Written in line with the

BSB Business Services
Training Package
Version 5.0, released
30 August 2019.
Update 31 July 2020 V3.0720 Update of training
materials

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 Table of Contents

Table of Contents........................................................................................................................3
Learner Assessment Information.................................................................................................5
Overview................................................................................................................................................5
Active Participation................................................................................................................................5
Assessment Types...................................................................................................................................5
Written Work..........................................................................................................................................5
Feedback to the Learner.........................................................................................................................6
Competency Outcome............................................................................................................................6
Additional Evidence................................................................................................................................6
Academic Integrity..................................................................................................................................6
Plagiarism...............................................................................................................................................6
Collusion.................................................................................................................................................7
Confidentiality........................................................................................................................................7
Recognition Prior Learning......................................................................................................................7
Assessment Appeals Process..................................................................................................................7
Reasonable Adjustment..........................................................................................................................7
Principals of Assessment and Rules of Evidence.....................................................................................7
AQF Level................................................................................................................................................7
Pre-Assessment Requirements...............................................................................................................8
Benchmarks for Assessment........................................................................................................9
Assessment Instructions..............................................................................................................10
Assessment Types.................................................................................................................................10
Assessment Task Instructions...............................................................................................................10
Instructions for Completing Written Questions and Project Work........................................................10
Resources Required to Complete the Assessment Task.........................................................................................10
Applicable Conditions..............................................................................................................................................11
Resubmissions..........................................................................................................................................................11

Instructions for Assessors..........................................................................................................11

Written Assessments............................................................................................................................11
Assessment 1 | Questions and Answers.....................................................................................12
Question 1............................................................................................................................................12
Question 2............................................................................................................................................12
Question 3............................................................................................................................................12
Question 4............................................................................................................................................13
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 Question 5............................................................................................................................................13
Question 6............................................................................................................................................13
Question 7............................................................................................................................................14
Question 8............................................................................................................................................14
Question 9............................................................................................................................................14
Question 10..........................................................................................................................................15
Question 11..........................................................................................................................................15
Question 12..........................................................................................................................................15
Question 13..........................................................................................................................................16
Question 14..........................................................................................................................................16
Question 15..........................................................................................................................................16
Question 16..........................................................................................................................................17
Question 17..........................................................................................................................................17
Question 18..........................................................................................................................................17
Question 19..........................................................................................................................................18
Assessment Two | Extended Response.......................................................................................19
Question 1............................................................................................................................................19
Question 2............................................................................................................................................19
Question 3............................................................................................................................................19
Question 4............................................................................................................................................20
Question 5............................................................................................................................................20
Question 6............................................................................................................................................20
Question 7............................................................................................................................................21
Question 8............................................................................................................................................21
Question 9............................................................................................................................................21
Question 10..........................................................................................................................................22
Question 11..........................................................................................................................................22
Question 12..........................................................................................................................................22
Question 13..........................................................................................................................................23
Question 14..........................................................................................................................................23
Question 15..........................................................................................................................................23
Question 16..........................................................................................................................................24
Assessment Three | Project.......................................................................................................25
Task A...................................................................................................................................................25

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 Learner Assessment Information
Overview
Prior to commencing this assessment task, your trainer/assessor will explain in detail the requirements of
these assessment tasks. Please consult with your trainer/assessor if you have any questions relating to the
requirements of these assessments. It is important that you understand and adhere to the assessment
requirements and address each assessment task in full. If any of the required tasks are not fully addressed,
then you will be required to resubmit this assessment. Your trainer/assessor will remain available to
support you throughout the assessment process.

Active Participation
It is a condition of enrolment that you actively participate in your studies. Active participation is attending
classes and completing all of your assessment tasks on time .

Assessment Types
 Direct observation
 Portfolios/projects
 Question and answers (verbal or written)
 Presentations

The assessment tasks in this workbook assess aspects of all the elements, performance criteria, skills and
knowledge and performance requirements of this unit of competency.

