FACILITATOR GUIDE

National Certificate: Generic Management

ID 59201 - Level 5 – Credits 162

Unit Standard: 252020

Create and manage an environment that promotes

innovation

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Facilitator Guide Information

The purpose of this Facilitator Guide is to assist facilitators in delivering training sessions, related to the following
skills program/unit standard, CREATE AND MANAGE AN ENVIRONMENT THAT PROMOTES
INNOVATION and is intended for use by the accredited Training Providers, for the following qualification:
NATIONAL CERTIFICATE: GENERIC MANAGEMENT ID 59201   LEVEL 5 – CREDITS 162

US ID US Title Level Credits

252020 CREATE AND MANAGE AN ENVIRONMENT THAT PROMOTES 5 6
INNOVATION

Facilitation Methodology
The programme is very practical and aims to provide practical tools and skills for adult learners. The methodology
should ensure that:
 The learning environment is physically and psychologically comfortable.
 Contact training periods are short and varied to avoid boredom.
 Learner expectations are articulated and clarified and managed by the learner and facilitator.
 The experience of participants is acknowledged and drawn on in the learning programme.
 Facilitation, rather than teaching, is used to allow participants to participate fully.
 The facilitator balances the presentation of new material, debate and discussion in such a way that the
outcomes of the module are met, while ensuring that all participants are valued and is able to contribute to
the learning process.
 The learning will be problem-oriented, personalized and accepting of participants’ needs for self-direction
and personal responsibility.
 The module presented in a way that allows a participant to participate fully in the language of their choice.
 The facilitation process accommodates participants who may not be literate, or who are not literate in
English.
The contact session uses a participatory methodology. This is appropriate for adult audiences who come
with a wide range of experiences and skills. It also accommodates a broader range of learning styles.
Some techniques that can be used include:
Method Description

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Structured Participants engage with a complex game or activities that represent real-life situations that
learning they may encounter in the course of their work as a Ward Committee member.
experience
Case study This is a realistic story or real-life situation that has taken place, in which participants need to
apply their knowledge and skills to practice how they can deal with the issues presented.
Group work Participants work on tasks in their groups and report their findings back to plenary.
Lecture The facilitator presents a short talk (maximum of 10 minutes) to introduce a new subject, to
provide details, or to wrap up a session.
Discussion This is a free exchange of ideas or experiences on a particular topic. It may be between the
facilitator and the participants or between the participants.
Brainstorming Participants generate a number of ideas on a particular subject or question. It may be used to
gather different opinions or to find out what participants know about a particular topic.
Role-play Participants are asked to act out a scenario where each participant plays a particular role. A
role-play may be used to illustrate how people respond in different situations.
Panel This is a planned presentation by one or more experts. It may be followed by a discussion
discussion session or a round of questions.

Resources may include, but not limited to:

 White board and/or Flipcharts
 Laptop & Data Projector (not compulsory)
 Facilitator & Learner Guide
 Learner Workbook
 Appendices (attached to learner guide)

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Time Contact/ Facilitation Time 24 Hours/3 Days
Theory 7 Hours
Practical 17 Hours
Assessments 3 Hours
Workplace Application TIme 56 Hours/7 Days

Facilitator’s Checklist & Training Aids

Learner support strategies:
Learners are supplied with all resources and aids as required by the program – including:
 Objects & devices such as equipment, protective clothing, and safety gear, etc.
 Learner Guides and Learner Workbook
 Visual aids, etc.
Use this checklist below during your preparation to ensure that you have all the equipment, documents
and training aids for a successful session.
Preparation: Tick/Cross
Yes No
Qualification Knowledge – I have familiarised myself with the content of the applicable
qualification
Unit Standard Knowledge – I have familiarised myself with the content of all aspects of the
applicable unit standard
Content Knowledge – I have sufficient knowledge of the content to enable me to facilitate with
ease
Application knowledge – I understand the programme matrix & have prepared for programme
delivery accordingly
Contextualisation – I have included information which is specific to the commodity and practices
related to the commodity
Ability to respond to learners background & experience – I have studied the learner
demographics, age group, experience & circumstances & prepared for programme delivery
accordingly
Enthusiasm & Commitment – I am passionate about my subject & have prepared my programme
delivery to create a motivating environment with real commitment to success
Enterprise knowledge – I know & understand the values, ethics, vision & mission of the workplace
& have prepared my programme delivery, reporting & administrative tasks accordingly.
Equipment check:

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Learner guides x 1 per learner
Assessment guides x 1 per learner
Writing materials & stationary (facilitator & learner)
White board & pens
Flip chart paper
Proximal projector & screen
Laptop & programme disk
Sample Hand-outs and examples of laws and other relevant documents
Safety gear as prescribed by unit standard and applicable legislation
Documentation checklist:
Attendance Register
Course Evaluation
Learner Course Evaluation
Portfolios of evidence

