BSBINN801 - Unit Assessment Pack - V1.0

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Unit Assessment Pack

Course Code: BSB80615
Course Name: Graduate Diploma of Management (Learning)

Unit Code: BSBINN801
Unit Name: Lead innovative thinking and practice
Contents
Unit Assessment Pack Cover Sheet ................................................................................................................................... 3
Section 1: Assessment Plan............................................................................................................................................... 5
Section 2: Unit Pre-Assessment Checklist (UPAC) .......................................................................................................... 11
Section 3: UAT1 – Unit Knowledge Test (UKT) ................................................................................................................ 12
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) ............................................................. 14
Unit Assessment Result Sheet (UARS): UAT1 – Unit Knowledge Test (UKT) ............................................................. 18
Section 4: Unit Project (UP) ............................................................................................................................................ 19
Unit Assessment Result Sheet (UARS): UAT2 – Unit Project (UP) ............................................................................. 25
Section 5: Unit Project (UP) ............................................................................................................................................ 27
Unit Assessment Result Sheet (UARS): UAT3 – Unit Skills Test (UST) – Unit Project (UP) ........................................ 33
Section 6: Student Feedback on unit .............................................................................................................................. 35
BSBINN801 Lead innovative thinking and practice Version 1.0 updated 23/04/2019
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Unit Assessment Pack Cover Sheet

Course Name BSB80615 – Graduate Diploma of Management (Learning)
Unit Name BSBINN801– Lead innovative thinking and practice
First Name: Family Name:
Assessor Name: Student Number:

Please read and sign this assessment coversheet and submit it together with all your assessments to your Assessor by the due date.
I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material
that I used in the production of the assessment pack.
The Trainer/Assessor has gone through the instructions (specially the need of using referencing and
consequence of plagiarism) for all the assessments. Due date for assessment submission has been clearly
communicated to me.
I give the trainer/assessor of this assessment the permission to:
- Reproduce this assessment and provide a copy to another member of staff; and
Student - Take steps to authenticate the assessment, including communicating a copy of this assessment to a
Declaration checking service (which may retain a copy of the assessment on its database for future plagiarism
checking).
I am aware of post-assessment options (re-submission, re-assessment, study plan) available to me.
I have talked to my Trainer/Assessor about any of my special needs.
By submitting this assessment pack and signing below, I DECLARE THAT all the assessments in this pack
are my own work and have not been previously submitted by me or any other student. I understand that
if there is any doubt of the authenticity of any piece of my assessment I can be orally assessed by the
assessor.
Student’s Signature: Date: ____/____/____
Assessor Use Only

Final Overall Assessment Re-submission Re-assessment
Result C NYC C NYC C NYC

Assessor’s Signature Date ____ /____ /____
Feedback to Student
I have received the Assessment Feedback on ____/____/____ Student’s Signature: _____________

Assessor’s Signature Date ____ /____ /____
Assessment Submission Receipt
Student Student
Name: Number:
Assessor Assessor’s
Name: Signature:
Unit Date
BSBINN801 - Lead innovative thinking and practice
Details: received:
ECA GRADUATE INSTITUTE | RTO: 91423 | ABN: 81 128 584 896
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Section 1: Assessment Plan

To demonstrate competence in this unit, the student must be assessed as satisfactory in each of the following
assessment tasks.
Evidence recorded Evidence Type/ Method of assessment
Unit Assessment Task 1 (UAT1) Unit Knowledge Test (UKT)
Unit Assessment Task 2 (UAT2) Unit Project (UP)
Unit Assessment Task 3 (UAT3) Unit Skills Test (UST)
Instructions to complete the “Assessment Plan” Outcome Records

You are required to fill out this “assessment plan” outcome records in the assessment pack, when:
• The student has completed and submitted all requirements for the assessment tasks for this cluster or unit
of competency.
• The student’s work has been reviewed and assessed by you.
• You have recorded a satisfactory/unsatisfactory result for each assessment task within each unit of
competency.
• Relevant and detailed feedback has been provided to Student.
Every assessment has a “Feedback to Candidate” section to record the following information. You must also ensure
that all sections are filled appropriately, such as:
• Result of Assessment (satisfactory or unsatisfactory)
• Student name, signature and date
• Assessor name, signature and date
• Relevant and detailed feedback
Assessment Conditions
Unit purpose/application
This unit describes the skills and knowledge required to generate, lead and sustain innovative organisational thinking
and practice.
It applies to individuals who initiate and lead innovation in any industry or community context. Each organisation
thinking, and practice will be different depending on its core business, purpose, size, complexity and broader operating
context.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
What the student can expect to learn by studying this unit of competency
• Generate innovative thinking and creativity
• Lead innovative practices
• Generate and support a culture of innovation
• Sustain innovative thinking and practice
Training and assessment resources required for this unit of competency
The student will have access to the following:
• Learner guide
• PowerPoint presentation
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• Unit Assessment Pack (UAP)