To demonstrate competence in this unit you must undertake all required activities in this workbook and
have these tasks deemed satisfactory by your trainer/assessor. If you do not answer some questions or
perform certain tasks, you will be deemed to be Not Yet Satisfactory; your trainer/assessor may ask you
supplementary questions to determine your competence. Once you have demonstrated the required level
of performance, you will be deemed Competent in this unit.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided
during your classes.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do
so, discuss this with your trainer/assessor.

Written Work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the
overall unit of competency. When undertaking any written assessment tasks, please ensure that you
address the following criteria:

 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical and structured manner
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every page and the unit code
 Assessments must be typed using document software such as (or similar to) MS Office
 Handwritten assessments will not be accepted (unless, prior written permission is given)

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 Feedback to the Learner
Feedback on a learners’ assessment performance is a vital element in their learning. Its purpose is to justify
to learners how their competency was assessed, as well as to identify and reward specific qualities in their
work, to recommend aspects needing improvement, and to guide learners on what steps to take.

Feedback should:
• Guide learners to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust their teaching to accommodate a learners’ needs
• Be a pivotal feature of learning and assessment design
• Focus on course and unit learning outcomes
• Guide learners to become independent and self-reflective learners and improve their own self
awareness
• Acknowledge the developmental nature of learning.

Competency Outcome
There are two outcomes of assessments:
o S = Satisfactory
o NS = Not Satisfactory - requires more training and experience

Once the learner has satisfactorily completed all the tasks for this unit the learner will be awarded
“Competent” (C) or “Not yet Competent” (NYC) as the overall unit of competency result.

If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be
given another chance to resubmit your assessment task(s). Please refer to your VET Learner Handbook for
further information.

Additional Evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in
order to determine competency, you must provide us with such information/evidence, subject to privacy
and confidentiality. We retain this right at any time, including after the submission of your assessments.

Academic Integrity
Academic Integrity is about the honest presentation of your work. It means acknowledging the work of
others while developing your own insights, knowledge, and ideas.
As a learner, you are required to:
 Undertake studies and research responsibly and with honesty and integrity
 Ensure that your work is in no way falsified
 Seek permission to use the work of others, where required
 Acknowledge the work of others appropriately
 Take reasonable steps to ensure other learners cannot copy or misuse your work

Plagiarism
Plagiarism is taking and using someone else's thoughts and writings and representing them as your own.
Plagiarism is a serious act and may result in a learner’s exclusion from their course of study. If you have any
doubts about including the work of others in your assessment, please consult your trainer/assessor. The
following list outlines some of the activities that may be considered as plagiarism:

 Presenting any work by another individual as one's own unintentionally

 Handing in assessments that are similar to or copied from another learner
 Presenting the work of another individual or group as your own work
 Handing in assessments without the adequate acknowledgement of sources used, including
assessments taken totally or in part from the internet

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 If it is identified that you have plagiarised within your assessment, then a meeting will be organised to
discuss this with you, based on this meeting further action may be taken accordingly.

Collusion
Collusion is the presentation by a learner of an assessment as their own that is, in fact, the result in whole
or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation
of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are
subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a
NYC grade.

Confidentiality
We will treat anything, including information regarding your job, workplace, employer, with strict
confidence and in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues, and others, that
they do not consent to the disclosure of. While we may ask you to provide information or details about
aspects of your employer and workplace, you are responsible for obtaining necessary consents and
ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with
such information.

Recognition Prior Learning

Learners will be able to have their previous experience or expertise recognised on request.

Assessment Appeals Process

If you feel that you have been unfairly treated during your assessment, and you are not happy with your
assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You
must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request
after discussions with your trainer/assessor, you can lodge your appeal with the VET Manager, in writing,
outlining the reason(s) for the appeal. Please refer to the VET Student Handbook for further information.

Reasonable Adjustment
We recognise the need to make reasonable adjustments within our learning and assessment environments
to meet your individual needs. If you need to speak confidentially to someone regarding your individual
needs please contact your trainer/assessor. It is important to note the following points:

 Academic standards of the unit/course will not be lowered to accommodate the needs of any
student, but there is a requirement to be flexible about the way in which it is delivered or assessed
 If a reasonable adjustment is required trainer/assessors will need to complete the “Reasonable
Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded
and implemented

Principals of Assessment and Rules of Evidence

All assessment tasks will ensure that the Principles of Assessment and Rules of Evidence are adhered to.

The Principles of Assessment are that the assessment must be valid, fair, flexible, reliable, and consistent.
The Rules of Evidence state that evidence must be sufficient, valid, current, and authentic.

AQF Level
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of
achievement and the autonomy required to demonstrate that achievement.

All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria.
For more information, please visit http://www.aqf.edu.au/.

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 For further information regarding this unit go to https://training.gov.au/Training/Details/BSBPMG512

Pre-Assessment Requirements
Our pre assessment requirements help learners to determine if they are ready for assessment. Your trainer
and assessor must review the below points with the learner before the learner attempts the assessment
task. If any points are incomplete or not clear to the learner, the trainer and assessor must provide relevant
information to the learner to ensure they understand the requirements of the assessment task.

The learner must ensure they are ready for the assessment task before undertaking it. Please see below
requirements:

 Completed the necessary prior learning before attempting this observation assessment
 Ensure your trainer and assessor has clearly explained the assessment process and tasks to be
completed
 Ensure that you understand what evidence is required to be collected and how
 You aware of your rights and the Complaints and Appeal processes
 Please make sure you discuss any special requirements that need to be considered during the
assessment with your trainer and assessor
 Ensure that you have all the required resources needed to complete the Assessments
 You are aware of the due date of these assessment tasks
 In exceptional (compelling and compassionate) circumstances, an extension to submit an
assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate
circumstances must be provided together with your request for an extension to submit your
assessment work

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 Benchmarks for Assessment
Your assessor will be looking for you to meet the assessment benchmarks provided below. It is
recommended that you use this information as a checklist prior to submitting this assessment.

Assessment Benchmarks Y/N

Understood leadership qualities
Incorporated novel concepts and ideas as part of the managerial process
Openly received new ideas from colleagues, offering suggestions and guidance
Built and supported trusting and mutually respectful workplace connections
Identified the role of risk management in monitoring and reporting
Self-evaluated personal consistency within broader organisational environment
Actively consulted with workplace peers to promote use of original thinking
Encouraged consideration and ongoing review of original ideas within the working
environment
Utilised flexible workplace collaboration to promote innovation
Managed workplace groups in a manner that facilitates innovative opportunity
Positively accepted constructive feedback from workplace peers
Acknowledged and praised peers for use of innovation
Positively reinforced and encouraged peers’ novel suggestions, which adhere to
organisational views and outcomes
Actively facilitated appraisal of new ideas as part of the broader organisation or project
Reviewed ways in which the physical environment can influencing innovation
Gathered and considered thoughts and strategies from colleagues in collaborative manner,
prior to implementing changes within work context
When considering workplace resources and equipment demonstrated ability to select these
to promote and stimulate innovation
Demonstrated knowledge of how workplace environment and setup can influence employee
creativity, teamwork, atmosphere and relationships
Effectively trained colleagues, taking advantage of formal and informal opportunities within
workplace, to promote development of skills that encouraged innovation
Created peer review learning situations
Explained how different approaches to management and leadership can support or
hinder innovation
Researched the legislative framework that impacts on operations in the relevant
workplace context

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 Assessment Instructions
Assessment Types
 Written questions and answers
 A project

Assessment Task Instructions

 You must respond to all questions and complete all elements of the project and submit them to
your trainer/assessor marking via the Lexis Learning Hub.
 You must correctly answer all questions to the required level, e.g. provide a number of points to be
deemed satisfactory in this task.
 To make full and satisfactory responses you should consult a range of learning resources, other
information such as handouts and textbooks, learners’ resources, and PowerPoint slides.
 You must include the following particulars in the footer section of each page of the attached
sheets:
o Student ID and Student Name
o Unit of Competency Code
o Course Name
o Trainer and assessor name
 You will receive your feedback within two weeks from your submission date - you will be notified
by your Trainer/Assessor when results are available.

