Table of Contents Table of Contents.1 Instructions to Learner2 Assessment instructions.2 Assessment requirements.5 Candidate Details.6 Assessment -
Question:
Table of Contents
Table of Contents.1
Instructions to Learner2
Assessment instructions.2
Assessment requirements.5
Candidate Details.6
Assessment - BSBCRT511: Develop critical thinking in others.6
Observation/Demonstration.7
Activities.8
Activity 1A.8
Activity 1B.9
Activity 1C.10
Activity 1D.11
Activity 2A.12
Activity 2B.13
Activity 2C.14
Activity 2D.15
Activity 3A.16
Activity 3B.17
Activity 3C.18
Summative Assessments.19
Section A: Skills Activity.20
Section B: Knowledge Activity (Q & A)22
Section C: Performance Activity.23
Case Studies.24
Case Study A - Skills gap analysis.24
Case Study B - Job vacancy for a business data analyst25
Case Study C - Applying critical thinking practices to work problems.26
Case Study D - A workplace dispute.27
Workplace Documentation - for learner28
Workplace documents checklist28
Instructions toLearner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
- Address each question including any sub-points
- Demonstrate that you have researched the topic thoroughly
- Cover the topic in a logical, structured manner
- Your assessment tasks are well presented, well referenced and word processed
- Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner's exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
- Presenting any work by another individual as one's own unintentionally
- Handing in assessments markedly similar to or copied from another learner
- Presenting the work of another individual or group as their own work
- Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a "0" grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded "Competent" (C) or "Not yet Competent" (NYC) for the relevant unit of competency.
If you are deemed "Not Yet Competent" you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as "Not Yet Competent" after another 2 times, you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Assessment requirements
Assessment can either be:
- Direct observation
- Product-based methods e.g. reports, role plays, work samples
- Portfolios - annotated and validated
- Questioning.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities (formative and summative) in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
Candidate Details
Assessment - BSBCRT511: Develop critical thinking in others
Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBCRT511: Develop critical thinking in others.
Name: _____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
Email: _____________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person's work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I alsounderstand the assessment instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person's work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________
Observation/Demonstration
Throughout this unit, you may be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
Observation and evidence checklists have been included for all performance criteria in the Assessor Workbook, but the assessor only needs to record evidence in this document if they deem it necessary to judge competency for that particular activity.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
- Performing a work-based skill or task
- Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
- Performing a skill or task that is asked of you
- Undertaking a simulation exercise.
- Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit's elements.
- The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.
Activities
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
Activity 1A
| Estimated Time | 40 Minutes |
| Objective | To provide you with an opportunity to research models of critical and creative thinking. |
| This activity will not require observation. 1. Give an example of a critical thinking model and explain the concept within 50 words. 2. Give an example of a creative thinking model and explain the concept within 50 words. 3. List the three stages of The Osborn Parnes' creative problem-solving process. |
Activity 1B
| Estimated Time | 45 Minutes |
| Objective | To provide you with an opportunity to develop questions to identify individual and team knowledge gaps. |
| This activity will not require observation.
Refer to Case Study A - Skills gap analysis 2. Using the template from Case Study A, compile four questions relating to your role, or one that you are familiar with, to help undertake a knowledge gap analysis. |
Activity 1C
| Estimated Time | 50 Minutes |
| Objective | To provide you with an opportunity to identify how to facilitate formal and informal learning opportunities for addressing identified gaps. |
| This activity will not require observation. Analyse both of the following scenarios and suggest a learning opportunity to improve working practice. You must identify whether you have suggested a formal or informal learning opportunity and explain how you think this would be appropriate for the situation. Write approximately 100 words for each. Scenario A Critically analyse this issue and suggest a learning opportunity to help Laura settle into her role. Laura has recently started a new role as a salesperson in a call centre. Laura has completed a one-week training course upon starting her employment and has made a positive start. That said, Laura is struggling when receiving negative feedback from customers, and her confidence is low. Scenario B Critically analyse this issue and suggest a learning opportunity to improve the situation in Grayson's office. Grayson runs an independent financial services company. Grayson employs five members of staff who are competent within their roles and appear happy at work. However, Grayson is growing concerned at the lack of respect being paid to the office. Staff seem to be reluctant to tidy up after themselves as there are often boxes of office supplies left out, and emergency exits are blocked by bags and chairs. |
Activity 1D
| Estimated Time | 30 Minutes |
| Objective | To provide you with an opportunity to demonstrate how to articulate key features of critical and creative thinking concepts to relevant personnel. |
| This activity will not require observation. Refer to Case Study B - Job vacancy for a business data analyst Using the job vacancy advertisement from Case Study B, write a personal statement from a potential applicant. The statement should be approximately 100-150 words and must demonstrate that the candidate possesses the key characteristics for the role. |
Activity 2A
| Estimated Time | 45 Minutes |
| Objective | To provide you with an opportunity to identify how toanalyse current organisational systems to identify gaps or barriers to critical thinking. |
| This activity will not require observation
2.Drawing from your own experience, discuss an organisational system that you are aware of and explain how it is implemented to identifying barriers to thinking processes. |
Activity 2B
| Estimated Time | 50 Minutes |
| Objective | To provide you with an opportunity to identify how to develop processes that create a safe environment for critical and creative thinking approaches. |
| This activity will not require observation.
