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Assessment Cover page

Page 1 of 2
Version 1.0 05/18

ASSESSMENT COVER PAGE

STUDENT DETAILS / DECLARATION:

Course Name:

Unit / Subject Name: BSBINN801 Lead innovative thinking practice

Trainer’s Name: Assessment No: Task 1, Task 2,
Task 3,

Task 4

I declare that:

o I fully understand the context and purpose of this assessment.
o I am fully aware of the competency standard/criteria against which I will be assessed.
o I have been given fair notice of the date, time and venue for the assessment.
o I am aware of the resources I need and how the assessment will be conducted.
o I have had the appeals process and confidentiality explained to me.
o I agree that I am ready to be assessed and that all written work is my own.
o This assessment is my: o First submission o Re-submission (Attempt ___ )

Student Name: Student ID:

Student’s Signature: Submission

Date: / /

ASSESSOR USE ONLY: (ACADEMIC DEPARTMENT)

Result:

Assessment task 1: o Satisfactory o Not Satisfactory
Assessment task 2: o Satisfactory o Not Satisfactory
Assessment task 3: o Satisfactory o Not Satisfactory
Assessment task 4: o Satisfactory o Not Satisfactory
Final Assessment Result for this unit C / NYC

Feedback: Feedback is given to the student on each
Assessment task & final outcome of the unit Yes / No

Assessor’s
Feedback:

Assessor’s
Signature:

Date: / /

ASSESSMENT FIRST SUBMISSION/RE-SUBMISSION RECEIPT:
It is student’s responsibility to keep the assessment submission receipt as a proof of submission of assessment tasks.

Student Name: Student ID:

Unit / Subject Code: Assessment No:

Trainer Name &
Signature:

Date:

/ /

This page left blank intentionally

BSBINN801 Assessment Instruction

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.

Student should be provided with an appropriate time frame in which to resubmit their work, according to the RTO’s re-assessment

policy and procedure.

Plagiarism, cheating and collusion.

Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or

collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTO’s policy and procedures

regarding training and assessment for further information.”

When all unit’s assessment tasks have been submitted and assessed (including resubmissions), print out a copy of this unit’s Final

Results Record, included as the last page of this document. Record the result for each task and the final result for the unit as C

(Competent) or NYC (Not Yet Competent). There is also space to give the student some written feedback for the overall unit.

Sign and date the middle section and give the sheet to the student. After discussing their results with them, the student must fill out

and sign the final section of the Record, where they acknowledge the result that you have given them.

When the student has filled out the final section of the Final Results Record, make a copy for them and retain the original with the

student’s records.

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 printed copy to your trainer along with 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.

• Please provide required references of the sources, if you use any information from any sources (such as: learner book, power

point and online resources) to answer the assessment questions and make the required changes to justify that it is your own

work.

BSBINN801 Assessment Instruction

Re-submission opportunities

Please read the following instructions carefully

• Students will be provided feedback on their performance by their Assessor. The feedback will indicate if you have satisfactorily

addressed the requirements of each part of this task.

• If any parts of the task are not satisfactorily completed your assessor will explain why and provide you written feedback along

with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt/ s will be

arranged at a later time and date.

• Students have the right to appeal the outcome of assessment decisions if they feel they have been dealt with unfairly or have

other appropriate grounds for an appeal.

• Students are encouraged to consult with their assessor prior to attempting this task if they do not understand any part of this

task or if they have any learning issues or needs that may hinder them when attempting any part of the assessment.

• Please see Student Assessment, Reassessment and Repeating Unit of Competency Guidelines v1.1 for more detail.

BSBINN801 Student Assessment

Task 1

Version 1.1

Assessment Task 1: Written questions

QUESTION 1

Explain the change in people’s approach towards innovation and creativity, over a period of time. Answer in
250-300 words.

QUESTION 2

Explain the role of theory and thinking on applying innovation and creativity at a work place. Answer in 250-
300 words.

QUESTION 3

Explain in 50-80 words each, any five (5) leadership styles and their impact on innovation in organisations.

QUESTION 4

What is the relevance of organisational and industry context on innovation? Answer in 120-150 words.