Instructions for Completing Written Questions and Project Work

 For assessment 1 you are required to complete the written assessment consisting of a series of
questions.
 You will be required to correctly answer all the questions.
 Do not start answering questions without understanding what is required from you. Read the
questions carefully and critically analyse them for a few seconds, this will help you to identify what
is really needed.
 For Project Assessment Two you will be required to complete a number of extended response
questions
 For Project Assessment Three you will further expand on your understanding of the course by
producing a PowerPoint (or similar)
 Your answers must demonstrate an understanding and application of relevant concepts, critical
thinking, and good writing skills.
 Be concise to the point and write answers according to the given word-limit (if quoted) to each
question and do not provide irrelevant information. Be careful, quantity is not quality.
 Be careful to use non-discriminatory language. The language used should not devalue, demean, or
exclude individuals or groups on the basis of attributes such as gender, disability, culture, race,
religion, sexual preference or age.
 You are required to correctly discuss all topics appropriately in easy-to-understand, slang and
abbreviation free language, friendly yet professional manner for this assessment task.
 When you quote, paraphrase, summarise or copy information from the sources you are using to
write your answers/research your work, you must always acknowledge the source.

Resources Required to Complete the Assessment Task

 Computer and Internet
 MS Office
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  Printer or e-printer
 Adobe acrobat/reader
 Learning management system – Lexis Learning Hub

Applicable Conditions
 This assessment is untimed and is conducted as an open book assessment (this means you are able
to refer to your learning materials while completing this assessment).
 You must read and respond to all questions.
 You must use computers to answer the questions.
 You must complete the task independently or in a group (where applicable e.g. group
presentation).
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As you complete this assessment task you are predominately demonstrating your written skills and
knowledge to your trainer/assessor.
 The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is
your own work.

Resubmissions
 Where a learners answers are deemed not satisfactory after the first attempt, a resubmission
attempt will be allowed.
 You must speak to your Trainer/Assessor if you have any difficulty in completing this task and
require reasonable adjustments (e.g. may be given as an oral assessment).
 For more information, please refer to your VET Student Handbook

Instructions for Assessors

Written Assessments
Learners are required to complete each assessment task in full, once all questions are complete and the
assessment has been submitted for marking, assessors must undertake the following steps:

 Provide feedback where appropriate throughout the assessment.

 Note the quality and accuracy of the responses provided and make a judgement on whether the
assessment is Satisfactory or Not Yet Satisfactory.
 Complete the Competency Record and note the assessment outcome and attempt number and
provide general feedback for the student.
 Complete and upload the Competency Record to the Lexis Learning Hub.

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 Assessment 1 | Questions and Answers
Complete the following activities individually or in a group (as applicable to the specific activity and the
assessment environment). Where applicable, a signed observation by either an approved third party or the
assessor will need to be included in these activities as proof of completion.

Question 1
Identify six traits that should be demonstrated by leaders of innovation.

- Ability to imagine and express innovative visions

- Excellent understanding of customer desires and motivations
- Good communication skills and willingness to tolerate mistakes
- Ability to gain respect and encourage contributions from staff members at all levels
- Ability to present and provide information about innovative ideas

Question 2
When managing Innovation what are three examples of resources?

- Staff
- Plant
- Equipment

Question 3
What are four positive methods of responding to employee contributions?