2. In approximately 100 words, explain why team disputes will affect thinking processes. |
Activity 2C
| Estimated Time | 35 Minutes |
| Objective | To provide you with an opportunity to identify how to facilitate opportunities for team members to apply critical thinking skills to workplace problems. |
| This activity will not require observation.
Refer to Case Study C - Applying critical thinking practices to work problems 2. Millie is missing the notebook dividers and cannot complete all her orders. Using a brainstorming method, apply a critical thought process to this workplace issue. Be sure to discuss the options available and possible consequences of taking identified actions. |
Activity 2D
| Estimated Time | 25 Minutes |
| Objective | To provide you with an opportunity to demonstrate how to provide feedback to team members on performance of tasks. |
| Equipment needed | Access to a peer. |
| This activity will require observation. Choose one of the scenarios below and with a peer, role-play how you would give feedback as the manager speaking to an employee. Be sure to engage in appropriate two-way communication. Scenario A An employee at a web design company has recently undertaken a project for a high-end bakery, specialising in wedding cakes and pastries. Although the project went over the schedule by three working days, the customer has been in touch with management to inform them of how thrilled they were with the work. The customer then asked permission to share the web design work to their 150,000 followers on their social media. Role-play a situation that would be appropriate for feeding back this information to the employee. Scenario B An admin assistant at a corporate company has misfiled some customer records. The assistant is relatively new to their position, and it is the first mistake that they have made during their employment. They have not been thoroughly trained in this activity, and the mistake does not comply with data protection regulations. Role-play a situation that would be appropriate for feeding back this information to the employee. |
Activity 3A
| Estimated Time | 30 Minutes |
| Objective | To provide you with an opportunity to identify how to collect and analyse feedback from individuals and teams on critical and creative thinking opportunities. |
| This activity will not require observation.
2. Identify two common workplace issues and explain in under 100 words how the stresses of these can affect thinking processes. |
Activity 3B
| Estimated Time | 30 Minutes |
| Objective | To provide you with an opportunity to identify additional support required for teams and individuals. |
| This activity will not require observation.
2. Suggest three things that management would be looking for when identifying support needs. |
Activity 3C
| Estimated Time | 35 Minutes |
| Objective | To provide you with an opportunity to identify how to develop recommendations for improvements in future learning arrangements according to relevant legislation and organisation policies. |
| This activity will not require observation.
2. Suggest something that could be undertaken to improve future learning opportunities relating to relevant legislation. 3. Write a proposal for a future learning arrangement that relates to your role. The proposal must indicate how this will benefit the workplace. |
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge, and performance may be termed as:
- Skills- skill requirements, required skills, essential skills, foundation skills
- Knowledge - knowledge requirements, required knowledge, essential knowledge, knowledge evidence
- Performance - evidence requirements, critical aspects of assessment, performance evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances). In some cases, skills will be demonstrated in writing, where the criteria fits.
It will demonstrate all of the skills required for this unit of competency - your assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attach completed written answers, portfolios, or any evidence of competency to this workbook.
Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate the following skills:
- Learning:
- transfers skills and knowledge to a variety of team development contexts
- evaluates own performance and outcomes of learning processes to identify opportunities for improvement
- Oral communication:
- identifies and articulates ideas and requirements clearly and persuasively using techniques appropriate to audience and environment
- participates in a verbal exchange of ideas and elicits the views and opinions of others by listening and questioning
- Reading:
- researches, analyses and evaluates textual information, from a wide range of sources, to identify information relevant to systems that support critical thinking and learning
- Writing:
- develops complex strategies using language and format appropriate to the audience and purpose
- Teamwork:
- looks for ways of establishing connections and building genuine understanding with a diverse range of people
- uses inclusive and collaborative techniques to negotiate, influence and elicit the views and opinions of a wide range of stakeholders
- Initiative and enterprise:
- identifies implications of legal and regulatory responsibilities on own work
- Planning and organising:
- accepts responsibility for planning and implementing systems and strategies to achieve organisational goals, negotiating key aspects with others
- adheres to implicit and explicit organisational policies and procedures, seeking advice from others if necessary.
Answer the activity in as much detail as possible.
Equipment needed:
- Access to a peer
- Access to the internet.
Refer to Case Study D - A workplace dispute
- With a peer, discuss the situation between the employees in Case Study D, as though you are both managers of the employees that you are discussing. Apply a thinking process to the situation in order to try to seek a solution. Consider the circumstances and communicate appropriately with your peer.
2. Considering your conversation with your peer, document an action plan of how you intend to address the situation. The document must be written appropriately for the intended audience, and you must demonstrate that you have considered all perspectives and justify why you think this course of action is appropriate. Ensure that any relevant legislation is adhered to; you may wish to research this using the internet.
Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
- Models of critical and creative thinking
- Features of critical thinking concepts and approaches including analysis, synthesis, and evaluation
- Existing workplace objectives, processes and resources
- Characteristics of organisational learning environments and related learning systems
- Legislative requirements relating to workplace procedures
- Sources of reliable information relevant to workplace procedures
- Features of industry best practice approach to instruction on critical and creative thinking methods
- Leading a team and individuals to develop critical and creative thinking skills.
Answer each question in as much detail as possible.
1. Identify a major difference between critical and creative thinking models.
2. In approximately 75-100 words, explain the process of the critical thinking model, Scenario Analysis, and explain how this process aids problem-solving evaluation.
3. Drawing from your own experience, explain how your workplace or one you are familiar with promotes positive relationships between colleagues. Identify any processes that are in place to encourage positive relationships or resources that are provided.
4. In approximately 100 words, identify any formal learning opportunities implemented by your workplace or one that you are familiar with and explain how this is beneficial to working practice.
5. In approximately 100 words, analyse one piece of anti-discrimination legislation, and suggest how/why this is implemented in the workplace.
6. Identify a reliable source that you could consult on information regarding organisational procedures.
7. Drawing from your own experience, explain how to facilitate critical and creative thinking processes within the workplace.
8. Why is it important to deal with workplace disputes quickly, and what effect can these have on critical and creative thinking processes? Explain your answer in approximately 50 words.
Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.
This activity will enable you to demonstrate the following performance evidence:
- Develop an environment for an organisation or work area that supports the application of critical and creative thinking methods.
In the course of the above, the candidate must:
- Identify critical and creative thinking concepts and approaches, and their application to a workplace context
- Facilitate relevant learning opportunities for others
- Develop questions and prompt questioning to broaden knowledge and understanding of the team member cohort
- Monitor team skill development to develop recommendations on future learning arrangements to be implemented in future planning.
Answer the activity in as much detail as possible.
Equipment needed:
- Access to a small group of peers.
You assessor will present you with a hypothetical workplace issue that may occur within your field of work.
You must respond to this issue by:
- Generating creative and critical thinking concepts that provide innovative solutions to identified issues
- Evaluating and testing concepts and ideas
- Implementing informal learning opportunities as part of the problem-solving process
- Developing at least two concepts, substantiated and supported with sufficient information to allow the implementation to occur (i.e., a fully developed proposal and a draft plan for implementation)
- Following the process, hold a debrief with peers. Discuss what was effective and what was ineffective to help structure the process for when it is next required.
You must complete these activities within the timeframe specified by your assessor. You will be provided with all the resources you need to complete this task.
Gather documentary evidence of your work at each stage of this task, and present this information as a portfolio of evidence upon completion of this task.
Case Studies
Case Study A - Skills gap analysis
Case Study B - Job vacancy for a business data analyst
Business Data Analyst
Business Data Analyst, Perth, $75,000.
Brief:Due to expansion, our client is looking for an experienced and innovative individual to join their organisation. An exciting position has become available for a Business Data Analyst to join housing and accommodations company. The successful applicant will earn $75k per year and 25 days paid holiday. If you have prior experience in a similar industry, then this is a perfect opportunity to grow your career and with attractive incentives, including annual bonus potential and reduced gym membership.
Role Requirements
What does the role require?
- 3+ years' experience in a Data Analyst role
- Home-based working
- Proven track record of large scale data migration
- Be an effective and critical problem solver
- Have the independence to work on lone projects
- Previous experience of the housing/accommodations industry preferred but not essential.
Role Responsibilities
What will the successful candidate be doing:
- Support large scale data migration following new system procurement
- To be involved in preparation, extraction, profiling, mapping and construction of artefacts and datasets
- Confident communication within a collaborative working environment
- Critical analysis of data and potential issues within projects.
Case Study C - Applying critical thinking practices to work problems
Millie runs a small company that makes customised notebooks with personalised details on the cover and inserts. You promote your product as a great gift idea, and your holiday orders break your previous sales record. The problem is Millie doesn't have enough materials to fulfil the holiday orders. Apply the critical thought process to this issue to find a solution.
Case Study D - A workplace dispute
Two employees have had a dispute regarding an advertising project they have been working on. One employee thinks the company should be utilising social media for advertising whilst the other thinks that it is inappropriate for the target market as the company retails mobility aids. The disagreement has escalated, and now one employee is refusing to work with the other stating that they are being undermined because they are newer to the organisation and much younger than the other employee.
Workplace Documentation - for learner
Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the assessor or third party. Indicate in the table below the documents that have been provided. Please refer to your trainer/assessor if clarification is required or if you have any further questions on what you are able to provide or use.
Document name/description | Document attached | |
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
Yes No (Please circle) | ||
For RTO use only | ||
Have originals or digital copies been supplied for the workplace documents? | Yes No (Please circle) | |
If not originals, have the originals been validated or checked? | Yes No (Please circle) | |
Learner's signature | ||
Assessor's signature | ||
Expert Answer:
