Student Assessment BSBSTR401 Student Assessment V1.0 May 2021 ...

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Student Assessment
BSBSTR401 Student Assessment V1.0 May 2021 XXXXXXXXXXPage 1 of 27
Assessment Resource Summary
Unit Details BSBSTR401 Promote innovation in team environments
Assessment
Methods
Written questions Assessment Task 1

Case Study

Assessment Task 2
Student Assessment
BSBSTR401 Student Assessment V1.0 May 2021 XXXXXXXXXXPage 2 of 27
Unit Summary
This unit describes the skills and knowledge required to identify and implement ways of
promoting innovation within team environments in the workplace.
The unit applies to individuals who are team participants or team leaders responsible for playing
a proactive role in demonstrating innovation in a formal or informal team environment.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Prerequisite Units
There are no mandatory pre-requisite units for this competency.
Co-requisite Units
There are no recommended co-requisite units for this competency.
All products purchased remain the intellectual property of Sacred Heart International College. All rights reserved; no part of any
publication provided by Sacred Heart International College may be reproduced by any means for use outside the purchasing
organisation, without the prior written permission of Sacred Heart International College.
Student Assessment
BSBSTR401 Student Assessment V1.0 May 2021 XXXXXXXXXXPage 3 of 27
The Assessment Process and Student Rights & Responsibilities
Submitting your Assessment Tasks:
 When you have completed your assessment, you will need to submit them, according to the
instructions provided to you by your traine
assessor. This may either be through TURNITIN or
email or by hand to the assigned traine
assessor.
 You will be provided with a due date & you must make sure you submit your assessments in
accordance with it. You may be required to apply for an extension if you require extra time,
according to your SHIC policies and procedures.
 Make sure you keep a copy of your tasks before you submit them. SHIC will need to keep them as
evidence and may not be able to return them to you.
 Task specific instructions can be found further in this document.
Assessment Attempts and Resubmissions: You have up to three attempts to complete each
assessment tasks satisfactorily. If after the third attempt, you have not completed a task satisfactorily,
your assessor will have to mark your result for the unit as ‘Not Yet Competent’ (NYC).
You will then have to discuss alternative a
angements for re-assessment with the intervention team.
The alternative a
angement may even include the student re-enrolling in the unit, participating in
additional training or attempting the task again at a later date, so that skills and knowledge can be
consolidated. These a
angements should be in accordance with SHIC policies & procedures.
When you are required to resubmit, you may be required to:
 resubmit inco
ect answers to questions (such as for written tasks and case studies)
 resubmit all or part of a project, depending on how the e
or affects the overall outcome of the
task
 redo a role-play after being provided with appropriate feedback about their original performance
 be observed a second (or third) time undertaking any tasks or activities that were not completed
satisfactorily the first time, after being provided with appropriate feedback.
When you are required to resubmit, you’ll be given a due date for your resubmission. All re-submissions
will be conducted in accordance with the SHIC policies and procedures.
Assessment Outcomes: Each assessment task will be given an outcome of either Competent (C) or
Not Yet Competent (NYC). Students must complete all tasks for a unit satisfactorily to achieve an
overall outcome of Competent (C) for a unit. If one or more tasks are assessed as Not Yet Competent,
students will be given an overall outcome for the unit of Not Yet Competent (NYC).
Plagiarism, Cheating and Collusion: Plagiarism, cheating and collusion on assessments is not
acceptable. Any incidence of this is considered academic misconduct. The definitions of each of these
are below.
 cheating – seeking to obtain an unfair advantage in the assessment of any piece of work
 plagiarism – to take and use the ideas and/or expressions and/or wording of another person or
organisation and pass them off as your own by failing to give appropriate acknowledgement. This
includes material from any sources, such as staff members, other students, authors, texts,
esources and the internet, whether published or unpublished
 collusion – unauthorised collaboration between students.
Where your assessor believes there has been an incident of academic misconduct involving plagiarism,
cheating, and/or collusion, this will be addressed in line with the SHIC policies and procedures which
may ultimately lead to an academic misconduct warning and you needing to complete the whole unit
again.
Student Assessment
BSBSTR401 Student Assessment V1.0 May 2021 XXXXXXXXXXPage 4 of 27
Assessment Appeals: If you don’t agree with an assessment decision made, you have the right to
appeal it. You may need to lodge your request for an appeal within a certain amount of time from the
original decision being made. You will need to make your appeal in writing and follow SHIC process for
appeals. Refer to your Student Handbook for more information about our appeals process.
Reasonable Adjustments: These can be made to ensure equity in assessment for people with
disabilities. A legislative and regulatory framework underpins and supports the delivery of vocational
education and training across Australia. Under this framework, providers of vocational education and
training must take steps to ensure that learners with recognised disabilities have the same learning
opportunities and opportunities to perform and complete assessments as learners without disabilities.
Adjustments include any changes to the assessment process or context that meet the individual needs
of the person with a disability, but do not change competency outcomes. Sometimes reasonable
adjustments are made to the learning environment, training delivery, learning resources and/or
assessment tasks to accommodate the particular needs of a student with a disability. Your traine