QUESTION 5

Explain the nine (9) critical success factors impacting organisational innovation. Answer in 300-400 words.

QUESTION 6

Explain the process to carry out risk management while implementing innovations in an organisation.
Answer in 300-350 words

QUESTION 7

Explain the typical challenges and barriers to innovation within an organisation and ways of overcoming
these challenges and barriers. Answer in 300-350 words.

QUESTION 8
What are the processes or systems you will follow to engage your employees in innovation? Answer in 400-

500 words.

BSBINN801 Student Assessment

Task 2

Version 1.0

ASSESSMENT TASK 2: Practical Assessment Task- Generate innovative thinking and creativity

Task summary:

You will be generating innovative and creative ideas at your own workplace by interacting with stakeholders
and arranging brainstorming sessions. You will then evaluate options, research conditions for implementing
the innovation and prepare a report on generating thinking and creativity.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

▪ Computer and Microsoft Office

▪ Access to the Internet for research

▪ Workplace or a close simulation of the workplace environment

▪ Research resources, including industry related systems information

Task brief

In this task, you are required to prepare a report on generating innovative thinking and creativity at your
own workplace. Each organisation’s thinking and practice will be different depending on its core business,
purpose, size, complexity and broader operating context. You need to interact with relevant stakeholders
and use a range of techniques and tools to generate innovative thinking and creativity.

Task –Generate innovative thinking and creativity

Instructions to students:

1. You are required to interact and communicate with a range of people at your workplace.
2. You need to identify suitable professionals who can give you honest feedback and support on

innovation.
3. You may decide to interview a range of stakeholders from diverse groups including technical and

subject matter experts, juniors, seniors, peers and other people whom you perceive to help you in
generating new ideas and thinking.

4. You can plan a single/ multiple brainstorming session with all stakeholders together or a series of
sessions/one to one meetings.

5. You must prepare a questionnaire/ agenda for the meeting.
6. You must take prior appointment with the people identified by you and ensure to perform this task

professionally in a simulated environment or actual workplace.
7. You must then analyse the ideas and prepare a report on generating innovative thinking and creativity.
8. The word-limit for the report is 1200-1500 words.

BSBINN801 Student Assessment Task 2
Version 1.0

Steps to complete the Practical Assessment Task:

TSK2.1. Discuss with your colleagues, supervisors and other persons of significance and seek their
input to enable you to:

• Generate new ideas and thinking at your

workplace

• Understand organisation’s current and future thinking and practice
• Promote creative thinking techniques to foster personal and team innovation

Provide:

• Evidence of consultation including:
o Name and position of personnel involved
o Date of meeting/ session
o Points discussed in the session
o Signature of attendees

TSK2.2. With the information gathered above, use a range of techniques and tools to identify further
ideas for innovation.

TSK2.3. Evaluate the innovative thinking and creativity ideas

for their overall context to your workplace

TSK2.4. Identify the driver, enablers and the conditions for innovation impacting innovative thinking and

creativity.
TSK2.5. Finalise at least one (1) innovative practice that you

will implement at your workplace.

BSBINN801 Student Assessment

Task 3

Version 1.0

ASSESSMENT TASK 3: Practical Assessment Task- Lead innovation practice and promote

innovative culture

TASK SUMMARY:

You will generate and support a culture of innovation by fostering team approaches, establishing
appropriate systems and processes to promote innovation. They will improve personal leadership style and
professional competence to lead innovative practices at workplace.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?
▪ Computer and Microsoft Office
▪ Access to the Internet for research
▪ Workplace or a close simulation of the workplace environment
▪ Research resources, including industry related systems information

▪ Case study (Annexure-1)

▪ Information on current training and assessment requirements

Task brief

This assessment has been developed to assist you in identifying and promoting innovative practices to
foster communication and team development approaches and establish systems to support innovation. You
will also review your personal leadership style and challenge and refine your own style and practice to
support innovation. This task is to be done in following two (2) parts:

1) Part A- Generate and support a culture of innovation
2) Part B- Develop personal leadership style

Part A – Generate and support a culture of innovation

Instructions to students:

1. This task is in continuation to assessment task-2.

2. You are required to implement the innovative idea identified by you in assessment task-2.

3. You must write a journal to cover the process followed by you to implement the innovative idea.

4. You must include real-life work experiences/ examples (wherever possible) to demonstrate your

capability to lead innovative practices.