- Writing personalised thank you notes

- Thanking employees directly
- Sharing contributed ideas with other members of the workforce
- Using incentive schemes and providing rewards for contributions

Question 4
What are five factors that affect the development of mutual respect and advice?

- Integrity
- Credibility
- Accountability
- Reliability
- Transparency

Question 5
What role does risk management play within monitoring and reporting?

There are different aspect that are related to risk management when referring to monitoring and
reporting including checking that execution of the planned actions is having the desired effect, watching
for the early signs that a risk is developing, modelling trends and prediction potential risk and
opportunities.

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 Question 6
How can you evaluate your own approach for consistency to the organisation or project?

One of the most common approaches for evaluating own approaches is the use of a matric that involves
identifying those business strategies and objectives that you consider to be particularly important. There
are different types of matrices that can be used based on problem maturity and knowledge maturity.

Question 7
What are three methods that could be used when consulting staff on working conditions?

- Conducting a workshop or training day – these could involve practicing communicating with each
other in role play scenarios
- Creating a questionnaire that helps team members identify their communication style
- Brainstorming opportunities for improving communication procedures

Question 8
What are three examples of flexible working conditions?

- Social leave
- Study leave
- Encouragement of risk-taking and tolerance of failures

Question 9
What are four examples of collaborative work arrangements?

- Cross section
- Vertical teams
- Within a section
- Working with supplier organisations or partner organisations

Question 10
What are four characteristics that innovative thinkers share?

- Intuitive
- Abductive reasoning
- Asks what if
- Not constrained by the past

Question 11
What are five methods that staff contributions can be acknowledged?

- Personalised thank you notes

- Written pieces in bulletins and newsletters
- Statements during staff meetings
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 - Social media and blog posts
- Informal workplace discussions

Question 12
What are five methods of celebrating and promoting innovation?

- Publicly congratulating the project team

- Ensuring management acknowledgement
- Providing a newsletter story about the idea
- Using the idea to help foster other ideas
- Bringing everyone together

Question 13
Why should employees have an understanding of the reasons for making innovative contributions?

It is important that staff appreciate that innovation is necessary for the continued success of the business
and achievement of establish objectives. This understanding promotes employees to make more
meaningful contributions and collaborate into creating new ideas and systems to improve the business.

Question 14
What are four examples of what the physical environment may relate to?

- Eating areas
- Extent to which design or style links with declared philosophies or objectives
- External areas
- General ambience of the work environment

Question 15
What are four examples of collaborative skills when working with colleagues?

- Defining individual roles and establishing mutual respect

- Talking openly, sharing opinions and perspectives
- Encouraging others to communicate and listening respectfully
- Recognising and thanking colleagues for their contributions

Question 16
What are five examples of physical resources and equipment?

- Tables
- Chairs
- Computers
- Digital projectors
- Printers and photocopiers

Question 17
What are three ways of sharing information about Innovation?
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 - Conversations in person
- Social media
- Emails

Question 18
What are two examples of formal training programs?

- Organisational induction
- Local induction

Question 19
What are two examples of informal training programs?

- Stock management
- Website maintenance

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 Assessment Two | Extended Response
Question 1
What are three examples of what leadership should look like to you.

There are different ways in which leaderships can be viewed considering the type of environment which
is being dealt with, some of the essentials that will assist when leading a group are:

1. Communicate the big picture: Staff members are more likely to commit to your plans when they
understand the bigger purpose.
2. Practice the leadership behaviours that you expect from your staff: Model your actions on the
way you wish the work group to behave. Take responsibility for results; trust your staff; where
possible share information, planning, preparation, and processes; and listen to stakeholders and
team members.
3. Involve people in decisions: Better, more sustainable decisions come when staff have ownership
of the outcomes.

Question 2
In approximately 150 words, what are some tips for providing constructive advice?

