ASSESSMENT GUIDE

National Certificate: Generic Management

ID 59201 - Level 5 – Credits 162

Unit Standard: 252020

Create and manage an environment that promotes

innovation

 1
Learner Information (Please Complete this Section)
Name & Surname:
ID Number
Tel/Cellphone Number
Email Address
Assessor Name:
Tel/Cellphone Number:
Moderator Name:
Tel/Cellphone Number

Declaration
I………………………………………………………………………………………… (Assessor) hereby declare
that the information contained in the attached documentation is, to my knowledge, correct and valid.
Learner Signature: Date: Assessor Signature: Date:

Moderator Signature Date

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 Assessment strategy

US ID US Title Level Credits

252020 CREATE AND MANAGE AN ENVIRONMENT THAT PROMOTES 5 6
INNOVATION
Target This Unit Standard is intended for managers in all economic sectors. These managers would typically be
Group second level managers such as heads of department, section heads or divisional heads, who may have
more than one team reporting to them.
Assessment Approach
Assessment is focused on the applied competence of the learner and the relevant unit standards determine the
assessment criteria.
Summative Assessment
This is a summative assessment and assesses candidates for the following skills program/unit standard: CREATE
AND MANAGE AN ENVIRONMENT THAT PROMOTES INNOVATION
Learners are rated “Competent" or "Not Yet Competent”.
Assessment Team and Conditions
The collection of evidence for the purposes of this assessment will take place in either the candidate’s home-based
environment or in the classroom. The candidate will be expected to manage basic personal finance as stipulated by
the Unit Standards specific outcomes, range statements and assessment criteria.
The assessment team consists of the following:
 Evidence Collection Facilitator
 Assessor
 Internal Moderator (20% of all portfolios are moderated)
 External Moderator (20% of portfolios are moderated)
Special Assessment Needs
Special needs are dealt with in the Assessment Preparation Interview. Should the candidate present any special
needs requests, the assessment will be adjusted, provided that the fairness, validity and making sure that the
reliability of the assessment are not compromised.
In addition the knowledge test may be administered as an oral interview or as a written test depending on the
confidence and language levels of the candidates.

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 Assessment process
Review this assessment guide to:
 Ensure that you understand all the requirements of the assessment in terms of evidence required to
prove competence.
 Validate the assessment instruments against the candidate’s context.
 Ensure that you have familiarised yourself with all the policies and procedures referred to in the
assessment guide.
Identify and prepare the candidate for the assessment by:
 Conducting the “Assessment Preparation Interview, Sheet” where all the details regarding the
assessment are discussed and agreed to by all parties. OR
 Provide the candidate with a letter detailing all the specifications covered in the “Assessment
Preparation Interview Sheet.”

Conduct Assessment
1. Review the assessment plan with the candidate.
2. Collect the evidence in accordance with the instrument requirements.
Please note that the checklist covers the following:
 Knowledge Questioning
 This assessment covers all the foundational competence as outlined by the specific outcomes,
range statements and assessment criteria in the unit standard and may be conducted as a written or oral
test.
Gather, record and make judgments on all the evidence.

Make assessment Decision

1. Make assessment decision and discuss the results with the learner in a face-to-face interview.
2. Ensure that your feedback is developmental and supportive in nature.
3. Advise the candidate on what action to follow in the event of a “Not-Yet-Competent”.
4. Advise the candidate on what action to take where he/she feels the need to appeal your decision.
5. Allow the candidate time to provide you with feedback relevant to the process.
6. Ensure the candidate counter-signs the “Assessment Decision” to indicate his/her agreement to the
feedback and overall score.
7. Record the candidate’s feedback in this guide and ensure that it is provided to the person responsible for
the quality assurance of assessment tools.
8. Handle any disputes and identify matter that requires contingency planning.

Review the Assessment Process

Complete the “Assessment Review” documents and submit to the assessment co-coordinator.

Assessment Confirmation

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Dear: (Candidate Name & Surname)
………………………………………………………………………………………………………
This serves as a confirmation that your “Assessment Preparation Interview” will be conducted on the
……………………………… (Date) at………………………………… (Venue)
We will discuss:
 The purpose of the assessment.
 The date, time and venue of your assessment.
 The context of the NQF.
 And select the Unit Standard against which you will be assessed.
 The credit value, level, of the unit standard against which you will be assessed.
 The assessment procedure.
 The assessment methods to be used in your assessment.
 How the evidence will be collected.
 What evidence you are required to present on the day, whether direct, historical or indirect.
 Your special requirements, whether medical or personal, that will affect the assessment procedure.
 And agree to feedback procedures.
 The moderation process.
 Appeals procedure.
 Agree to and sign the assessment plan.
Please do not hesitate to contact me should you have any further queries.