5. You must write your journal by following S.T.A.R (Situation Task Action Result) method for each

example used by you

BSBINN801 Student Assessment Task 3
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6. The word-limit for the journal is 1200-1500 words.

Steps to complete journal on generating and supporting a culture of innovation:

TSK3.1. Identify the relevant stakeholders for implementing the innovation and determine their
requirements in operational

context.

TSK3.2. Introduce your innovation to the relevant stakeholders using an appropriate method such as
meeting, brainstorming

session, e-mail, etc.

TSK3.3. Promote the team working approach which supports open communication and consultation to
share innovative

ideas and practices.

TSK3.4. Make a list of the resources required to implement the innovative idea and specify how you
assessed and arranged

these resources?

TSK3.5. Perform “risk assessment” and take appropriate

measures to mitigate risks.

TSK3.6. Identify and establish mechanisms at system and

process level to support innovation

Provide:

• A copy of the completed journal

• Evidence of the validity of the examples, including:
o Name and position of personnel involved in the examples
o Name of the organisation where incident happened
o Date of incident
o Signature of the personnel or witness of the incident (Include name and position)

BSBINN801 Student Assessment Task 3
Version 1.0

Part B – Develop personal leadership style

This assessment has been developed to assist you in evaluating and developing your personal leadership
style to lead innovative thinking and practices. You are required to perform self-evaluation of your personal
effectiveness in modelling and supporting innovation.

Instructions to students:

1. This task is in continuation to assessment task-2 and must be done while implementing innovative
practice at the workplace i.e. Part A of this assessment task

2. This task is an individual work exercise.

3. You are required to review your own leadership style by evaluating your own actions during the
implementation of innovative practices

4. You must include real-life work experiences/ examples (wherever possible) to demonstrate your
capability to lead innovative practices.

5. You must write your responses in Appendix-A or other suitable format and also prepare a report
covering the given criteria.

Steps to complete Part B of the Practical Assessment Task:

TSK3.7. Over the course of implementing the innovation for this assessment task, make entries into
a journal, diary or specifically-designed table such as the example appearing in Appendix
A. As opportunities arise, record the incident, emotions experienced and particularly your
reactions and resulting actions and how these may have modelled innovative thinking and
supported its implementation.

TSK3.8. Perform self-assessment of your leadership style for the following attributes in 250-350
words:

• Strengths of present leadership style

• Weaknesses of present leadership style

• Corrective/ improvement actions which you will take to adjust the leadership style

Provide:

• A copy of the completed report

BSBINN801 Student Assessment Task 3
Version 1.0

APPENDIX A – RECORDING INCIDENTS

Incident Emotions

experienced

Reaction Effect on

workplace

relationships

What I would

do next time

BSBINN801 Student Assessment Task 4
Version 1.0

ASSESSMENT TASK 4:

Oral Presentation- Sustain innovative thinking and practice

TASK SUMMARY:

This is the fourth and final assessment task. You will deliver a PowerPoint presentation and demonstrate
ability to lead a culture of innovation and sustain innovative thinking and practice.

▪ PowerPoint presentation resources

Task brief

This assessment has been developed to assist you in developing strategies and processes to involve
innovation integrally and enhance contributions to innovative thinking and practice.

Oral Presentation- Sustain innovative thinking and practice
Instructions to students:

1. This oral presentation is an individual work exercise

2. This will be a role-play presentation and your classmates/ trainer/ assessor will take on the role of

different employees at your workplace

3. This session is to be presented using MS Power Point slides as a face to face/ virtual meeting

4. You must prepare 15-20 slides and must write only the keywords/ points in the slides.

5. Time-limit for delivering the presentation is 25-30 minutes.

6. You will be video-graphed or photographed during the presentation.

BSBINN801 Student Assessment Task 4
Version 1.0

Steps to complete Oral Presentation Task:

Include the following criteria in your presentation:

TSK4.1. Strategies that are used or can be implemented to make innovation an integral part of
organisational activity.

TSK4.2. Monitoring process to confirm individual awareness and collective contributions to innovative
thinking and practice.

TSK4.3. Identify any three(3) potential barriers/risks to innovations and suggest strategies to minimise
them

TSK4.4. Evaluate the effect of innovation implemented by you and major learnings from it, to form a
basis for developing

strategies for improvement.

Provide:

• Industry background
• Speaker’s notes
• Presentation handout of slides
• Handout for attendees with further information on support services and/or useful websites
• Presentation feedback reports

Assessment Task Checklist

Student’s name:

Did the student:

Completed

successfully
Comments

Yes No

Task 1

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Task 2

TSK2.1 Discuss with your colleagues, supervisors and other

persons of significance and seek their input to enable

TSK2.2 With the information gathered above, use a range of

techniques and tools to identify further ideas for innovation

TSK2.3 Evaluate the innovative thinking and creativity ideas

for their overall context to your workplace

TSK2.4 Identify the driver, enablers and the conditions for

innovation impacting innovative thinking and creativity.

TSK2.5 Finalise at least one (1) innovative practice that you

will implement at your workplace.

Task 3

TSK3.1 Identify the relevant stakeholders for implementing the

innovation and determine their requirements in operational

context.

Assessment Task Checklist

TSK3.2 Introduce your innovation to the relevant stakeholders

using an appropriate method such as meeting, brainstorming

session, e-mail, etc.

TSK3.3 Promote the team working approach which supports

open communication and consultation to share innovative

ideas and practices.

TSK3.4 Make a list of the resources required to implement the

innovative idea and specify how you assessed and arranged

these resources?

TSK3.5 Perform “risk assessment” and take appropriate

measures to mitigate risks.

TSK3.6 Identify and establish mechanisms at system and

process level to support innovation

Task 4

TSK4.1 Strategies that are used or can be implemented to

make innovation an integral part of organisational activity

TSK4.2 Monitoring process to confirm individual awareness

and collective contributions to innovative thinking and practice.

TSK4.3 Identify any three(3) potential barriers/risks to

innovations and suggest strategies to minimise them

TSK4.4 Evaluate the effect of innovation implemented by you

and major learnings from it, to form a basis for developing

strategies for improvement.

Task Outcome: Satisfactory  Not Satisfactory 

Assessor name:

Assessor signature:

Date

Annexure – 1 Case Study
Version 1.0

Introduction

As an organisation develops, it creates working practices within the business that reflect
its way of doing things. These practices become embedded in decisions and operations.
The way of doing things guides and influences employees as they carry out their work.
However, when organisations develop a new business strategy this creates a process
of change. This leads to different ways of working.

Company background

With more than 120 years of heritage, Marks & Spencer is one of the best-known British

retailers. The company has more than 450 stores within the UK and employs more than

65,000 people. It also operates outside the UK where it has a developing business in

places as far afield as Hong Kong. In recent years, the UK’s retailing industry has been

characterised by intense competition. Customers are more aware of where and how

they want to shop. They also know what sort of shopping experience they require. This

has made it much more difficult for retailers to survive.

Annexure – 1 Case Study
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Facing the challenges

The result was that Marks & Spencer had to develop a new business strategy. This

created a period of change for the whole organisation. The period of change involved

refocusing the business upon the basics. This included the three business values of

Quality, Value, and Service.

Marks & Spencer developed a promotional campaign that emphasised ‘Your M&S’. This

helped the company to connect customers with the heritage in the business. It also

linked the business in the minds of customers with its two other values of Innovation

and Trust. The process involved three key features:

• developing products that customers wanted

• investing in the environment within stores

• providing good customer service to look after customers.

These changes have created a business environment with more challenges for

employees. Managers had to prepare employees for whatever role they would be asked

to undertake in this new environment. The answer was to develop career paths for the

employees.

This case study looks at the processes of training and development at Marks &

Spencer. It shows how this helped employees to cope with the challenges they faced

and created a career path for them.

Annexure – 1 Case Study
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Organisational structure and careers

The changes within Marks & Spencer have created a business that now has a flatter

organisation structure. The business lost a number of layers of authority through a

process of delayering. This means that employees throughout the business have more

responsibility. This enables them to make quick decisions when required. At the same

time, these employees have more accountability than before. This means that they must

be prepared to explain and justify the decisions that they take.

The Marks & Spencer Head Office in London employs around 3,000 people. These

employees have specialist roles within the organisation. There are the buyers of stock,

people involved in managing stock and its layout within stores, and staff working in

marketing or accounts.

The changes within Marks & Spencer have created a business that now has a flatter

organisation structure. More than 60,000 employees work in the Marks & Spencer

stores, many in management roles where they lead and motivate a team of people. The

company also has many franchise outlets overseas. These employees also have

training needs.

Annexure – 1 Case Study
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Identifying a training need

In a flatter organisational structure, many employees have bigger jobs. There are higher

expectations that staff can contribute more to the organisation. Marks & Spencer needs

to keep its staff well-trained and able to respond to the business needs. There is also a

need for succession management. When individuals either retire or move from one job

to another, managers have to plan their replacements so that experienced staff with the

right skills and competencies are selected.

It is important to develop a career path for people that meets their needs as well as the

needs of the business. To match its business strategy, Marks & Spencer develops

existing staff from within the organisation. It also recruits managers at three different

levels:

• trainee managers with A-levels undertake 24 months of training

• graduates who join the organisation from university have 12 months of training

• experienced managers who have retail experience undertake up to 3 months of

training when they join Marks & Spencer. This helps them understand how Marks &

Spencer operates.

Competencies

Each management post at Marks & Spencer requires a number of technical skills and

business competencies. These are related to the job’s level in the organisation. Marks &

Spencer uses competency profiling to identify gaps in skills. Employees need these

competencies and skills to be successful in each post. For example, technical skills are

relevant to areas like team management, financial management and sales

management. Business competencies include areas such as business leadership,

decision-making, and communicating and influencing.

Annexure – 1 Case Study
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Marks & Spencer uses competency profiling to identify gaps in skills. In the example,

Jane is a Commercial Manager in a large store. The standard profiles (figs A and B)

show what technical skills and business competencies are necessary for that role.

Jane’s personal profiles (figs C and D) are compared to these standard profiles to

assess what training and development she needs.

This example shows that, for technical skills, Jane needs to improve in most areas

except Financial Management. In business competencies Jane’s skills are a better

match but she needs additional skills in People & Resource Management, Commercial

Acumen, and Communicating and Influencing.

Reviewing performance

At the end of every 6 months a performance review or appraisal takes place.

Employees discuss their progress with their line managers. Employees are given ratings

for the skills and competencies they have shown over the past year. These are

compared with expected skills profiles for these areas. This feedback helps employees

Annexure – 1 Case Study
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identify how they are performing in relation to the expected technical skills and business

competencies and reveals any gaps.

Personal development

The line managers and employee then discuss and agree on a plan for further

development for the following year. All staff have a personal development plan in which

they set objectives based on the feedback from their performance review. This helps

them to construct a realistic and focused career path. They use training and

development to improve the technical skills and business competencies they need in

order to undertake particular management roles. This performance cycle helps Marks &

Spencer to maintain an efficient, effective and motivated workforce.

All managers at Marks & Spencer are able to create a career planning profile. This

enables them to focus on their next target role. They can then develop a career path to

support this ambition. Staff identify specific training needs based upon the technical

skills and business competencies for that role. The profile also highlights what

programmes of training Marks & Spencer needs to plan for. There are two forms of

training:

• On-the-job training. This takes place while employees are carrying out an activity in

their place of work.

• Off-the-job training, as its names suggests, takes place away from the workplace.

On-the-job training

On-the-job training might include having an attachment to a section manager

responsible for inspiring and motivating a team. An employee gets to see first-hand

what it would be like to work in that role. On-the-job training also involves practical

learning. This could mean being involved in a range of projects to improve technical

skills and business competencies. The key to this training is to get Marks & Spencer

employees ‘to enjoy their work and feel they have all the skills they need to do their job

to the best of their ability’.

