UNIT
Not applicable.
This unit describes the performance outcomes, skills and knowledge required to be an effective and pro active member of an innovative team. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. |
This unit applies individuals who play a pro active role in demonstrating, encouraging or supporting innovation in a team environment. The individual may be a team participant or a team leader. The team may 'make itself' or be constructed by others. It may have core members and members who participate at certain times or for particular purposes. It may be permanent or temporary, or come together at different times to work on specific projects. The team could consist of a team of contractors/freelancers, permanent staff, clients and service providers, or any combination of these groups. It may operate within an organisation or across several organisations - or simply across a group of individuals. The key focus of the unit is on what makes for an innovative team, what keeps it working well, how the structure of work can make a difference and what skills and knowledge are needed to maximise opportunities for innovation. Where a greater focus on team leadership is required this unit should be combined with units such as BSBLED401A Develop teams and individuals. |
Not applicable.
This unit contains employability skills. |
Elements describe the essential outcomes of a unit of competency. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Evidence of the following is essential: active participation in a team where the team takes a pro-active and considered approach to innovation and innovative practice collaborative and open communication within the team knowledge and understanding of the internal and external factors that contribute to a team becoming and remaining innovative. | |
Assessment must ensure: demonstration of skills as part of a team. | |
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate direct observation of team interactions evaluation of reports by the candidate or the team (could be oral or written) discussing the ideas, challenges and opportunities associated with teams, and how they can be more innovative evaluation of feedback from other people in the team about the candidate's communication approaches and abilities oral or written questioning to assess knowledge of the characteristics of innovative teams, innovation concepts more broadly and they ways in which innovation can be encouraged review of jointly established 'groundrules' for how the team will operate. | |
Innovation does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended. | |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
addressing particular customer feedback conceiving and implementing a particular project developing new services or products generating ongoing ideas within the work unit improving budgetary performance improving or changing work conditions new ideas that impact beyond the workplace (e.g. that have a broader social or community impact) | |
interests lifestyle preferences past jobs technical strengths work preferences working styles | |
creating positive energy within the team fundamental literacy strengths (e.g. particularly strong in visual literacy, written or spoken communication) generating ideas networks or spheres of influence particular ways of thinking powers of persuasion problem-solving capacities specific technical skills or knowledge | |
boundaries or lack of boundaries for team activities and ideas confidentiality copyright, moral rights or intellectual property regularity of communication key roles and responsibilities time lines ways of communicating | |
accessing training and learning opportunities enough but not too much guidance and structure equitable sharing of workload follow-through with ideas supportive communication | |
collaborative equitable fair fun hardworking reflective responsible sympathetic | |
Australia or overseas colleagues outside of the team family and friends internet journals networks or technical experts other organisations | |
budgetary or other resource constraints competing priorities organisational culture problems with breaking old patterns of behaviour or thinking time pressures | |
Creativity and Innovation - Innovation |
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