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1.1 Analyse the advantages and disadvantages of techniques used to generate ideas

Unit 30: Encourage Innovation

Unit reference number: J/506/2292 QCF level: 3

Credit value: 4

Guided learning hours: 14

Unit type: Competence

Unit summary

Without new and fresh ideas a business does not improve, and it can easily become stagnant. In a competitive world this could cause the business to struggle to survive.

In this unit, you will learn about the importance of innovation to a business. Unfortunately, generation of ideas is only the start of the process and so you will learn how look for ideas that could be improved and to work independently as well as within a team to generate and select ideas that could be implemented to better the business. You will look at how innovative ideas need to be tested and costed before they can be put into place and learn how to schedule and process ideas to make them viable.

Learning outcomes and assessment criteria

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria outline the requirements the learner is expected to meet to achieve the unit.

Unit 30: Encourage Innovation

Learning outcomes                                      Assessment criteria

1 Be able to identify opportunities for innovation

1.1 Analyse the advantages and disadvantages of techniques used to generate ideas

1.2 Explain how innovation benefits an organisation

1.3 Explain the constraints on their own ability to make changes

1.4 Agree with stakeholders terms of reference and criteria for evaluating potential innovation and improvement

1.5 Engage team members in finding opportunities to innovate and suggest improvements

1.6 Monitor performance, products and/or services and developments in areas that may benefit from innovation

1.7 Analyse valid information to identify opportunities for innovation and improvement

2 Be able to generate and test ideas for innovation and improvement

2.1 Generate ideas for innovation or improvement that meet the agreed criteria

2.2 Test selected ideas that meet viability criteria

2.3 Evaluate the fitness for purpose and value of the selected ideas

2.4 Assess potential innovations and improvements against the agreed evaluation criteria

Learning outcomes

Assessment criteria

3 Be able to implement innovative ideas and improvements

3.1 Explain the risks of implementing innovative ideas and improvements

3.2 Justify conclusions of efficiency and value with evidence

3.3 Prepare costings and schedules of work that will enable efficient implementation

3.4 Design processes that support efficient implementation

Information for tutors: Unit 30: Encourage Innovation

Suggested resources

Harvard Business Review – HBR`s 10 Must Reads on Innovation (Harvard Business Review Press, 2013) ISBN 9781422189856

Lammiman J.and Syrett M – Successful Innovation: How to Encourage and Shape Profitable Ideas (Economist Books, 2002) ISBN 9781861972859


ec.europa.eu – the DG Enterprise and Industry website (part of the European Commission website) looks at innovation in the workplace. It places particular emphasis on the need to stimulate entrepreneurship and encourage the growth of SMEs. A recommended article is Workplace innovation

www.changedesigns.net – Change Designs offers a range of online ideas and advice. Membership is required for full site access


This unit is internally assessed. To pass this unit the evidence that the learner presents for assessment must demonstrate that they have met the required standard specified in the learning outcomes and assessment criteria and the requirements of the Assessment Strategy.

To ensure that the assessment tasks and activities enable learners to produce valid, sufficient, authentic and appropriate evidence that meets the assessment criteria, centres should apply the Unit Assessment guidance and the requirements of the Assessment Strategy below.

Wherever possible, centres should adopt a holistic approach to assessing the units in the qualification. This gives the assessment process greater rigour and minimises repetition, time and the burden of assessment on all parties involved in the process.

Unit assessment requirements

This unit must be assessed in the workplace in accordance with Skills CFA Business Administration, Customer Service and Management and Leadership Assessment Strategy in Annexe A. Simulation is not allowed for this unit. All evidence of occupational competence should be generated through performance under workplace conditions; this includes evidence of achievement for knowledge-based learning outcomes and associated assessment criteria.

Unit assessment guidance

This guidance supports assessors in making decisions about how best to assess each unit and the evidence needed to meet the assessment requirements of the unit. Centres can adapt the guidance for learners and the particular assessment context, as appropriate.

Evidence to demonstrate achievement of the unit (learning outcomes 1, 2 and 3) is likely to come from a combination of direct observation, examination of the learner’s work products, witness testimony from colleagues or line manager to confirm competence over a period of time and a reflective account. Where possible the learner could be observed in one–to-one conversations, team and stakeholder meetings and other relevant contexts where innovation development activities and behaviour could be observed. Learners’ work products could include notes showing ideas for innovation, meeting notes and communications that show how the learner has engaged team members in finding opportunities to innovate, preparation or drafts of costings and schedules of work and agreed implementation procedures and processes (AC2.1, AC1.5, AC3.3 and AC3.4). The work products should be reviewed by the assessor to confirm that they meet the requirements of the assessment criteria and could be used to support the learner’s reflective account, which should provide evidence for the explicit knowledge assessment criteria (AC1.1 and AC1.2) as well as provide evidence of the knowledge and understanding underpinning learners’ performance.

Witness testimony from colleagues and line manager should also be used to provide supporting evidence for many of the assessment criteria within the unit as well as confirm that the learner has consistently met the requirements over a period of time.

Evidence of Recognition of Prior Learning (RPL) can also be used within the unit to confirm competence. Wherever possible, the learning outcomes in this unit should be assessed holistically across the qualification.

Unit 30: Encourage Innovation

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