It is important that as a leader you provide well-considered responses to any ideas that are contributed
by your staff members. There are some aspects that need to be considered to ensure that the
consultation process is effective, these include making sure that your employees feel comfortable
sharing and contributing ideas and information, it is important that the new ideas of the employees are
welcomed so that they are encouraged to share them. Additionally, communication is a key factor when
providing constructive advice, employees need to know when, where and why consultation is taking
place, as leader you need to be able to share the relevant information in accessible ways . It will be
important to focus entirely on the employee’s contributions, rather than their personalities or character
traits when providing feedback.

Question 3
What are five reasons that progress towards targets or goals may be disrupted?

- Workload
- Under-skilled / over-skilled staff
- Personal problems
- Unclear duties
- Work environment

Question 4
A. Identify at least three innovative opportunities which could be taken by an business of your choice.
BUSINESS: Café Restaurant
1. Online and mobile ordering – It can be implemented into the ordering system of the café where
customers are able to order their food or drinks before going to the café, this would help
mininise the waiting time of the customers.
2. Delivery through available apps – We can start catering for take away and delivery using apps like
UberEats and Deliveroo, which can expand the number of customers that the business has.

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 3. Upfront drink payments – Create a system where people are able to pay upfront for a drink to
another person that might need it. It could be a way to show the customers that we encourage
sharing and good energy.
B. Create a risk assessment matrix highlighting the associated business impact and probability of risks
relating to these ideas.

C. For each risk, determine actions to be taken. For minor risks you might just accept the risk and do
nothing

Associated business impact

Low Medium High
Extreme Failing to deliver
Probability quality food for
of risk take away
customers,
making them not
order from the
café again (2)
High People ordering
food before going
to the café and
then not showing
up (1)
Moderate Low quality in the People taking
delivery services, advantage of the
food arrives to the upfront paid drink
customer cold or and not giving
not in an ideal back to other
state (3) people (2)
Low Failing to get
online orders and
making food and
drink before the
customer arrives
to café. (1)

1. Failing to deliver quality food for take away customers, making them not order from the café
again (2) – Having a quality control system that ensures the take-away food and drink are up to
standard compare to dine-in.
2. People ordering food before going to the café and then not showing up (1) – Incorporating to the
system pre-payment so that the business is not affected by people not picking up their orders
3. Low quality in the delivery services, food arrives to the customer cold or not in an ideal state (3) –
Surveys to customers to ensure that they are happy with the delivery services and that the food is
arriving to the customer in the best possible way
4. People taking advantage of the upfront paid drink and not giving back to other people (2) –
Encourage that people not only take the already paid drink but also buy drinks to other people,
try to make them understand that there might be a person in more need than them
5. Failing to get online orders and making food and drink before the customer arrives to café. (1) –
Ensuring that online orders are received immediately to a staff member responsible of ensuring
the order is made as soon as possible.

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 Question 5
What can you use an evaluation matrix for?

An evaluation matrix is an essential tool for planning and organising an evaluation. It is a table with rows
that contain questions and columns that address evaluation design issues such as data collection
methods, data resource, analysis methods and criteria comparisons.

Question 6
What are three examples of fostering innovation at work?

1. Hiring employees with creativity and the ability to innovate

2. Allowing and actively encouraging employees to spend time thinking creatively
3. Maintaining open communication and addressing innovation

Question 7
In approximately 150 words, state why staff members should be encouraged to participate in collaborative
work arrangements.

It is important that staff members are involve in collaborative work arrangements because they have
knowledge that comes from their area or department and might know the issues or systems that are not
working in the business and therefore can convey their ideas and suggestions and potentially reduce the
problems that are present and help the business run more smoothly. It is important that all staff are
invited to meeting and discussion in which they can ask questions and provide their ideas. There are
numerous ways of encouraging and enabling collaboration in the workplace. It is important that you
highlight company expectations and ensure that all staff members understand their responsibilities
within designated teams. You should maintain open communication and ensure that employees from
various departments are given the opportunity to collaborate.