Annexure – 1 Case Study
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Coaching

An important way of increasing skills is performance coaching. This is a form of

coaching by line managers. They review a person’s performance and give feedback on

their strengths and any development needs. Together, they agree how to improve and

identify the opportunities to demonstrate these skills in their own jobs. The coaching

gives the trainees confidence and is a successful element of the training programme.

An important way of increasing skills is performance coaching.

Off-the-job training

Marks & Spencer uses a range of different methods to help its employees with off-the-

job training. For example, within the organisation there is an intranet. Staff can find

learning materials on this that enable them to develop their technical skills and business

competencies. Other resources for training and learning include workbooks that are

used by staff, often for open learning. Workshops and other more formal activities

provide opportunities for employees to practice their skills with the opportunity for

feedback from other staff.

Benefits of training and development

Training and development brings benefits to both Marks & Spencer and its employees.

Training provides a series of planned learning experiences for individuals and builds

their technical skills and business competencies. Training also helps to improve

efficiency and can motivate employees to do well. This helps to make positive changes

to the way in which they work and make decisions. Development helps individuals use

the training to meet their individual needs and ambitions. By training and developing its

staff well, Marks & Spencer is in a position to develop a competitive advantage over its

competitors.

Annexure – 1 Case Study
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Business strategy

Marks & Spencer’s new business strategy focuses on three main areas:

• Developing value-for-money products that customers want. Training and

development brings new skills which help to add value to its products and services,

for example by cutting costs. This enables the company to keep prices lower to

benefit the customer.

• Investing in the environment within stores. Better technical skills in sales and stock

management mean that staff can use the store to better advantage resulting in

higher sales and profitability.

• Providing good customer service to look after customers. If staff have improved

skills in, for example, communication, this can have a positive impact on customer

service.

Training and development equips individuals with the skills they need to achieve their

targeted role in the business.

Although training is a cost to a business, it is also an investment. It helps Marks & Spencer to

link the people who have the right technical skills and business competencies with the roles they

are best able to do. It ensures that, as a person moves from a post, he or she is succeeded by

the best possible replacement. This is at the heart of succession management. By acquiring

technical skills and business competencies, employees can plan their career path. This gives

them responsibility for achieving their career ambitions. It also helps to create the future leaders

of the organisation.

Annexure – 1 Case Study
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Conclusion

This case study highlights the link between the cyclical process of performance review

and the way in which individuals can develop a career path. This allows employees to

manage and plan their own training and development. By using a framework of

technical skills and business competencies, Marks & Spencer is able to develop a

precise link between the requirements for each post and the necessary characteristics

of the people to fill each post.

The process enables Marks & Spencer to plan its staffing needs with certainty and

invest in appropriate areas for training. In an industry where competition is intense,

developing staff has probably never been so important. The success of Marks &

Spencer is evidence that such investment has been worthwhile.

Assessment Cover page

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ASSESSMENT COVER PAGE

STUDENT DETAILS / DECLARATION:

Course Name:

Unit / Subject Name: BSBLED802 Lead Learning Strategy Implementation

Trainer’s Name: Assessment No: Task 1, Task 2, Task 3

I declare that:

o First submission o Re-submission (Attempt ___ )

Student Name: Student ID:

Student’s Signature: Submission

Date: / /

ASSESSOR USE ONLY: (ACADEMIC DEPARTMENT)

Result:

Assessment Task 1: o Satisfactory o Not Satisfactory
Assessment Task 2: o Satisfactory o Not Satisfactory
Assessment Task 3: o Satisfactory o Not Satisfactory
Final Assessment Result for this unit C / NYC

Feedback: Feedback is given to the student on each
Assessment task & final outcome of the unit Yes / No

Assessor’s
Feedback:

Assessor’s
Signature:

Date: / /

ASSESSMENT FIRST SUBMISSION/RE-SUBMISSION RECEIPT:
It is student’s responsibility to keep the assessment submission receipt as a proof of submission of assessment tasks.

Student Name: Student ID:

Unit / Subject Code: Assessment No:

Trainer Name: Date:

Signature:

BSBLED802 Assessment Instruction