assessor may also provide assistance / intervention during the assessments in the event that there is
a risk of injury to the student or to the other members of the class.
An adjustment is reasonable if it can accommodate the student’s particular needs while also taking into
account factors such as:
 the views of the student
 the potential effect of the adjustment on the student and others
 the costs and benefits of making the adjustment.
Making reasonable adjustments requires the RTO to balance the need for change with the expense or
effort involved in making this change. If an adjustment requires a disproportionately high expenditure
or disruption, it is not likely to be reasonable.1
Thus, if students are considered to have special needs, traine
assessors are allowed to provide
easonable adjustment in accordance with SHIC Policies and Procedures which means there may be
modification to the way in which evidence is gathered. This could include alternative methods of
assessment. However, it will not change the standards or outcomes the student achieves.
Please discuss with your assessor if you believe a reasonable adjustment to an assessment task,
method or process needs to be made on the basis of disability. Reasonable adjustments made for you
will be recorded in the space provided in the checklist for the relevant task & in the Unit Assessment
Record sheet.
Information about Assessment
Assessment: Assessment is ‘the process of collecting evidence and making judgements on whether
competency has been achieved, to confirm that an individual can perform to the standard required in
the workplace, as specified in a training package or VET accredited course’.2

1 Source: Innovation & Business Skills Australia XXXXXXXXXXBSB business services training package: implementation guide.
Retrieved from
https:
vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf.
2 Source: Australian Skills Quality Authority XXXXXXXXXXUsers’ guide to the Standards for registered training organisations (RTOs XXXXXXXXXXRetrieved
from https:
www.asqa.gov.au/sites/default/files/2020-01/users_guide_to_the_standards_for_registered_training_organisations_rtos_2015_v2-
2_0.pdf. © Australian Skills Quality Authority; www.asqa.gov.au.
https:
vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf
Student Assessment
BSBSTR401 Student Assessment V1.0 May 2021

bsbstr401-student-assessment-v10-rvuzfxau.pdf student-name-student-id-bsbstr401-eyoxzqfo.docx