Time Frames

Total time allocated Theoretical learning Practical learning time

(hours) time allocated (hours) allocated (hours)
Complete Program 160 hours 15 hours 35 hours
(including summative
assessment)

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Briefing Session: Day 1
Start with an “ice-breaker”, and eventually discuss the global outcome of the learning units with learners and
emphasize the assessment process.
Topics:
 Ice Breaker
 Course expectations
 Assessment Criteria
 Learner’s Responsibilities
Training Ground Rules
Discuss the training session ground rules with learners to avoid disturbance during the session, and topics may
include:
 Learning Units estimated time
 Ethical behavior
 Cellular phones – (off/silent)
 Breaks – (tea, lunch….)
Write down the training session ground rules and keep them posted in the classroom for the duration of the session.
Discuss the Learning Outcomes introduction with the learners and ensure the following:
 All learners participate in the discussion by asking them relevant questions.
 Learners complete the activity in their learner workbooks.

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 1
US: 252020, NQF Level 5 Worth 6 Credits
CREATE AND MANAGE AN ENVIRONMENT THAT PROMOTES
Learning Unit
INNOVATION
Unit Standard This Unit Standard is intended for managers in all economic sectors. These managers
Purpose would typically be second level managers such as heads of department, section heads
or divisional heads, who may have more than one team reporting to them.

The qualifying learner is capable of:

 Analysing own unit in terms of opportunities for innovation.
 Demonstrating understanding of the techniques that promote creativity.
 Developing a plan for creating an environment conducive to innovation.
 Leading a team through a creative thinking process.
Learning Assumed to It is assumed that learners are competent in:
be in Place Communication at NQF Level 4.
Mathematical Literacy at NQF Level 4.
 Computer Literacy at NQF Level 4.

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 Session 1 Analyse own unit in terms of opportunities for innovation.
SO 1
Learning  Identify features of an environment that promotes innovation.
Outcomes  Analyse own unit in relation to the features of an environment conducive to innovation.
(Assessment  The findings of the analysis are interpreted to determine whether the current environment
Criteria) promotes innovation.
 Areas for improvement are identified on the basis of the analysis conducted.

Activity
1

What is innovation?

The term "innovation" is used commonly across a variety of fields and discipline, but rarely do we have the
opportunity to dissect what innovation truly means and how to foster it within education and social services.
Whether innovation is incremental (think of the gradual progression of faster and more fuel efficient cars over the
past 60 years) or disruptive (the radical shift the introduction of the car had on society and social practices in
comparison to transportation via the horse and buggy), it involves risk, creativity, determination, and change.
Activity
2
Discuss the significance of the following in relation to creating an environment that promotes innovation:
 Inspiration
 Ideation
 Implementation
A “design thinking” framework is an approach that can help schools and organizations move beyond typical
problem solving and come closer to new ideas and thinking.
Inspiration 
Inspiration refers to the space necessary for those who bring about innovation to understand problems and
opportunities that exist in their fields. Observation and research are integral to this process.
Ideation
Ideation is the process of brainstorming, developing, and testing ideas to solve an identified problem. Breakthrough
ideas call into question existing conditions. They are mostly likely to come when people from different disciplines
and perspectives are brought together to dialogue. 
Implementation 
The final space in design thinking to bring about innovation is implementation. Unlike other fields in which

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innovation might be a technology or product, in social service sectors—such as education, out-of-school-time
programming, or family engagement—innovations tend to take the form of creative usages and sharing of resources
and opportunities to create new delivery systems and structures.

Activity
3
List and describe the two main elements needed to develop and maintain a firm’s innovative capacity.
The two main elements needed to develop and maintain a firm’s innovative capacity are described as follows.
People – Innovation requires acquiring new knowledge, creating processes and finally introducing something new
and different to the market. Along this journey, highly skilled, motivated and creative people are an essential factor.
Consequently, firms should on the one hand, invest effort in attracting the right employee and on the other, learn
how to retain them. For a firm to develop a high innovation capacity, all its employees need to be fully engaged  and
working at their maximum potential.
Leadership – Employees must obtain the challenges they are looking for. This can only be achieved through
flawless higher management conduct that inspires trust among management and employees. Neil Anderson and
Michael West point out the basic steps to help leaders develop work group innovation capabilities within their firms.
In this sense, leaders ought to:
 Communicate a compelling vision of the direction
 Create a safe environment with high employee participation
 Involve all employees in the shared commitment to excellence
 Encourage employees to continuously look for new ways of doing things

