OTHM Level 7 Diploma Unit Entrepreneurship and Innovation (Y/616/2729) Assignment Brief 2026

OTHM Level 7 Diploma In Strategic Management And Leadership

Unit Entrepreneurship And Innovation Assignment Brief

Unit Aims

The aim of this unit aim is to introduce learners to the basics of business processes and strategies related to enterprise and entrepreneurship, developing knowledge of enterprise and entrepreneurship in global contexts.

Learning Outcomes And Assessment Criteria

Introduction

This guide is designed to support faculty in assessing student submissions for the OTHM Level 7 unit, “Entrepreneurship and Innovation.” Its purpose is to ensure a consistent and high-quality evaluation that aligns with the specified learning outcomes and assessment criteria. This document provides a detailed breakdown of each assessment task, outlining the expectations for a “Pass” at this level.

PRESENTATION & REFERENCING GUIDANCE

General Assessment Principles For Level 7

To achieve a “Pass,” a student’s work must consistently demonstrate the following characteristics across all tasks:

• Critical Analysis: Submissions must go beyond mere description. Students are expected to critically analyze concepts, challenges, and proposals, weighing different perspectives and justifying their conclusions.
• Application of Theory: Learners must apply relevant theoretical concepts and models to their practical work. This includes, but is not limited to, models of creativity (e.g., Graham Wallas), innovation, and analytical tools like PESTLE analysis.
• Evidence-Based Argument: Arguments and recommendations must be well-supported by evidence, which can include academic literature, market data, and real-world examples.
• Synthesis and Evaluation: Students should be able to synthesize information from various sources and evaluate the feasibility and potential of business ideas.
• Professionalism: All submissions must adhere to the specified word counts and be presented professionally, with correct use of Harvard-style referencing for all cited sources.

Task 1: Business Idea Pitch And Report

Focus: This task requires students to engage in self-reflection on their entrepreneurial skills and to generate and briefly assess three distinct business ideas.

Associated Assessment Criteria:

• AC 1.2: Critically assess own entrepreneurial skills and attributes.
• AC 1.3: Evaluate what makes a successful commercial or social entrepreneur.

Guidance for Assessors:

A successful submission for Task 1 will be composed of a PowerPoint presentation and a report(in MS word), demonstrating the student’s ability to connect personal attributes with the theoretical and practical demands of entrepreneurship.

To achieve a “Pass,” the student must:

• In the Report (500 words):
  • Evaluate Successful Entrepreneurs: The student must evaluate the characteristics of successful entrepreneurs, covering both commercial and social contexts. This should involve an analysis of key traits such as risk tolerance, vision, dedication, and adaptability.
  • Critically Assess Own Skills: The student must undertake a critical and honest selfassessment of their own entrepreneurial skills against the identified success factors. This is not a simple checklist but a critical reflection on their strengths and areas for development in skills such as strategic thinking, negotiation, financial literacy, and marketing.
• In the PowerPoint Presentation (with 500 words of speaker notes):
  • Propose Three Business Ideas: Clearly pitch three distinct and viable business ideas.
  • Assess Initial Challenges: For each idea, the student must assess the primary challenges associated with its establishment. This assessment should be critical, moving beyond obvious statements to consider specific hurdles related to the nature of that particular enterprise (e.g., funding, market entry, legal structure, technology).
  • Apply Concepts: The student must apply relevant theoretical concepts and models throughout the report and presentation, using real-world examples to support their analysis.

Ø Task 2: Business Plan

Focus: This task requires the student to select the most promising of their three ideas and develop a comprehensive business plan, demonstrating analytical, forecasting, and strategic planning skills.

Associated Assessment Criteria:

• AC 3.1: Analyse business ideas.
• AC 3.2: Evaluate production, and marketing feasibility of new business ideas.
• AC 3.3: Produce business planning forecasts using financial techniques.
• AC 4.1: Develop a business plan for a new business.
• AC 4.2: Develop a control and monitoring mechanism for the business plan.

Guidance for Assessors:

The business plan is the most substantial part of the assessment. It must be a professional, detailed, and well-researched document that stands up to critical scrutiny.

To achieve a “Pass,” the student’s business plan (3000 words) must:

• Justify Idea Selection: Begin with a clear summary and analysis of the chosen business idea, justifying why it was selected over the other two as the most likely to succeed.
• Conduct Feasibility Analysis:
  • Production/Operational Feasibility: Evaluate how the product or service will be created or delivered. This includes analysing supply chains, production methods, and necessary resources.
  • Marketing Feasibility: Evaluate the market for the idea, including market research (primary/secondary), competitor analysis, and target audience identification. Analytical tools like PESTLE should be used.
• Produce Financial Forecasts: Include robust financial planning forecasts using appropriate techniques. This must include, at a minimum, a profit and loss forecast, a cash-flow forecast, and a break-even analysis.
• Develop a Comprehensive Plan: The document must be structured as a formal business plan and include essential elements such as:
  • Executive Summary o Mission, Vision, and Objectives o Marketing Plan (a detailed expansion of the feasibility analysis)
  • Management/Team Structure o Legal Structure o Financial Requirements
• Establish Control Mechanisms: Develop clear mechanisms to monitor and control the business plan’s implementation. This could include Gantt charts, key performance indicators (KPIs), and review schedules.
• Maintain Critical Approach: Throughout the plan, the student must apply theoretical models, use real-world examples, and critically analyze their own proposals to arrive at justified recommendations.

Task 3: Reflections

Focus: This final task requires the student to reflect on the broader concepts of entrepreneurship and innovation, drawing from their experience in the previous tasks and relevant literature.

Associated Assessment Criteria:

• AC 1.1: Critically analyse the nature, characteristics and challenges of establishing different kinds of enterprise.
• AC 2.1: Evaluate methods for encouraging creativity and innovation in organisations.
• AC 2.2: Evaluate potential creative and innovative management ideas.
• AC 2.3: Critically explore how to lead others to positively embrace innovation and change.

Guidance for Assessors:

This reflective essay is a capstone piece that synthesizes the student’s learning. It should demonstrate a high level of critical thought and an understanding of how to foster an entrepreneurial culture.

To achieve a “Pass,” the student’s reflective essay (500 words) must:

• Critically Analyze Enterprise: Reflecting on the entire assignment process, the student must critically analyze the nature and challenges of establishing different types of enterprises (e.g., commercial, social, sole trader, limited company).
• Evaluate Methods for Innovation: The student must evaluate specific methods for encouraging creativity and innovation within an organization. This should be supported by academic theory (e.g., Anderson and West’s four-factor theory) and practical examples.
• Propose Innovative Management Ideas: With reference to a real organization, the student must identify and evaluate potential management ideas that could foster creativity (e.g., reward systems, cross-pollination of ideas, changes to organizational culture).
• Explore Leadership for Change: The reflection must critically explore how a manager or leader can guide teams to embrace innovation and change positively. This involves discussing leadership styles, communication strategies, and creating a psychologically safe environment for innovation.
• Use of Literature: The reflection must be underpinned by appropriate academic literature, correctly cited.