• Access to other learning materials such as textbooks
The resources required for these assessment tasks also include:
• Access to a computer, the Internet and word-processing system such as MS Word.
• An operational business environment to implement the learning plan
• Computer technology and documentation as required
• Codes of practice and standards issued by government regulators or industry groups
Submission instructions
Trainer/assessor must confirm the assessment submission details for each assessment task.
Academic integrity, plagiarism and collusion

Academic Integrity
Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of
others while developing your own insights, knowledge and ideas.
As a student, you are required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic 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 students cannot copy or misuse your work
Plagiarism
Plagiarism means to take and use another person's ideas and or manner of expressing them and to pass them off as
your own by failing to give appropriate acknowledgement. This includes material sourced from the internet, EGI staff,
other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the author or web page
• Reproducing lecture notes without proper acknowledgement
Collusion
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This
occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another EGI student or with individuals or students external to EGI. This applies to work assessed
by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without EGI approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct
in group work please refer to the EGI’s policy on plagiarism and collusion.
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Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in
plagiarism and collusion as outlined in EGI’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary
action.
Other Important unit specific Information
N/A
Unit outcome
• This unit is not graded and the student must complete and submit all requirements for the assessment task
for this cluster or unit of competency to be deemed competent.
• Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS) result for each
individual unit assessment task (UAT).
• Final unit result will be recorded as competency achieved/competent (C) or competency not yet achieved/not
yet competent (NYC).
Prerequisite/s
Nil
Co-requisite/s
Nil
Foundation Skills
The Foundation Skills describe those required skills (learning, oral communication, reading, writing, numeracy, digital
technology and employment skills) that are essential to performance. Foundation skills essential to performance are
explicit in the performance criteria of this unit of competency.
Relevant Legislation
• Australian Human Rights Commission Act 1986
• Age Discrimination Act 2004
• Disability Discrimination Act 1992
• Racial Discrimination Act 1975
• Sex Discrimination Act 1984
• The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
• Occupational Health and Safety Act 2004 – Applicable in Victoria
• Work Health and Safety Act 2011
Principles 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 assessment must be valid, fair, flexible, reliable and consistent. The rules of
evidence state that evidence must be sufficient, valid, current and authentic.
Principles of Assessment
Validity:
• Each assessment task has been mapped to unit of competency requirements.
• Refer to the ‘Unit Mapping’ document for more information.
• Assessment tasks are varied and are required to be completed over a period of time and, where required, on
a number of occasions.
• Practical observations provide opportunities for students to demonstrate both knowledge and skills.
• Assessment of knowledge and skills is integrated with their practical application;
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• Assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and
knowledge in other similar situations.
Reliability:
• Reliability refers to the degree of consistency and accuracy of the assessment outcomes. That is, the extent
to which the assessment will provide similar outcomes for students with equal competence at different
times or places, regardless of the Assessor conducting the assessment.
• Trainer Assessment Pack provides benchmark performance checklists and answers for each assessment task
to ensure accuracy and consistency in the assessment decision-making process.
Flexibility:
• All students should be fully informed of the purpose of assessment, the assessment criteria, methods and
tools used, and the context and timing of the assessment.
• A range of assessment methods are provided that are relevant to the unit’s context.
• Assessment methods are appropriate to the context, the unit of competency and associated assessment
requirements, and the individual.
Fairness:
• Students are required to declare reasonable adjustments if they have any special needs or considerations
that may affect their ability to complete the assessments.
• Any reasonable adjustments that are required to be made to these assessment tasks must be recorded in
the reasonable adjustment strategies matrix section, in the unit pre-assessment checklist for the relevant
task.
• An assessment should not place unnecessary demands on students that may prevent a student from
demonstrating competence (for example, an assessment should not demand a higher level of English
language or literacy than that which is required to perform to the workplace standard outlined in the
competencies being assessed).
• The EGI informs the learner about the assessment process and provides the learner with the opportunity to
challenge the result of the assessment and be reassessed if necessary.
• Students are provided with information about the appeals process in their Student Handbook.
Rules of Evidence
Validity:
• The Marking Guide provides a set of benchmark performance responses/checklists/answers for each
assessment task.
• There is a clear relationship between the evidence requirements of the unit of competency and the evidence
on which the assessment judgment is made.
• Assessors are to record assessment outcomes for each task in the accompanying Unit Assessment Result
Sheet (UARS).
• Assessor observations require the Assessor to watch and observe the student complete specific workplace-
related activities in which they can demonstrate the skills and knowledge required.
Sufficiency:
• The ‘Unit Mapping’ document demonstrates how assessment tasks align with unit of competency
requirements.
• Some units may require the student to demonstrate assessment over a period of time and more than once.
These requirements will be made clear in the relevant assessment task.
• All dimensions of competency are addressed.
• Competency in different contexts is demonstrated.
• The Assessor is assured that the quality, quantity and relevance of the assessment evidence enables a
judgment to be made of a learner’s competency.
Currency:
• Evidence for each assessment task must demonstrates the student’s current knowledge and skills.
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• Workplace-based related tasks will allow the student to draw from current workplace conditions and
experiences, and students will be able to use technology, tools and equipment specific to their workplace.
• The Assessor is assured that the assessment evidence demonstrates current competency. This requires the
assessment evidence to be from the present or the very recent past.
Authenticity:
• Students are required to sign the Unit Assessment Task Cover Sheet, indicating that the work they have
submitted for assessment is their own.
• The Assessor is assured that the evidence presented for assessment is the student’s own work.
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/
Further Information
For further information about this unit go to https://training.gov.au/Training/Details/BSBINN801 and assessment
guidelines and trainer/assessor instructions to assess student’s work.
Additional Information
• This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.
• Students are required to satisfactorily complete and submit all assessment tasks that contribute to the
assessment for this unit.
• Student will be provided with one more attempt to complete this Unit assessment pack (UAP), if
trainer/assessor deemed them not yet satisfactorily completed (NS) in any Unit assessment task (UAT).
• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure the student is ready
for the assessment.
• Feedback regarding this Unit assessment pack (UAP) can be emailed to Academic Manager, EGI for
continuously improving our assessment and student resources.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to justify to students
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 students on what steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best,
feedback should:
• Be provided for each Unit Assessment Task (UAT)
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needs
• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning
Please do not provide short/one-word comments, such as “Fantastic” or “Great work!”. Feedback needs to be:
• Constructive – highlighting the strengths and weaknesses of a given piece of work, it should set out ways in
which the student can improve the work.
• Timely – should be given while the assessed work is still fresh in a student's mind, before the student moves
on to subsequent tasks.
• Meaningful – should target individual needs, be linked to specific assessment criteria, and be received by a
student in time to benefit subsequent work.
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If students have not received proper feedback, they can speak to Academic Manager, EGI. For more information,
please refer to EGI Staff Handbook.
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Section 2: Unit Pre-Assessment Checklist (UPAC)

