Business Innovation and Entrepreneurship Assignment - Free Essay Example

Business Innovation and Entrepreneurship Introduction A key requirement of this assignment is to research and use analytical tools to identify potential creative and innovative processes and to examine and explain the use of the IDEAL change model to support innovation and entrepreneurship ideas. The deliverable and conditions The requirement is for each individual to produce a à ¢Ã¢â€š ¬Ã‹Å"business documentà ¢Ã¢â€š ¬Ã¢â€ž ¢. In writing this document you can use any writing format you consider appropriate. Keep in mind the document must be word processed in a business style and format. A business standard is under à ¢Ã¢â€š ¬Ã‹Å"conditions that demand performance equivalent to that required in the real-life context.à ¢Ã¢â€š ¬Ã¢â€ž ¢ Learning Outcomes Outcome 2 The student will assess the criteria for judging the feasibility of an idea for the introduction of creative and innovative processes into an organisation (20%) 2.2Use analytical tools to identify potential creative and innovative processes 2.4Examine and explain the use of the IDEAL change model to support innovation and entrepreneurship t ideas. Assessment Methods The assessment method for this assessment will be: Individual written paper mark [Total marks 80] Individual classroom contribution and commitment Mark à ¢Ã¢â€š ¬Ã¢â‚¬Å" based on each individualà ¢Ã¢â€š ¬Ã¢â€ž ¢s contribution to class sessions. [Total marks 20] The Task You are asked to assess the criteria for judging the feasibility of an idea for the introduction of creative and innovative processes into an organisation. The focus here is to assess analytical tools which can be used to identify potential creative and innovative processes and support innovation and entrepreneurship ideas when selecting and refining a particular business concept/project. Your research for this assessment will need to cover the following. Discuss the theory and application of the following in relation to supporting innovation and entrepreneurship ideas: lateral thinking visioning problem-solving techniques [Total Marks 30] Discuss the theory and use of the following analytical tools in relation to supporting innovation and entrepreneurship ideas: SWOT analysis PESTLE analysis Cost-benefit analysis Decision-making processes and styles analysis [Total Marks 40] Examine and discuss the use of the IDEAL change model to support innovation and entrepreneurship ideas. [Total Marks 10] Mark Allocation Guide for Individual Paper à ¢Ã¢â€š ¬Ã¢â‚¬Å" total mark 80. Q Criteria Mark Allocated Mark Total Mark 1 a Theory 4 30 Application 6 1 b Theory 4 Application 6 1 c Theory 4 Application 6 2 a Theory 4 40 Application 6 2 b Theory 4 Application 6 2 c Theory 4 Application 6 2 d Theory 4 Application 6 3 Examination of model 5 10 Discussion on application 5 Total Marks 80 80 Individual classroom contribution and commitment Rubric Criteria Individual classroom contribution and commitment Performance Descriptors/ Rating Excellent (A+, A, B+) 20 19 19 18 17 16 Average (B, C) 16 15 15 14 Poor (F) 13 0 Contribution to class sessions on this topic as observed Contributions in class reflect exceptional preparation. Ideas offered are always substantive; provide one or more major insights as well as direction for the class. Challenges are well substantiated and persuasively presented. Shows interest in and respect for othersà ¢Ã¢â€š ¬Ã¢â€ž ¢ views and participates actively in small groups. If this person were not a member of the class, the quality of discussion would be diminished markedly. Contributions in class reflect satisfactory preparation. Ideas offered are sometimes substantive, provide generally useful insights but seldom offer a new direction for the discussion. Bluff their way when unprepared, or otherwise dominate discussions, not acknowledging cues of annoyance from other students. Challenges are sometimes presented, fairly well substantiated, and are sometimes persuasive. If this person were not a member of the class, the quality of discussion would be diminished somewhat. Contributions in class reflect inadequate preparation. Ideas offered are seldom substantive; provide few if any insights and never a constructive direction for the class. Often seem on the margins of the class and may have a negative effect on the participation of others. Integrative comments and effective challenges are absent. If this person were not a member of the class, the quality of discussion would not be changed. Attitude Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). Rarely or occasionally is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). Often is publicly critical of the project or the work of other members of the group. Often has a positive attitude about the task(s). Commitment to the class sessions as observed The individual had a level of engagement that demonstrated a strong commitment to the group and the learning outcomes. Consistently stays focused on the task and what needs to be done. Very self-directed. The individual had a level of engagement that demonstrated a commitment to the group and/or the learning outcomes. Focuses on the task and what needs to be done most of the time. Others can count on this person. The individual had a level of engagement that did not demonstrate a commitment to the group or the learning outcomes. Rarely focuses on the task and what needs to be done. Letà ¢Ã¢â€š ¬Ã¢â€ž ¢s others do the work. Observed ability to provide and receive feedback as observed Often provides dignified, clear and respectful feedback on ideas and work contributed by the class members. Graciously accepts feedback Openly views the merit of feedback Provides some feedback, but it is not always clear, not productive, may have hurt others feelings unnecessarily or made irrelevant comments. Sometimes accepted feedback. At other times strongly resistant to feedback Feedback was never provided or was always highly offensive or irrelevant. Refuses to listen to any feedback Quality of classroom work as observed Provides work of the highest quality with no mistakes. Always prepared for class and meets all deadlines set by the tutor. Provides good quality work that occasionally needs some small correction to be made. Sometimes prepared for class and usually meets deadlines set by the tutor. Either no work is presented or the work is unusable. Never prepared for class and rarely completes work by deadlines set by the tutor. Working with others in the classroom Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.  © ACL 2014IANZ DBSM702 Business Innovation and Entrepreneurship V5 Page 1 Assessment moderated on 25 February 2014