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 Session 2 Demonstrate understanding of the techniques for promoting creativity.
SO 2
Learning  Creativity and innovation techniques are identified in terms of generally accepted theory
Outcomes and practice.
(Assessment  Three techniques for promoting creativity are explained with practical examples.
Criteria)

Activity
4
List the eight creativity techniques related to innovation, as per your learner guide.
Creativity Techniques
1. Apply the reversal technique to challenge your assumptions of a particular subject area.
2. Use the SCAMPER technique to manipulate an existing idea.
3. Use the PMI - Plus / Minus / Interesting technique to weigh up the pros and cons of an idea or decision.
4. Try brainstorming. For an excellent site that covers all aspects of brainstorming visit... Brain Storming That
Works 
5. If you’re not getting enough group participation from your brainstorming session then you may like to try
the nominal group technique.
6. Or possibly the brain writing technique.
7. Start day dreaming. Let your mind wander off to far away or strange places. Doing so can be an excellent
method for getting creative ideas.
8. Use lateral thinking which attempts to make you consider changing concepts or perceptions to find a
creative solution to a problem domain. It gets you to consider methods that might at first seem illogical or not
quite right.

Activity
5
Describe the concept of “Day Dreaming”, as an example of an innovation technique.
Example - Day Dreaming
Day dreaming is an excellent creativity technique. Sit yourself down in a comfortable chair, away from noise and
other distractions. Have a notebook and pen close by or even better a digital voice recorder. Now close your eyes,
relax and let your mind wander.

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Imagine yourself going to distant places. In your mind’s eye, what do you see, feel, and hear? Can you transport
yourself to outer space or some undiscovered place? Take yourself into the future – what is the world around you
like? What devices are available to you?

Alter your view of things around you by flying into the sky and looking down on the world below you.
Think of everyday tasks that you perform and try and imagine how different they would be two-hundred years into
the future.
Try and imagine a world where everything is different to your common perceptions, where things are bigger or
smaller, faster or slower, louder or quieter or where things are back to front / upside down.
Also take yourself back to your childhood. Imagine what a perfect day as a child would be. What toys are you
playing with? What are you eating, seeing, and doing?
Now use your pen and notepad or voice recorder to note all the things that you experienced.
Everyone has enormous creative potential and this technique is great at demonstrating that fact.
After attempting this exercise you will likely be surprised at just how creative you actually are.
Analyze the notes that you have taken. Could any of the ideas you have recorded add value and be achievable?
Albert Einstein’s theory of relativity was discovered only when Einstein let his mind day dream away from the
actual associated mathematics.

It is said that organic chemist August Kekulé, physicist Leo Szilard and biochemist Kary Mullis came up with some
of their core theories, revelations and ideas while doing such mundane activities as simply walking the dog, driving
the car or taking a bath. The classics from the Bronte sisters came about from them pretending to be children.
Relaxing and taking a well-earned break can sometimes result in an even bigger break.

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 Session 3 Develop a plan for creating an environment conducive to innovation.
SO 3
Learning  The role of the unit manager in creating an environment conducive to innovation is
Outcomes described with reference to continuous improvement and innovation of the unit.
(Assessment  The processes, actions and approaches necessary to create an environment conducive to
Criteria) innovation are recorded in the plan.
 The implementation of the plan is described with reference to the environment and
availability of resources.
 The plan is promoted within the unit in order to encourage commitment.

Activity
6
How can creativity be assessed and what is the impact of assessment on creativity in a workplace?
If it is true that what gets tested is what gets taught, then in order for creativity to become a priority in the classroom,
it must be assessed on par with the testing of more traditional skills and abilities. However, measuring creativity is
undoubtedly more complex that measuring literacy or numeracy. While innumerous tests of creativity and creative
thinking exist, most of these measure only certain aspects of creativity and frequently, their validity has not been
fully tested. Finally, the suggestion has been made that instead of testing creative thinking skills, creative products
today are the best predictor of future creative products. Thus, the best method of assessing creativity would involve
the review of actual creative output such as student portfolios of creative works, developed over the course of a
school year.
“A more authentic type of assessment would be of actual products. Such a quality assessment could be of a
‘creativity portfolio’ that a student would assemble over the year(s). As an analogy, say there is a boy who can
throw a ball from center field to home plate with great and accurate force. Observation would dictate that he would
probably do well as a center fielder. Is there any need to give him a paper and pencil test to see whether he has
spatial ability?”
Nonetheless, hundreds of tests have been designed to measure creative potential and creative thinking processes.
Many of these aim to measure convergent and divergent thinking. They consist of open-ended questions and
measure the following criteria:
1. Fluency (quantity of answers)
2. flexibility (variability of idea categories in the answers)
3. originality (uncommonness of answers)
4. Some tests include scoring of elaboration (complexity and completeness of answers) or effectiveness

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 Session 4 Lead a team through a creative thinking process.
SO 4
Learning  Techniques for promoting innovation and creativity are applied to generate ideas for a
Outcomes new or improved process, project or product.
(Assessment  A number of alternative solutions are generated in relation to the process, project or
Criteria) product.
 The best alternative is selected from the solutions generated on the basis of evaluation
criteria.
 A concept is developed for implementation in accordance with the entity's policies and
procedures.
 The concept is recorded and communicated for implementation.