Purpose of the Checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must
review the checklist with the student before the student attempts the assessment task. If any items of the checklist
are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to
ensure they understand the requirements of the assessment task. The student must ensure they are ready for the
assessment task before undertaking it.
Information for Trainers/Assessors:

• Please make sure the student has completed the necessary prior learning before attempting this assessment.
• Please make sure you as a trainer/assessor have clearly explained the assessment process and tasks to be
completed.
• Please make sure the student understands what evidence is required to be collected and how.
• Please make sure the student knows their rights and the Complaints and Appeal process.
• Please make sure the student has discussed any special needs or reasonable adjustments to be considered
during the assessment (refer to the Reasonable Adjustments Strategy Matrix).
• Please make sure the student has access to a computer and the internet (if they prefer to type the answers).
• Please ensure that your student must have all the required resources needed to complete this Unit Assessment
Task (UAT). (Refer to Training and assessment resources for more information).
• Due date of this assessment task is according to the timetable.
• 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 the request for
extension to submit the assessment work.
• Request for an extension to submit assessment work must be made before the due date of this assessment
task.
Reasonable Adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional language,
disability etc. can request for reasonable adjustments.
• Please note, academic integrity 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.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student
with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section “Reasonable Adjustment Strategies Matrix” to ensure the
explanation and correct strategy have been recorded and implemented. This Matrix can be found at the
beginning of each Assessment Task.
• Trainer/Assessor must notify the Academic Manager, EGI for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the Academic
Manager, EGI.
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Section 3: UAT1 – Unit Knowledge Test (UKT)

Assessment type:
• Written Questions
Purpose of the assessment
This assessment task is designed to evaluate your Knowledge for the following:
• Knowledge of innovation theories and their key concepts.
• Knowledge of impact of leadership style on innovation in organizations.
• Knowledge of the relevance of organizational and industry context on innovation.
• Knowledge of internal and external conditions or factors that impact on organizational innovation.
• Knowledge of the strategies for identifying, assessing and managing risks associated with innovation.
• Knowledge of support innovative practices.
• Knowledge of mechanisms at system or process level that can support innovative practices.
• Knowledge of common challenges to innovation within an organization.
• Knowledge of barriers to innovation within an organization
• Knowledge of communication methods that can be used to communicate unresolved issues, concerns and
problems raised by team members with the line management and stakeholders.
• Knowledge to overcome challenges and barriers to innovation in an organization.
Instructions provided to the student
Assessment task description:
• This is the first unit of assessment task student must successfully complete to be deemed competent in this
unit of competency.
• The Unit Knowledge Test is comprised of 15 written questions.
• Student must respond to all the question and submit them to the Trainer/Assessor.
• Student must answer all questions to the required level, e.g. provide the number of points, to be deemed
satisfactory in this task.
• Trainer/Assessor is required to provide the feedback within two weeks and notify students when results are
available.
Applicable conditions:
• This knowledge test is untimed and are conducted as open book tests (this means student can refer to
textbooks during the test).
• Student must read and respond to all questions.
• Student may handwrite/use computers to answer the questions.
• Student must complete the task independently.
• No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not
Satisfactory.
• Trainer /Assessor must assess student’s written skills and knowledge as he/she complete this assessment task.
• The trainer/assessor may ask student relevant questions on this assessment task to ensure that this is his/her
own work.
Resubmissions and reattempts:
• Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will
be allowed. Assessor must note any such submissions.
• Student may speak to their Trainer/Assessor if student have any difficulty in completing this task and require
reasonable adjustments (e.g. can be given as an oral assessment).
• For more information, please refer to EGI Staff Handbook.
Location:
1) This assessment task may be completed in a classroom, learning management system (i.e. Canvas or
independent learning environment.)
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2) Trainer/Assessor will provide student further information regarding the location for completing this assessment
task.
Instructions for answering written questions:

• Student must have to complete a written assessment consisting of a series of questions.
• It is expected from students to correctly answer all the questions.
• Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good
writing skills.
• Student must be concise and to the point and write answers according to the given word-limit to each question
and do not provide irrelevant information.
• Student must not use non-discriminatory language. The language used should not devalue, demean, or
exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual
preference or age. Gender inclusive language should be used.
• Assessor should not accept answers copied directly from texts without acknowledgement of the text.
How trainer/assessor will assess the work?
This assessment task requires the student to answer all the questions correctly.
• Answers must demonstrate the student’s understanding and knowledge of the unit.
• If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
• If at least one of the assessment tasks is deemed Not Satisfactory (NS), then the unit outcome is Not Yet
Competent (NYC).
• Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will
complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not
Yet Competent (NYC).
• The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Instructions for assessors:
• Assesses each student’s answers in accordance with the guidelines provided in the “Assessment Pack”.
• Should not accept answers copied directly from texts without acknowledgement of the text
• Assess each student’s answers and provide feedback within two weeks of submission
• Notify each student that they are Satisfactory/ Not Satisfactory via the learning management system.
• Submit assessed unit assessment pack to student administration within one week of marking, so that results
can be uploaded into the student management system.
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Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category Possible Issue Reasonable Adjustment Strategy (select as applicable)
 LLN  Speaking  Verbal assessment
 Reading  Presentations
 Writing  Demonstration of a skill
 Confidence  Use of diagrams
 Use of supporting documents such as wordlists
 Non-  Speaking  Discuss with the student and supervisor (if applicable) whether
English  Reading language, literacy and numeracy are likely to impact on the
Speaking  Writing assessment process
Background
 Cultural  Use methods that do not require a higher level of language or
background literacy than is required to perform the job role
 Confidence  Use short sentences that do not contain large amounts of
information
 Clarify information by rephrasing, confirm understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of, or to
support, text
 Offer to write down, or have someone else write, oral responses
given by the student
 Ensure that the time available to complete the assessment,
while meeting enterprise requirements, takes account of the
student’s needs
  Knowledge and  Culturally appropriate training
Indigenous understanding  Explore understanding of concepts and practical application
 Flexibility through oral assessment
 Services  Flexible delivery
 Inappropriate  Using group rather than individual assessments
training and  Assessment through completion of practical tasks in the field
assessment after demonstration of skills and knowledge.
 Age  Educational  Make sure font size is not too small
background  Trainer/Assessor should refer to the student’s experience
 Limited study skills  Ensure that the time available to complete the assessment takes
account of the student’s needs
 Provision of information or course materials in accessible
format.
 Changes in teaching practices, e.g. wearing an FM microphone to
enable a student to hear lectures
 Supply of specialised equipment or services, e.g. a note-taker for
a student who cannot write
 Changes in lecture schedules and arrangements, e.g. relocating
classes to an accessible venue
 Changes to course design, e.g. substituting an assessment task
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 Modifications to physical environment, e.g. installing lever taps,

building ramps, installing a lift
  Reading  Discuss with the Student previous learning experience