Thank you

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 Assessment Preparation Interview Sheet

DESCRIPTION YE NO COMMENTS/CONTINGENCY
S
This assessment is a formative assessment and it is based on
the outlined skills program/unit standard/s: CREATE AND
MANAGE AN ENVIRONMENT THAT PROMOTES
INNOVATION
Your assessment evidence for the skills program/unit
standard: CREATE AND MANAGE AN ENVIRONMENT
THAT PROMOTES INNOVATION, and needs to be
submitted on the assigned due dates.
You will be assessed based on the outlined Unit Standards.
The assessment activities are linked to specific
outcomes/assessment criteria of the outlined Unit Standards.
To determine your competence level, the following are the
methods to be used for this assessment:
1. Knowledge questionnaire
2. Product Sampling
To be declared competent on the following skills
program/unit standard: CREATE AND MANAGE AN
ENVIRONMENT THAT PROMOTES INNOVATION
(formative assessment), you should have obtained at least
80% of the total mark of this assessment.
You will be provided with detailed feedback on your
performance of this assessment as follows:
1. Written Feedback
2. Verbal Feedback
Should you be declared “not yet competent” on this
assessment, you will be entitled for re-assessment
opportunity/ies.
You will be required to re-submit evidence (only for areas)
you were declared not yet competent. A date for re-
submission will be agreed with the assessor.
You will be entitled to lodge an appeal should you not be
satisfied with the assessment decision of your assessment.
You will be required to provide the assessor feedback on
assessment procedure – this is to assist in improving the
assessment practices.

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Your results of assessment and portfolio of evidence
information will not be provided to any person without your
written consent.

Declaration

I…………………………………………………………………………………………….(Learner) herewith
declare that I am ready for the assessment, that we have reviewed the assessment preparation and plan, I
understand the assessment process and I am happy that the assessment will be conducted in a fair manner.
Learner Signature: Date: Assessor Signature: Date:

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 Appeals Application

Candidate Application Date

Assessor Assessment Date
Assessment Venue

Unit Standard against

CREATE AND MANAGE AN ENVIRONMENT THAT PROMOTES
which you were
INNOVATION
assessed

What was the purpose of the

assessment?

Explain how you were assessed?

List the reasons why you disagree with

the assessment decisions.

Which one of the following options could Another Assessor

resolve the matter? Different Assessment Instrument
Different Assessment Method
Different Venue for Assessment
Different Time
List any special needs you may have.
Candidate signature  Date
Moderator signature Date

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 Re-Assessment Policy
The following will apply with reference to the (Insert company name) re-assessment policy:
1. When a candidate has to undergo re-assessment, he/she will be given specific feedback and guidance so
as to concentrate on areas of weakness.
2. The onus is on the candidate to communicate with the assessor to inform him/her when he/she is ready
for assessment
3. The re-assessment will take place in the same/similar situation or context and under the same conditions
4. The same assessment methods and/or instruments may be used, but the task and materials will be
different but at the same level and complexity as the previous task
5. Re-assessment can take place a maximum of 2 times per candidate, per unit standard. Any further
reassessment must be discussed with clients so as to arrive at the best solution and advice for the
learner.
6. A maximum of 3 months will be allowed in between each re-assessment, unless otherwise discussed
between the parties
7. Guidance will be given to those candidates who are unsuccessful after 3 attempts, and possible and
more suitable learning avenues will be offered to learners. Costs will be discussed with the SETA and
client and any costs incurred will be at a learners’ cost.