Question 8
What are six team building requirements for ways in which teams can work together to maximise
opportunities for innovation?

1. Highlighting and agreeing on common objectives and team purposes

2. Selecting and organising team members with appropriate skill sets
3. Detailing the contribution that the team is expected to make in relation to the progression of the business
4. Developing schedules and timelines for the completion of team tasks
5. Developing means of evaluating team contributions and making improvements as necessary
6. Ensuring the commitment and motivation of team members

Question 9
Why should you acknowledge colleagues’ suggestions for improvements?

It is very important for you to acknowledge the innovative suggestions, improvements, and innovations that are
contributed by your colleagues. Ideas and suggestions should be acknowledged, whether you plan on implementing
them or not. It is quite likely that staff members will make some suggestions which are beyond the scope or
capabilities of the organisation.

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 Question 10
What are three advantages of celebrating innovation?

1. It builds trust
2. It gives your brain a much-needed break
3. It reinforces the value of innovation

Question 11
What are the four steps of the Dreamer method for reviewing innovation?

1. The Dreamer step allowed staff to create any ideas possible. They could create any number of
wonderful ideas, characters and stories.
2. In the Realist step staff then had to develop plans on how these ideas or characters could be
realised, including potential personalities of new characters and project briefs.
3. The Critic stage was to challenge each of the ideas that had made it to this stage, to investigate
reason why customer would not connect with the idea or character.
4. The Observer would be a person who watched the process and provided their perspective on
whether the idea would work before it was put into production.

Question 12
What role does the physical environment play in innovation?

It is important to be aware of the space in which staff members are working, some may be inspired when
working in open environments with a variety of colours. Others may prefer basic colour schemes and be
keen to spend considerable amounts of time in their own private spaces. Y

Question 13
In section 4.2 of the Learner Guide, you were given three examples of methods of consultation. Choose one
of them and write at least 75 words explaining what that term means to you.

 Group discussion – A group discussion is a method of consultation used by many organisations

and businesses that involves people sharing ideas or activities. People in the group discussion are
connected with one based ideas and based on that ideas everyone is able to present their
perspective and provide suggesting with respect to the topic. It is also a method of evaluation a
candidate’s skills such as leadership, communication, social behaviour and critical thinking.

Question 14
In your opinion, how can changing the design, fit-out and decoration encourage innovation?

I think it provides a sort of new start to the staff members, as previously mentioned, it is important to be
aware of the environment in which staff members are working and how they interact with said
environment. This impact in environment can benefit the thinking of some people and might be inspired
with coming up with new ideas.

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 Question 15
Why should employees be encouraged to bring their personal belongings to a workplace?

Encouraging employees to bring their personal belongings to add their own personal touches to gives a
sense of ownership and control in the workplace environment. This goes to ensuring that the workers
feel relaxed and comfortable in their surroundings. Levels of motivation and productivity may then be
increased. It has already been mentioned that you good levels of ventilation and lighting in the working
environment, and plants and flowers can enhance feelings of wellbeing and improve general health.

Question 16
What are four examples of formal and informal learning opportunities?

1. Coaching
2. Conferences
3. Formal training courses/programs
4. Information seminar

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 Assessment Three | Project
Task A
You are required to produce a PowerPoint (or similar) showcasing your understanding of this unit. Your
PowerPoint should cover the below points as a minimum.

 explain the context for innovation in the workplace including core business values, overall
objectives, broader environmental context, and the need to ensure the value and benefit
of innovative ideas and projects
 state how you would reinforce the value of innovation to the vision and objectives of the
organisation
 state how you could model behaviour including being receptive to ideas, giving
constructive advice, evaluating your own work, establishing, and maintaining relationships
based on mutual respect and trust, taking considered risks that provide opportunities for
innovation
 explain how different approaches to management and leadership can support or hinder
innovation
 research the legislative framework that impacts on operations in the relevant workplace
context

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