Educational  Writing  Ensure learning and assessment methods meet the student’s
background  Numeracy individual need
 Limited study skills
and/or learning
strategies
 Disability  Speaking  Identify the issues
 Reading  Create a climate of support
 Writing  Ensure access to support that the student has agreed to
 Numeracy  Appropriately structure the assessment
 Limited study skills  Provide information or course materials in accessible format,
and/or learning e.g. a text book in braille
strategies  Changes in teaching practices, e.g. wearing an FM microphone to
 Supply of specialised equipment or services, e.g. a note taker for
Explanation of reasonable adjustments strategy used (If required)
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Assessment Instructions:
• This is an individual assessment.
• To make full and satisfactory responses you should consult a range of learning resources, other information
such as handouts and textbooks, learners’ resources and slides.
• All questions must be answered in order to gain competency for this assessment.
• You may attach a separate sheet if required.
• You must staple the loose sheets together along with the cover page.
• You must attach the loose sheets chronologically as per the page numbers.
• Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words
with one or two lines and rewriting the correct words.
Resources required to complete the assessment task:
• Computer
• Internet
• MS Word / Excel
• Printer or e-printer
• Adobe acrobat/reader
• Learning management system
Question 1: Outline any two innovation theories and discuss their key concepts. Write your answer in 250-300 words
Question 2 Compare and contrast the theories of question 1 with the past theories and thinking innovation. Write
your answer in 300-350 words.
Question 3: Explain how theory and thinking on innovation and creativity can contribute to applied practice. Write
your answer in 200-250 words
Question 4: Discuss the impact of leadership style on innovation in organisations, including how specific approaches
may encourage or inhibit innovation. Write 200–250 words for each
Question 5: Discuss the relevance of organisational and industry context on innovation. Write your answer in 200–250
words.
Question 6: Analyse the internal and external conditions or factors that impact on organisational innovation. Write
your answer in 200–250 words for each
Question 7: Outline of the strategies for identifying, assessing and managing risks associated with innovation? Write
your answer in 200-250 words.
Question 8 Give at least five examples of innovations drivers in an organisation. Write your answer in 50–100 words
Question 9 Give more than five examples of innovation enablers in an organisation. Write your answer in 100-150
words.
Question 10 List the steps need to follow that support innovative practices. Write your answer in 50-100 words
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Question 11: Describe mechanisms at system or process level that can support innovative practices. Write your answer
in 200-250 Words.
Question 12: Discuss the common challenges to innovation within an organisation. Write your answer in 250-300
Words
Question 13: List any seven barriers to innovation within an organisation.
Question 14 As a manager what ways you will adopt to overcome these challenges and barriers to innovation in an
organisation? Write your answer in 100-150 words
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Unit Assessment Result Sheet (UARS): UAT1 – Unit Knowledge Test (UKT)
Student’s ID: Date:
Student’s name:
Assessor’s name:
Does the candidate answer the following? Yes No Assessor Comments
Question 1  
Question 2  
Question 3  
Question 4  
Question 5  
Question 6  
Question 7  
Question 8  
Question 9
 
Question 10
 
Question 11
 
Question 12
 
Question 13
 
Question 14
 
Feedback to Student (Please include recommendations in cases where the student has not satisfactorily completed
all the above questions)
Result:  Satisfactory  Not Yet Satisfactory
Assessor’s Signature: Date:
Student’s Signature: Date:
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Section 4: Unit Project (UP)

Assessment type:
• Unit Project (UP) research, review and critically analyse trends in thinking and emerging practices.
This assessment task is designed to evaluate student’s following skills and abilities:
• Skills to generate innovative thinking and creativity.
• Skills to research, review and critically analyses trends in thinking and emerging practices.
• Skills to introduce and promote creative thinking techniques to foster personal and team innovation.
• Skills to use various techniques and tools to stimulate creative or innovative thinking which may already
been used for other countries by P&G
• Skills to lead innovative practices.
• Reading skills to collect, review, interpret/understand and analyses/review text-based business information
from several sources.
• Written and oral/speech communication skills to organize and deliver information to effectively
communicate on managing employee relations to a range of stakeholders/interested people.
• Numeracy/numbers- mathematical skills to interpret/understand mathematical data when reviewing and
analyzing scenario/setting-situation business information.
• Skills to implement the most appropriate means to promote knowledge transfer.
• Skills to evaluate and manage risks associated with innovation within P&G.
Instructions provided to the student:

• This is the second unit assessment task that student has to successfully complete to be deemed competent in
this unit of competency.
• This assessment task is comprised of two 2 assessment tasks.
• Student is required to complete the tasks based on a given scenario.
• Student must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance
checklist to be deemed satisfactory in this task
• Student must prepare a research report based on given case study by following all given instructions, for the
trainer/assessor to assess competency in this assessment task.
• This skill test is untimed and conducted as an open book test (this means student can refer to textbooks or
other learner materials during the test).
Satisfactory.
• Trainer /Assessor must assess student’s practical skills, technique and knowledge as he/she complete this
assessment task.
own work.
20

Location:
task.
General Instructions for attempting the skills test:

• You will research, review and critically analyses trends in thinking and emerging practices.
• Instructions to research, review and critically analyses trends in thinking and emerging practices.
• You will be required to correctly attempt all activities of this assessment task.

• This assessment task requires the student to prepare a research report based on given case study.
• If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet
Competent (NYC).
Instructions for the assessor:
• Assesses each student’s performance in accordance with the performance criteria for competency listed in
the Unit Trainer and Assessor Pack (UTAP).
• Assess each student’s performance and provide feedback within two weeks of student attempting this
assessment task.
• Notify each student that they are Satisfactory/ Not Satisfactory via the student portal.
• Submit assessed unit assessment pack to student administration within one week of marking so results can be
uploaded into the student management system.
21