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 Unit Standard Alignment

Assessment Matrix: US ID: 252020 

CREATE AND MANAGE AN ENVIRONMENT THAT PROMOTES NQF

Unit standard ID: 252020 Credits: 6
INNOVATION Level: 5

Unit standard range  The learner is required to apply the learning in respect of this/her own area of responsibility.
 Unit refers to the division, department or business unit in which the learner is responsible for managing and leading staff.
 Entity includes, but is not limited to, a company, business unit, public institution, small business, Non-Profit Organisation or Non-
Governmental Organisation.
 Innovation is the bringing into being of something that did not exist before, i.e. a product, process or idea. Innovation happens when two
or more ideas merge, that have never been merged before.
 Techniques for encouraging creativity include brainstorming, mind mapping, lateral thinking and problem solving techniques.
 Steps for solving problems include defining and analysing the problem, generating solutions, analysing solutions, selecting the best
solution and developing an action plan.
 Stakeholders include team members, managers, customers, suppliers and interest groups.

Summative
Media Aids, Assessment Specific
Specific outcomes and Delivery Formative Formative Date &
Resources Instruments Outcome
assessment criteria Methods Assessment activities signature
& Reference
Instruments
Questions

P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study

Formative Assessment Strategy Legend
W = Workplace Activity S = Self Assessment Checklist

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 O = Observation Q = Questioning PS = Product Sampling R = Role-play CS =
Summative Assessment Strategy Legend
Case Study T = Testimonial P = Project

Specific Outcome 1 Analyse own unit in terms of opportunities for innovation.

Outcome Range

AC1.1 Facilitation. Learner Q, W Activity 1 Q Learner Guide:

Identify features of an Classroom Manual, Identifying Activity 3 p.08-24
environment that promotes discussion. Classroom
Written question QUESTION 1
innovation. equipment Workbook:
displaying data
p.9 - 17
graphically

AC 1.2 Facilitation. Learner Q, W Activity 2 Q Learner Guide:

Analyse own unit in relation Classroom Manual, Identifying Activity 3 p.08-24
to the features of an discussion. Classroom
displaying data QUESTION 1
environment conducive to equipment Workbook:
graphically
innovation. p.9 - 17

AC 1.3 Facilitation. Learner Q, W Activity 2 Q Learner Guide:

The findings of the analysis Classroom Manual, Interpretation of data p.08-24
are interpreted to determine discussion. Classroom from a database. QUESTION 1
whether the current equipment Workbook:
environment promotes p.9 - 17
innovation.

AC 1.4 Facilitation. Learner Q, W Activity 3 Learner Guide:

Areas for improvement are Classroom Manual, p.08-24

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identified on the basis of the discussion. Classroom Identifying
analysis conducted. equipment Representing data Workbook:
p.9 - 17

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 Summative
Media Aids, Assessment Specific
Specific outcomes and Formative Formative Date &
Delivery Methods Resources Instruments Outcome
assessment criteria Assessment activities signature
& Reference
Instruments
Questions

P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study W=

Formative Assessment Strategy Legend
Workplace Activity S = Self Assessment Checklist

Summative Assessment Strategy O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case Study
Legend T = Testimonial P = Project

Specific Outcome 2 Demonstrate understanding of the techniques for promoting creativity.

Outcome Range

AC 2.1 Facilitation. Learner Manual, Q, W Activity 7 Q Learner Guide:

Creativity and innovation Classroom Classroom equipment Identifying Activity 8 p.26 - 32
techniques are identified in discussion.
Representing data Activity 9 QUESTION 1
terms of generally accepted Workbook:
theory and practice. p.10 - 29

AC 2.2 Facilitation. Learner Manual, Q, W Activity 7 Q Learner Guide:

Three techniques for Classroom Classroom equipment Identifying Activity 8 p.26 - 32
promoting creativity are discussion.
Representing data Activity 9 QUESTION 1
explained with practical

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examples. QUESTION 3 Workbook:

QUESTION 4 p.10 - 29

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 Summative
Media Aids, Assessment Specific
Specific outcomes and Formative Formative Date &
Delivery Methods Resources Instruments Outcome
assessment criteria Assessment activities signature
& Reference
Instruments
Questions

P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study W=

Formative Assessment Strategy Legend
Workplace Activity S = Self Assessment Checklist

Summative Assessment Strategy O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case Study
Legend T = Testimonial P = Project

Specific Outcome 3 Develop a plan for creating an environment conducive to innovation.

Outcome Range

AC 3.1 Facilitation. Learner Manual, Q, W Activity 7 Q Learner Guide:

The role of the unit manager Classroom Classroom equipment Identifying Activity 8 p.26 - 32
in creating an environment discussion.
Representing data Activity 9 QUESTION 1
conducive to innovation is Workbook:
described with reference to p.10 - 29
continuous improvement and
innovation of the unit.

