Table of Contents

Table of Contents 1

Assessment – BSBMGT608: Manage innovation and continuous improvement 7

Observation/Demonstration 8

Activity 1A checklist – for assessor 11

Activity 1B 12

Activity 1D checklist – for assessor 17

Activity 1E 18

Activity 2A checklist – for assessor 23

Activity 2B 24

Activity 2D checklist – for assessor 29

Activity 2E 30

Activity 3A checklist – for assessor 35

Activity 3B 36

Activity 3D checklist – for assessor 41

Activity 3E 42

Section A: Skills Activity 47

Summative Assessments: Section A checklist 50

Workplace Documentation – for learner 56

Workplace documents checklist 56

Instructions to Learner

Assessment instructions

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:

• Your assessment tasks include your full legal name on each and every page.

  Active participation

• Handing in assessments markedly similar to or copied from another learner

• Presenting the work of another individual or group as their own work

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).

Competency outcome

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 issues. We retain this right at any time, including after submission of your assessments.

Confidentiality

Recognised prior learning

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

Assessment requirements

• Product-based methods e.g. reports, role plays, work samples

• Portfolios – annotated and validated

• Supervisors

• Trainers

The third party observation is to be used by the assessor to assist them in determining competency.

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

Candidate Details

Assessment – BSBMGT608: Manage innovation and continuous improvement

Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBMGT608: Manage innovation and continuous improvement.

Name: _____________________________________________________________

Declaration

I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.

Learner 1: ____________________________________________________________

Signed: ____________________________________________________________

Observation/Demonstration

Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.

An explanation of observations and demonstrations:

Demonstration is off-the-job

A demonstration will require:

You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

Third Party Guide

You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.

If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.

We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.

Third party details (required information from the learner)

Third party name: ______________________________________________________________

Position of third party: ______________________________________________________________

Third party signature: _____________________________________ Date: ___________________

Activities

Activity 1A

Activity 1A checklist – for assessor

Activity 1B

Activity 1B checklist – for assessor

Activity 1C

Activity 1C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 1D

Activity 1D checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 1E

Activity 1E checklist – for assessor

Activity 1F

Activity 1F checklist – for assessor

Activity 2A

Activity 2A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 2B

Activity 2B checklist – for assessor

Activity 2C

Activity 2C checklist – for assessor

Activity 2D

Activity 2D checklist – for assessor

Activity 2E

Activity 2E checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 2F

Activity 2F checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 3A

Activity 3A checklist – for assessor

Activity 3B

Activity 3B checklist – for assessor

Activity 3C

Activity 3C checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Activity 3D

Activity 3D checklist – for assessor

Activity 3E

Activity 3E checklist – for assessor

Activity 3F

Activity 3F checklist – for assessor

Summative Assessments

• Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence

• Performance – evidence requirements, critical aspects of assessment, performance evidence.

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.

Section C: Performance Activity

Section A: Skills Activity

This activity will enable you to demonstrate the following skills:

Learning

• Integrates information and ideas from a range of sources, utilising appropriate support materials

• Communicates complex relationships between ideas and information, matching style of writing to purpose and audience

• Performs calculations required to establish timeframes, cost-benefits and measures for continuous improvement and innovation processes

Navigate the world of work

• Collaborates with others to achieve joint outcomes, playing an active role in encouraging innovation and facilitating effective group interaction

Get the work done

• Recognises that the current way is only one way of doing something and explores possibilities that challenge current approaches

• Actively identifies systems, devices and applications with potential to meet current and or future needs, with the help of specialists.

• Questionnaires/interview data/stakeholder feedback

• Organisational records e.g. financial, sales, etc.

Use this information to communicate information to a relevant group or person, adapting your style of writing to the purpose and audience.

4. Use oral communication skills to speak with co-workers and stakeholders when developing options or implementing the continuous improvement plan including:

• Internal trend analysis

• External trend analysis

10. Under supervision/observation from an assessor or third party (approved by the assessor), demonstrate how you have:

• Planned, organised, implemented or reviewed three organisational strategies, systems or processes – for example using;

• social media monitoring

• business meetings

• Used lateral and analytical thinking to evaluate options against needs, resources and constraints before making decisions – for example

• identifying strengths and weaknesses of ideas e.g. using SWOT analysis

Present your evidence as a portfolio of work, which has been observed by an assessor or third party (approved by the assessor).

The tasks can be completed in either the workplace or a simulated environment.

Summative Assessments: Section A checklist

Section B: Knowledge Activity (Q & A)

• Describe creativity and innovation theories and concepts

• List organisational learning principles

1. Outline a cost-benefit analysis method, considering each of the steps you need to take.

2. Describe a theory of creativity and innovation/concept.

Summative Assessments: Section B checklist

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Section C: Performance Activity

Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.

• Support the testing and trialling of new ideas and undertake risk management and cost-benefit analysis for options

• Plan for and implement improvements using organisation’s processes for approvals, project management and change management

Learners may:

• Analyse supply chains or delivery systems

2. Promote the value of creativity, innovation and sustainability and recognise successes at your workplace or in a simulated environment. Learners may:

• Brief workers on the value of creativity, innovation and sustainability

• Undertake risk management (including risk analysis and control) of an idea approved for trial

• Undertake cost-benefit analysis of an idea approved for trial

• Address change and implement transition plans

5. Facilitate effective contributions to and communications about continuous improvement and innovation. Learners may:

• performance reviews

• peer appraisals

• customer research

• Incorporate insights, experiences and ideas for improvements by:

Summative Assessments: Section C checklist

Workplace Documentation – for learner

Workplace documents checklist

Supplementary Oral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.

Competency record to be completed by assessor