Background
information
support, text
student’s needs
format.
22


and/or learning
strategies
23
• This assessment task requires students to act as Research and development Manager at Proctor and gamble
Sydney branch.
• Computer
• Internet
• MS Word / Excel
Scenario
Generate innovative thinking and creativity- Project plan and briefing report
You are working as a Research and development Manager at Proctor and gamble Sydney branch. You have received
a notice from head-office to encourage innovation to came up with new ideas for adding new hair care product
range for specially designed for Australians and New Zealand. You are the lead for this project. Proctor and gamble
group is leading group in innovation and practicing innovation. Research, review and critically analyse trends in
thinking and emerging practices as they relate to a P&G’s current thinking and practices.
Notes: Refer to company website of Proctor and gamble Link: https://us.pg.com/ and annual report provided you
by your assessor. Read their annual report carefully and complete following
After referring to relevant resources, you need to do following activities:
1. As a lead invite your department for a meeting (minimum participants should be 4) and inform them to
come up with ideas for new hair care product range for Aussies. Your meeting agenda should include:
• Creative ideas- at-least two from each team member
• Support creative thinking and discuss what other tools can be used to generate ideas e.g. customer
survey, feedback etc.
• Team needs to research and analyse trends shaping organisation s current and future thinking and
practice
You need to conclude meeting by providing them directions for innovation ideas. During the meeting share your own
ideas with the team.
After meeting you need to prepare plan for generating innovative thinking and creativity. Your plan should cover
following:
2. You are introducing and promoting creative thinking techniques to foster personal and team innovation
24
3. Research and use a range of techniques and tools to generate new ideas and thinking and set the plan to see
customer survey analyst or marketing experts.
4. Evaluate overall context for individual and collective innovative thinking and creativity, check American
specification product can be accepted or not or little modification can make product acceptable in southern
hemisphere (Australia and New Zealand)
5. Research and analyse specific conditions for innovation and issues that impact on individual and collective
innovative thinking and creativity
6. Research and review innovation drivers and enablers of this new range of hair care products for Australian
consumers.
7. Use various techniques and tools to stimulate creative or innovative thinking which may already been used
for other countries by P&G
8. Research, review and critically analyse trends in thinking and emerging practices as they relate to a P&G s
current thinking and practices.
Part B
After completing the plan for innovation project for new range of Hair care products. You need to lead innovative
practices. Give a thought on your leadership style, do you need to adopt another leadership style or not to lead
innovative thinking and practice in P&G for new hair care product range. You need to prepare a report on current
practices of P&G review how you can successfully lead this project. You report should cover following key points:
Report criteria:
1. As a R&D manager you need to review current leadership style of P&G- for R&D manager. Do you think it is
appropriate to encourage positive innovative thinking and practice
2. As a R&D manager you need review, challenge and refine own style and practice in relation to modelling and
supporting innovation.
3. As a R&D manager you need assess and determine the requirements to promote sustainable innovative
activity for the operational context and people involved in this project and discuss head office approach to
support the team
4. How you will be devising and implementing the most appropriate means to promote knowledge transfer and
consider whether exiting practices are appropriate or not?
5. You need to identify, evaluate and manage risks associated with innovation within P&G. How these risks can
impact Australian market or consumer.
25
Unit Assessment Result Sheet (UARS): UAT2 – Unit Project (UP)

Student’s name:
Assessor’s name:
Does the candidate meet the following criteria? Yes No Assessor Comments
a) Student has done esearch and use a range of
techniques and tools to generate new ideas and thinking:
• Meeting  
• Brainstorming
• Discussion with team
b) Student has done research and analyse trends shaping
organisation s current and future thinking and practice:
• -Comparison analysis with other new launch of  
product range
• -Discussed current practice pf P&G
c) Student has introduced and promoted creative
thinking techniques to foster personal and team
innovation  
• Inviting team for ideas
• Invited industry experts for innovative ides
d) Evaluate overall context for individual and collective
 
innovative thinking and creativity
e) Research and analyse specific conditions for
innovation and issues that impact on individual and  
collective innovative thinking and creativity
f) Student research and review innovation drivers and  
enablers
g) Develop personal leadership style to model positive  
innovative thinking and practice
h) Review, challenge and refine own style and practice in  
relation to modelling and supporting innovation
i) Assess and determine the requirements to promote
sustainable innovative activity for the operational context  
and people involved
j) Devise and implement most appropriate means to  
promote knowledge transfer
k) Identify, evaluate and manage risks associated with  
innovation within an organisation
l) Student has managed meeting effectively
• Clear communication  
• Encouraged team for creative ideas
• Concluded the meeting with position note
m) Student has prepared report in appropriate manner  
26
27
Section 5: Unit Project (UP)

