Term and Year
Term 4 2018
BSB50215 Diploma of Business
Establish systems that support innovation
Idea pitch demonstration
Practical case scenario brief analysis
Student ID No:
Student Declaration: I declare that this work has been completed by me honestly and with integrity. I understand that the Elite Education Vocation Institute’s Student Assessment, Reassessment and Repeating Units of Competency Guidelines apply to these assessment tasks.
Assessment submission (new) requirements
Please save this file as PDF format (include your name to the filename) before uploading onto Moodle.
Assessment deadlines penalty
It is expected that unless a simple extension, special consideration or disability services adjustment has been granted, candidates will submit all assessments for a unit of study on the specified due date. If the assessment is completed or submitted within the period of extension, no academic penalty will be applied to that piece of assessment. If an extension is either not sought, not granted or is granted but work is submitted after the extended due date, the late submission of assessment will result in a late penalty fee. For further information, please refer to the Assessment Policy.
Assessment/evidence gathering conditions
Each assessment component is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only achieve competence when all assessment components listed under procedures and specifications of the assessment section are Satisfactory. Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYS is eligible for re-assessment. Should the student fail to submit the assessment, a result outcome of Did Not Submit (DNS) will be recorded.
Principles of Assessment
Based on Clauses 1.8 – 1.12 from the Australian Standards Quality Assurance’s (ASQA) Standards for Registered Training Organizations (RTO) 2015, the learner would be assessed based on the following principles: Fairness – (1) the individual learner’s needs are considered in the assessment process, (2) where appropriate, reasonable adjustments are applied by the RTO to take into account the individual leaner’s needs and, (3) the RTO informs the leaner about the assessment process, and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary. Flexibility – assessment is flexible to the individual learner by; (1) reflecting the learner’s needs, (2) assessing competencies held by the learner no matter how or where they have been acquired and, (3) the unit of competency and associated assessment requirements, and the individual. Validity – (1) requires that assessment against the unit/s of competency and the associated assessment requirements covers the broad range of skills and knowledge, (2) assessment of knowledge and skills is integrated with their practical application, (3) assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations and, (4) judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements. Reliability – evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment
Rules of Evidence
Validity – the assessor is assured that the learner has the skills, knowledge and attributes, as described in the module of unit of competency and associated assessment requirements. Sufficiency – the assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgement to be made of a learner’s competency. Authenticity – the assessor is assured that the evidence presented for assessment is the learner’s own work. This would mean that any form of plagiarism or copying of other’s work may not be permitted and would be deemed strictly as a ‘Not Yet Competent’ grading. Currency – 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.
Resources required for this Assessment
All documents must be created using Microsoft Office suites i.e., MS Word, Excel, PowerPoint Upon completion, submit the assessment via the student learning management system to your trainer along with the completed assessment coversheet. Refer the notes on eLearning to answer the tasks Any additional material will be provided by Trainer
Instructions for Students
Please read the following instructions carefully This assessment is to be completed according to the instructions given by your assessor. Students are allowed to take this assessment home. Feedback on each task will be provided to enable you to determine how your work could be improved. You will be provided with feedback on your work within 2 weeks of the assessment due date. Should you not answer the questions correctly, you will be given feedback on the results and your gaps in knowledge. You will be given another opportunity to demonstrate your knowledge and skills to be deemed competent for this unit of competency. If you are not sure about any aspect of this assessment, please ask for clarification from your assessor. Please refer to the College re-assessment and re-enrolment policy for more information.
Procedures and Specifications of the Assessment
Task 1 Learners are required to achieve an understanding of how the Australian government support the innovation growth in the country through its ‘The Innovation Connections’ initiative. Choosing from a selection of case studies located in the Moodle (folder labelled BSBINN501 case studies), Learners are to provide an idea pitch to senior management (your trainer would undertake this role) to propose an innovative idea for the selected company to consider as part of its future business objectives. Learners are to use the template within this assessment tool to develop a potential idea that could provide a new product/ service that is innovative within the local industry in Australia. This idea should not be happening currently here, but elements of it, or very similar projects could be happening outside of Australia or the company. The idea pitch demonstration would lead the Learner to work through the process of developing an idea, pitch the idea proposal and obtain feedback on the areas presented which includes: Section 1 – Idea overview Section 2 – Measuring market potential Section 3 – The conceptual idea Section 4 – Value proposition The idea pitch would be assessed based on criteria on the following: The criteria assessment is defined against the 4 sections which would have a ‘Yes’, ‘Pending’ and ‘No’ check boxes with a commentary column to provide additional information/ rationale to the evaluation. A scoring system would be tabulated according to the number of check boxes indicated during the evaluation step (as above) to derive a relative measure to ascertain the approval decision for the idea pitched. This would also include feedback and approval from senior management (your trainer would undertake this role).
Task 2 The learner is required to then required to: explain how the new system supports innovation in the organisation explain the concepts and theories of change management including ways of introducing change in different organisational contexts and change management communication strategies explain the concepts and theories of innovation and how these link to innovation in practice explain techniques for generating, testing and evaluating concepts and options for new systems analyse the technical context in which the system is being developed outline the typical ways in which systems may present barriers to innovation.
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