BSBCRT404 - Apply advanced critical thinking to work processes

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Upskill

Case study

You have started working in the ICT department of XYZ Training organisation.

You and your training manager are preparing a plan to provide all courses online using the most advanced and sophisticated 21st-century technologies, tools and equipment.

The plan is to reach to as many people possible using online education and training platforms. However, several stakeholders in the organisation disagree with providing the courses online; they believe that an online training environment can never replace the traditional classroom environment. Their arguments are mentioned in the stakeholders' arguments section below.

You are required to conduct some research online and thoroughly understand the requirements, characteristics and limitations of online training.

Explore situations where online training can be valid or not, analyse and understand the key elements of workplace processes, products or services, compare and contrast alternative critical thinking concepts and apply a decision-making framework.

Then you need to conduct a review of the effectiveness of decision making. Identify areas for self-development and develop a plan for future process evaluations. You are also required to source information from a variety of different and verified sources to complete this assessment task.

Current XYZ Training policies and procedures:

Enrolment Policy (no access to the original document)

Marketing Policy (no access to the original document)

Support and Progression Policy (no access to the original document)

Completion Policy (no access to the original document)

Training Policy (no access to the original document)

Compliance Policy (no access to the original document)

Current XYZ Training Organisational Structure:

Stakeholders arguments

The arguments are as follows:

You will be able to concentrate harder on your learning because there will be fewer distractions than if you were at home.

Online learning requires less commitment and thus might mean less buy-in

You can gain greater understanding, stories and real-world examples from teachers and other students

Online learning might lead learners to falsely think they are ready to progress

You have a greater chance of completing your course successfully by doing it in a classroom situation. (Completion rate of teacher-led classes is almost 5x higher than that of online learning)

You may feel more comfortable and learn more easily in a familiar, traditional classroom situation.

You can access more information and richer understanding through teacher and other students' body language and voice.

You have the opportunity to connect with, problem-solve, and network with other students from a wide range of backgrounds.

Portfolio Objectives

You are required to demonstrate skills and knowledge to use advanced-level critical thinking skills in a professional context. This includes using methods of analysis, synthesis and evaluation. You are required to read and understand a predetermined issue and/or situation and participate in a number of assessment activities.

The following are the goals and objectives to complete this assessment task:

Understand critical thinking in a workplace context

Identify key characteristics of concepts in a critical thinking protocol or process

Explore situations in which critical thinking concepts may be applied in the workplace

Reflect on the benefits of adopting a critical thinking mindset and risks associated with failing to do so

Apply a systematic approach to decision making

Analyse and understand key elements of workplace processes, products or services

Identify limitations in existing or proposed workplace processes, products or services by applying critical thinking protocols or processes

Source information from a variety of different and verified sources

Compare and contrast alternative critical thinking concepts in a workplace decision-making process

Apply a decision-making framework to reach a defensible conclusion in a workplace context in accordance with organisational policies and procedure

Articulate and justify the decision-making process

Develop critical thinking mindset

Conduct a review of the effectiveness of decision making, including critical self-reflection

Seek meaningful feedback from organisational management

Identify areas for self-development

Develop a plan for future process evaluations

1.76. Consider a branching process as defined in Example 1.8, in which each family has exactly three children, but invert Galton and Watson's original mo- tivation and ignore male children. In this model a mother will have an average of 1.5 daughters. Compute the probability that a given woman's descendents will die out. Example 1.8. Branching processes. These processes arose from Francis Galton's statistical investigation of the extinction of family names. Consider a population in which each individual in the nth generation independently gives birth, producing k children (who are members of generation n + 1) with proba- bility px. In Galton's application only male children count since only they carry on the family name. To define the Markov chain, note that the number of individuals in genera- tion n, X,, can be any nonnegative integer, so the state space is {0, 1, 2, .. . ). If we let Y1, Y2. .. . be independent random variables with P(Ym = k) = p, then we can write the transition probability as p(i, j) = P(Yi + . . . + Mi=j) for i > 0 and j 2 0 When there are no living members of the population, no new ones can be born, so p(0, 0) = 1. Galton's question, originally posed in the Educational Times of 1873, is Q. What is the probability that the line of a man becomes extinct?, i.e., the branching process becomes absorbed at 0? Reverend Henry William Watson replied with a solution. Together, they then wrote an 1874 paper entitled On the probability of extinction of families. For this reason, these chains are often called Galton-Watson processes.2. Let {X : n 2 0} be a Galton-Watson branching process with Xo = 1, and suppose that the family size distribution has generating function G(s) = 1 - a(1 -$)1/2 where 0 0, u 0, u=1 (iv) p0 > 0, w3 1 (b) In a Galton-Watson branching process starting with one individual in generation zero, the offspring random variable X has the probability generating function n(s) = 4/[(3 - s)*2] (i) Identify the distribution of X and hence, or otherwise, find the mean and variance of the number of individuals in the first generation. (ii) Find the probability generating function of the number of individuals in the second generation. (ii) Find the mean and variance of the number of individuals in the second generation. (iv) Calculate to four decimal places the probability that the process become extinct (a) by the third generation. (b) at the fourth generation. (v) Find the probability that the process eventually becomes extinct, giving your answer to four decimal places. Do not use an iterative method to calculate this probability. (vi) If there were two individuals in generation zero, what would be the probability that the process eventually becomes extinct