Rinki · Accepted Answer

BSBSTR401- Promote innovation in team environment
	2 Student Name 
	
	Student ID
	
	Submission date 
	31/07/2022
Assessment Task 1
Part A
1.
	Workplace Innovation
Innovation is considered as one of the most crucial aspects for an organization which gives it a competitive edge over others. An organisation that includes creativity and innovation in its product cycle exhibits a relatively better progress graph, hence a better positioning in market share.
Workplace innovation can be defined as the process of introducing something novel. This usually begins with an idea or a vision which is then transformed and finally implemented.
Successful organisations understand the importance of innovation and take utmost care if their employees imbibe it at every step to add more to their skill sets and simultaneously, upgrade business performance 
For instance: Google allows its employees to invest 30% of their time pursuing a creative interest of their choice. As a result of which we have innovative ideas such as Google Maps and Google AdSense , needless to say have changed the way we live and a phenomenal marker making Google more than a search engine.
2.
	Incremental Innovation
As the name suggests incremental innovation means sequential small improvements made for a company’s existing products or services. In general, the low-cost improvements act a differentiating factor which allow them to simultaneously work on the current offerings and stay ahead of their competitors.
For instance:  An example for incremental innovation is Coca Cola. Their product development strategy spanning from their initial customized formula to Diet coke and the present product with different flavours is no less than example of incremental innovation. 
Disruptive Innovation
Disruptive innovation can be defined as introducing either a product or service into an already established industry that is performing better. Generally, the cost is slower than existing offerings as a result superseding the market leaders in that particular market space and transforming the industry.
For instance: One classic example of disruptive innovation is Netflix which utilised a completely new business model resulting in a disruption to the existing market. Initially it offered a DVD by mail rental service and switched on to an OTT platform offering online, subscription model for streaming content.
3.
	Benefits of innovation
Here are the following benefits an organisation can draw from innovation: 
1) Innovation can help attract more customers increasing the customer base and improving sales
2) It can be helpful in boosting an organisation’s market position
3) Lastly, once an organisation aligns itself and engages to the concepts of innovation it shows reduction in waste and cost.
Overall innovation can be beneficial for an organisation in numerous ways resulting in customer loyalty, repeat customers, increased customer base and better employee relationships.
4. 
	External factors adding to team innovation
There are innumerable external factors that add to a team’s innovation such as a) adapting to new technology b) Changing government policies c) prevailing economic conditions and d) Consumer demand and supply. For instance, if there is a change in any of the regulatory policies the team needs to adhere to it and make significant changes in the team’s workflow.
Highlighting two of them would consist of new technology and consumer demand & supply.
a) New Technology: The advent of new technology requires an individual to adapt to it. Due to digitisation, machines are being widely used to perform tasks and manual work has decreased to an extent. However, newer technology requires human intervention, thus it is required for an employee to get hands on exposure of the recent technology to stay updated.
b) Consumer demand and supply: As we know that customer is king. Organisations need to align their objectives according to the customer requirement as there would be no point in providing goods or services which a customer no longer needs. Thus, the team needs to develop strategies and introduce innovation as per customer requirements.
5.
	Diverse team at workplace
 
In context to employee engagement, it can be stated that when an organisation embraces the concepts of inclusion and diversity it multiplies employee productivity. Employees feel more respected, valued and the sense of belongingness increases. This results in better outcomes for both employees and business itself.
Mentioning few benefits of embracing diversity at workplace would include the following:
Firstly, team diversity promotes creativity and innovation. 
Secondly, workplace diversity also encourages professional growth and;
lastly, a diverse team can offer better decision-making capabilities.
6.
	A group that consists of younger staff members along with an older employee will be more effective and will generate the most innovative ideas. It is effective from various studies that a group that consists of people from various age groups and from various groups produces more innovative ideas in the organization. This is because the older member is experienced and can effectively guide the younger members and can enhance the ideas that they give. On the other hand, younger members are aware of the recent updates in the industry and can enhance their ideas with the contribution of recent technology and aspects of the industry. Show the group that is comprised of members from different groups who will work together to generate the most innovative ideas. Moreover, the diverse group in an organization tends to create innovative ideas and creativity in the organization. This addresses the relevance of diversity in the organization.
7.
	Once a new process is approved and implemented, one can gather feedback to monitor its effectiveness using the following measures.
1. First of all, one needs to understand the objectives behind the approved process 
2. Next, once the process has been implemented check for are the objectives being fulfilled or not;a
3. Align evaluation efforts to implementation guidelines. 
4. Use multiple measures. 
5. Keep track of response rates and missing data.
8.
	
The two ways to measure success of a new process are a) Profitability and b) Customer satisfaction
Profitability
One of the parameters that helps us evaluate if the business is successful or not is the Profitability or Return on investment or the bottom line. If a business is running well then it is definitely in a fruitful state and not just the breakeven point. All this might have required the organisation to tweak in their strategy, a careful assessment of the ongoing processes and figure out where the costs could become leaner.
Customer Satisfaction
It is quite obvious that every company needs customers. Attracting the right target audience also requires efforts then a lot of time and money needs to be invested to meet customer satisfaction. Having a huge customer base is important but what matters more is are your customers really happy?

Student Assessment BSBSTR401 Student Assessment V1.0 May 2021 XXXXXXXXXXPage 1 of 27 Assessment Resource Summary Unit Details BSBSTR401 Promote innovation in team environments Assessment Methods...

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