Assessment type:
• Unit Skills Test (UST) – Prepare a brief report and project plan on innovation of new Hair care product range
with the team
This assessment task is designed to evaluate student’s following skills and abilities:
• Skills to generate and support a culture of innovation and sustain innovative thinking.
• Skills to introduce and promote innovative practices, processes, products or services appropriate to
audience and organisational requirements.
• Skills to initiate and foster communication, consultation and team development approaches that support
innovation.
• Reading skills to collect, review, interpret/understand and analyse/review text-based business information
from a range/number of sources.
• Written and oral/speech communication skills to organise and deliver information to effectively
communicate on leading and managing team effectiveness to a range of stakeholders/interested people.
• Numeracy/numbers- mathematical skills to interpret/understand mathematical data when reviewing and
analysing scenario/setting-situation business information.
• Skills to work independently/freely as well as collaboratively/together to make decisions about leading and
managing team effectiveness.
• Skills to interact/cooperate with others using appropriate conventions/systems when communicating to, and
consulting/discussing with stakeholders/interested parties.
• Ability/Skills to sequence/in order and schedule/plan activities and manage communication
• Skills to analyse relevant/appropriate information to identify scope/range of work, goals and objectives and
to evaluate/review options/other choices.
• Skills to use familiar/known digital technology to access/get to information, document findings/results and
communicate them to stakeholders.
Instructions provided to the student:
• This is the second unit assessment task that student has to successfully complete to be deemed competent in
this unit of competency.
• This assessment task is comprised of three (3) tasks.
• Student is required to complete the tasks based on a given scenario.
• Student must attempt all criteria to the required level, e.g. Assessment criteria mentioned in the performance
checklist to be deemed satisfactory in this task
• Student must prepare a research report based on given case study by following all given instructions, for the
trainer/assessor to assess competency in this assessment task.
• This skill test is untimed and conducted as an open book test (this means student can refer to textbooks or
other learner materials during the test).
Satisfactory.
• Trainer /Assessor must assess student’s practical skills, technique and knowledge as he/she complete this
assessment task.
28
own work.
Location:
task.
General Instructions for attempting the skills test:

• You must correctly attempt all activities of this assessment task.
• You will prepare a brief report and project plan on innovation of new Hair care product range with the team.
• Answers should be based upon information provided in this assessment task.
• Answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good
writing skills.
• You must concise to the point and write answers according to the given word-limit to each question and do
not provide irrelevant information.
• You must not 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. Gender inclusive language should be used.
• Assessor should not accept answers copied directly from texts, paraphrased or summarized information
without acknowledgement of the source
• This assessment task requires the student to prepare a research report based on given case study.
• If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet
Competent (NYC).
Instructions for the assessor:
• Assesses each student’s performance in accordance with the performance criteria for competency listed in
the Unit Trainer and Assessor Pack (UTAP).
• Assess each student’s performance and provide feedback within two weeks of student attempting this
assessment task.
• Notify each student that they are Satisfactory/ Not Satisfactory via the student portal.
• Submit assessed unit assessment pack to student administration within one week of marking so results can be
uploaded into the student management system.
29

Background
information
support, text
student’s needs
format.
30


and/or learning
strategies
31
• This assessment task is in continuation of the previous assessment task.
• You must prepare a brief report and project plan on innovation of new Hair care product range with the team.
• You must prepare a brief report and project plan by considering the information provided in the assessment
task.
• The assessor will assess the student’s work according to the performance criteria/ performance checklist given.
• Computer
• Internet
• MS Word / Excel
Part A
To generate and support a culture of innovation and sustain innovative thinking and practice, you need to
communicate all the stakeholder regularly. You need to discuss innovation plan and briefing report on innovation of
new Hair care product range with your team. Invite customer survey analyst and market trend experts in meeting and
seek feedback and new ideas for best results of this project. In meeting you need to discuss following issues:
1. Discuss with team for restructuring team for this project is for better innovative ideas and team would be
focused and keep track of each idea and analysis for new hair care range in Australia.
2. Discuss or Introduce and promote innovative practices, processes, products or services appropriate to
audience and organisational requirements. (Refer annual report- check improving our organisation and culture
to win.)
3. Discuss ways to capture, communicate and share innovative ideas and practices for new range.
4. Discuss how they can request resources required to promote innovation for best results of this project.
5. During the meeting you need to initiate and foster communication, consultation and team development
approaches that support innovation
6. Discuss with team strategies you and your team will be using to foster a workplace culture capable of
encouraging innovation
7. Also discuss what mechanisms at system and process level you will be adopting for supporting the innovation.
After having meeting based on discussion, prepare a briefing report as per team agreements and approaches you will
be using for best results of this project.
32
Part B
Now refer the plan you have prepared in assessment task 2 and briefing report you have prepared in task 3-part A.
Based on the discussion you had with team you need develop a project plan for New range hair care products.
Your project plan should cover following key activities. (write plan in 750-1000 words)
Project Plan: Addition of new range of Hair care products designed for Australian markets.
1. Discuss project Scope:
2. Discuss P&G strategies to make innovation an integral part:
3. What process you will be using to ensure ongoing awareness of individual and collective
contributions to innovative thinking and practice
4. How you will be monitor processes to ensure ongoing awareness of individual and collective
contributions to innovative thinking and practice
5. Techniques you will be using to analyse potential barriers and risks to innovation and devise
strategies to respond:
6. How you will be analysing and reflecting on innovation performance as a basis for developing
strategies for improvement.
33
Unit Assessment Result Sheet (UARS): UAT3 – Unit Skills Test (UST) – Unit Project (UP)
Student’s name:
Assessor’s name:
Does the candidate answer the following? Yes No Assessor Comments

a) During the meeting student has:
o -Introduce and promote innovative practices,
o processes,  
o products or services appropriate to audience
and P&G requirements
b) Student has set appropriate ways to capture,
communicate and share innovative ideas and practices
 
o -Regular project team meetings
o -Consulting experts on regular basis
c) Initiate and foster communication, consultation and
 
team development approaches that support innovation
d) Identify, assess and provide adequate resources for
 
innovation to occur
g) Develop and apply strategies to foster a workplace
 
culture capable of encouraging innovation
f) Establish mechanisms at system and process level that
 
can support innovation
g) Develop strategies to make innovation an integral part
 
of organisational activity
h) Develop and monitor processes to ensure ongoing
awareness of individual and collective contributions to  
innovative thinking and practice
i) Analyse potential barriers and risks to innovation and
 
devise strategies to respond
j) Analyse and reflect on innovation performance as a
 
basis for developing strategies for improvement
34
35
Section 6: Student Feedback on unit

