Bsbinn301a-promote-innovation-in-a-team-environment.doc 4e5r4j

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: ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

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 student’s 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 student’s 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 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 individual’s 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

Health Industry Training

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BSBINN301A Promote innovation in a team environment Assessment tool

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 ing 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 and 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 Assessment tool

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 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 s 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 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 Assessment tool

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. and guide colleagues

team is working

tly 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 s 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

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 ' work in the context of developing a more innovative team Bring people into the team or make suggestions for team 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 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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BSBINN301A Promote innovation in a team environment 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 student’s 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 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 ing 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 ed 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.

Health Industry Training

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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 author’s 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 person’s 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 work together and understand their roles and responsibilities. Question 3. How can team leaders 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 ed 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 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 and why is it necessary to do this?

6.

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

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