Activity
7
Give a detailed description of each of the five business practices that create innovative cultures in a
workplace.
Five Business Practices that Create Innovative Cultures:
Leaders who want to create an innovative business culture must understand the steps of the creative process, but that
alone is not enough. To promote business innovation, executive leaders should commit to the following business
practices, and institutionalize them in the culture - by training managers in these practices and then doling out
promotions and rewards to those who employ them successfully.
1. Select the most promising innovators, but encourage unexpected surprises: To build innovative
“hothouses” in an organization, executives may want to cull out the most promising idea-generators and
provide them with extra resources. Those are the people who can benefit most from the “buffer zones” in
step two.  But the other practices listed in this section should be generalized throughout the organization, if
possible, so that innovators in unexpected places will have the room to produce ideas and results. Leaders
should train other managers to understand the stages of the creative process, and evaluate managers based
on their ability to promote and shepherd through to completion new ideas that they encounter.
 
2. Create “buffer zones” for the most innovative people: Creating “buffer zones” means building a kind of
protective cocoon around creative people or around the innovative teams within an organization.  That
means eliminating the ways that policies or other work pressures get in the way or discourage the
information gathering involved in the preparation stage. It also means being sure that the tools and
resources are available when creative people go looking around for data or answers to questions. The
executive leader for such a group should do the advance work and run the interference necessary to let
creative people go through the preparation stage without interference or harassment. 

3. Give innovators room to “play:” For innovators, anything they can do to mess around with the kinds of
data or projects that they see as helpful - will be helpful.  That can be hard to remember when they seem to

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 have lost their minds, or to have lost their focus!  But during the incubation stage, activities that may look
like useless diversions - that may not even look like work - are all necessary to allow the deeper parts of the
brain to solve a problem and make new connections.  For typical results-oriented executives, this can be
hard to do - especially when the creative team happens to be a team of executives working to create a new
business process.  The senior executive who may have assigned the task may be hard pressed to let his
innovative team have the time and space to produce truly transformative solutions.  The key to letting
people have room to “play” is to refrain from judgment of their activities or methods.
 
4. Resist the temptation to look for immediate results: Any team can develop incremental solutions or
recommendations. There is no business or technological process that cannot be improved through study and
modification. But to build a culture that truly encourages innovation, the pressure to get immediate results
will yield only incremental improvements, and the need to meet deadlines can sometimes kill the creative
process before the illumination stage. While it is true that deadlines can focus creative teams and encourage
timely ultimate illumination, setting deadlines should not be overused because they often will interfere with
the creative process. Close communication with creative people working on a project can help leaders
develop a feel for when setting a deadline will help, rather than hinder the process.
 
5. Commit to driving the best ideas through to implementation: Innovators are seldom the best
salespeople for their ideas. They are, by nature, more likely to work in isolation, play with their ideas, or
generally rub others who are less creative the wrong way. The business leader who want to encourage
innovation must act as the first-line filter to test the best ideas and solutions, choosing which ones are the
right ones to see through to fruition.  Then the executive advocate must commit to the internal sales and
marketing project to build coalitions that will bring the new idea into a reality.  This takes courage and
persistence, and an ability to work the political and social process involved in getting others to adapt to
innovation.  This is important, not only to reap the rewards of innovation in practice, but to encourage other
innovators by showing them that their best efforts will actually be adopted and see the light of day - in your
organization, and not your competitor’s!

Activity
8
Write process of reverse innovation
Reverse innovation or trickle-up innovation is a term referring to an innovation seen first, or likely to be used first,
in the developing world before spreading to the industrialized world. The term was popularized by Dartmouth
professors Vijay Govindarajan and Chris Trimble and GE's Jeffrey R. Immelt. Subsequently, Vijay Govindarajan
and Chris Trimble published the book Reverse Innovation. Reverse innovation refers broadly to the process whereby
goods developed as inexpensive models to meet the needs of developing nations, such as battery-operated medical
instruments in countries with limited infrastructure, are then repackaged as low-cost innovative goods for Western
buyers.

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The process of reverse innovation begins by focusing on needs and requirements for low-cost products in countries
like India and China. Once products are developed for these markets, they are then sold elsewhere - even in the West
- at low prices which create new markets and uses for these innovations.