Instruction - Please answer the following questions regarding your experiences in this unit of study. For each question mark your
responses by filling in the square that represents your thoughts. Take care to ensure that each of your responses is entered in the
correct row. Please give thoughtful answers; your opinions are highly valued. Do not write your name or other identifying information
on this sheet. Your responses will be completely anonymous and will be used to improve the quality of the unit.
Competency: BSBINN801 Lead innovative thinking and practice
Based on your learning experience in this unit, use the scales on the right to indicate the EXTENT of your agreement with the
statements below by shading the boxes.
Where 1 – Strongly Disagree

2 – Disagree
3 – Neutral
4 – Agree
5 – Strongly Agree
Criteria 1 2 3 4 5
The unit covered what the unit outline indicated.     
This unit is relevant to my course.     
The learning activities in this unit have helped my learning.     
The assessments in this unit have helped me learn.     
I was able to learn from the feedback I received in this unit.     
There were clear guidelines for all assessment tasks in this unit.     
The learning resources provided for this unit helped me to engage in learning.     
This unit provided a reasonable amount of flexibility for study.     
The teaching and learning spaces used for this unit were adequate.     
The amount of work required in this unit was reasonable.     
In this unit, people treated each other fairly and with respect.     
This unit helped me develop my skills in critical thinking, analysing, and problem solving     
and communicating.
Overall, I've had a satisfactory learning experience in this unit.     
What were the best aspects of this unit?
What aspects of this unit need improving?
Thank you for your feedback.

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1

Unit Assessment Pack

Course Name: Graduate Diploma of Management (Learning)

This page is kept blank intentionally.

Unit Assessment Pack Cover Sheet

Unit Name BSBINN801– Lead innovative thinking and practice

First Name: Family Name:

Assessor Name: Student Number:

Student’s Signature: Date: ____/____/____

Assessor Use Only

Result C NYC C NYC C NYC

I have received the Assessment Feedback on ____/____/____ Student’s Signature: _____________

This page is kept blank intentionally.

Section 1: Assessment Plan

Unit Assessment Task 1 (UAT1) Unit Knowledge Test (UKT)

Unit Assessment Task 2 (UAT2) Unit Project (UP)

Unit Assessment Task 3 (UAT3) Unit Skills Test (UST)

Instructions to complete the “Assessment Plan” Outcome Records

• Unit Assessment Pack (UAP)

Academic integrity, plagiarism and collusion

Section 2: Unit Pre-Assessment Checklist (UPAC)

Information for Trainers/Assessors:

Section 3: UAT1 – Unit Knowledge Test (UKT)

Instructions for answering written questions:

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

 Modifications to physical environment, e.g. installing lever taps,

  Reading  Discuss with the Student previous learning experience

Explanation of reasonable adjustments strategy used (If required)

Resources required to complete the assessment task:

Question 13: List any seven barriers to innovation within an organisation.

Does the candidate answer the following? Yes No Assessor Comments

Result:  Satisfactory  Not Yet Satisfactory

Assessor’s Signature: Date:

Student’s Signature: Date:

Section 4: Unit Project (UP)

Assessment task description:

• For more information, please refer to EGI Staff Handbook.

General Instructions for attempting the skills test:

How trainer/assessor will assess the work?

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

 Modifications to physical environment, e.g. installing lever taps,

  Reading  Discuss with the Student previous learning experience

Explanation of reasonable adjustments strategy used (If required)

Resources required to complete the assessment task:

Unit Assessment Result Sheet (UARS): UAT2 – Unit Project (UP)

Result:  Satisfactory  Not Yet Satisfactory

Assessor’s Signature: Date:

Student’s Signature: Date:

Section 5: Unit Project (UP)

General Instructions for attempting the skills test:

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

 Modifications to physical environment, e.g. installing lever taps,

  Reading  Discuss with the Student previous learning experience

Explanation of reasonable adjustments strategy used (If required)

Resources required to complete the assessment task:

Does the candidate answer the following? Yes No Assessor Comments

Result:  Satisfactory  Not Yet Satisfactory

Assessor’s Signature: Date:

Student’s Signature: Date:

This page is kept blank intentionally.

Section 6: Student Feedback on unit

Competency: BSBINN801 Lead innovative thinking and practice

Student’s Signature: Date: //

I have received the Assessment Feedback on // Student’s Signature: _________