AC 3.2 Facilitation. Learner Manual, Q, W Activity 7 Q Learner Guide:

The processes, actions and Classroom Classroom equipment Identifying Activity 8 p.26 - 32
approaches necessary to

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create an environment discussion. Representing data Activity 9 QUESTION 1
conducive to innovation are Workbook:
recorded in the plan. p.10 - 29

AC 3.3 Facilitation. Learner Manual, Q, W Activity 7 Q Learner Guide:

The implementation of the Classroom Classroom equipment Identifying Activity 8 p.26 - 32
plan is described with discussion.
Representing data Activity 9 QUESTION 1
reference to the environment Workbook:
and availability of resources. p.10 - 29

AC 3.4 Facilitation. Learner Manual, Q, W Activity 7 Q Learner Guide:

The plan is promoted within Classroom Classroom equipment Identifying Activity 8 p.26 - 32
the unit in order to encourage discussion.
Representing data Activity 9 QUESTION 1
commitment. Workbook:
p.10 - 29

Summative
Media Aids, Assessment Specific
Specific outcomes and Formative Formative Date &
Delivery Methods Resources Instruments Outcome
assessment criteria Assessment activities signature
& Reference
Instruments
Questions

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 P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study W=
Formative Assessment Strategy Legend
Workplace Activity S = Self Assessment Checklist

Summative Assessment Strategy O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case Study
Legend T = Testimonial P = Project

Specific Outcome 4 Lead a team through a creative thinking process.

Outcome Range

AC 4.1 Facilitation. Learner Manual, Q, W Activity 7 Q Learner Guide:

Techniques for promoting Classroom Classroom equipment Identifying Activity 8 p.26 - 32
innovation and creativity are discussion.
Representing data Activity 9 QUESTION 1
applied to generate ideas for a Workbook:
new or improved process, p.10 - 29
project or product.

AC 4.2 Facilitation. Learner Manual, Q, W Activity 7 Q Learner Guide:

A number of alternative Classroom Classroom equipment Identifying Activity 8 p.26 - 32
solutions are generated in discussion.
Representing data Activity 9 QUESTION 1
relation to the process, Workbook:
project or product. p.10 - 29

AC 4.3 Facilitation. Learner Manual, Q, W Activity 7 Q Learner Guide:

The best alternative is Classroom Classroom equipment Identifying Activity 8 p.26 - 32
selected from the solutions discussion.
Representing data Activity 9 QUESTION 1

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generated on the basis of Workbook:
evaluation criteria. p.10 - 29

AC 4.4 Facilitation. Learner Manual, Q, W Activity 7 Q Learner Guide:

A concept is developed for Classroom Classroom equipment Identifying Activity 8 p.26 - 32
implementation in accordance discussion.
Representing data Activity 9 QUESTION 1
with the entity's policies and Workbook:
procedures. p.10 - 29

AC 4.5 Facilitation. Learner Manual, Q, W Activity 7 Q Learner Guide:

The concept is recorded and Classroom Classroom equipment Identifying Activity 8 p.26 - 32
communicated for discussion.
Representing data Activity 9 QUESTION 1
implementation. Workbook:
p.10 - 29

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Critical cross-field outcomes Description

UNIT STANDARD Identify and solve problems in order to generate innovative solutions.
CCFO IDENTIFYING

UNIT STANDARD Work effectively with others when generating new ideas.
CCFO WORKING

UNIT STANDARD Organise and manage oneself and one`s activities when participating in creative and innovative processes.
CCFO ORGANISING

UNIT STANDARD Collect, evaluate, organise and critically evaluate information when generating ideas.
CCFO COLLECTING

UNIT STANDARD Communicate effectively with stakeholders on innovative ideas generated.

CCFO COMMUNICATING

UNIT STANDARD Use science and technology to assist with idea generation and to record ideas.
CCFO SCIENCE

Unit standard Demonstrate an understanding of the world as a set of related systems and how innovations in one area could impact on another.
CCFO DEMONSTRATING

Unit standard In order to contribute to the full personal development of each learner and the social and economic development of society at large, it
CCFO CONTRIBUTING must be the intention underlying any programme of learning to make an individual aware of the importance of:

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 Participating as responsible citizens in the life of local, national and global communities.
 Developing entrepreneurial opportunities.

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