| OVERALL UNIT – RECORD OF ASSESSMENT OUTCOMES: |
This section records the outcome of each task/assessment requirement so that the final assessment outcome can be determined for BSBCRT511 Develop critical thinking in others.
Student must achieve a satisfactory outcome in each of the assessment tasks listed in the table following to be deemed competent in the unit. There is space to record up to three attempts at each assessment task..
A not satisfactory result for any discreet assessment task (after the student has had three attempts), will result in the student being deemed not yet competent.
| Assessment Tasks | Unit Outcome | ||||
| Satisfactory (S) Not satisfactory (NS) Please note (N/A) where further attempts are not required |
Date | Assessor initials | |||
| Assessment Task 1: Written Questions | Attempt 1 |
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| Attempt 2 |
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| Attempt 3 |
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| Assessment Task 2: Case Study | Attempt 1 |
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| Attempt 2 |
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| Attempt 3 |
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| Assessment Task 3: Case Study P2 & Roleplay | Attempt 1 |
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| Attempt 2 |
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| Attempt 3 |
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| Final Assessment Results | Result (C/NYC) | ||||
| BSBCRT511 Develop critical thinking in others | Competent □ Not Yet Competent □ | ||||
| Student Name: | |||||
| Student ID: | |||||
| Qualification: BSB50120 Diploma of Business (Operations) /
BSB50420 Diploma Leadership and Management |
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| Does the student wish to appeal the result? □ YES □ NO | |||||
| Assessor Name: | |||||
| Assessor Signature: | Date: / / | ||||
| Assessment Plan |
- The following outlines the requirements of your final assessment for this unit. You are required to satisfactorily complete all tasks to demonstrate competency for this unit.
- Your Trainer / Assessor will provide you with the due dates for each assessment task. Write them in the table below and keep a note of the due dates for your reference.
| Assessment Requirements | Due date |
| 1. Written Questions | |
| 2. Case Study PART A | |
| 3. Case Study PART B |
| Agreement by the student | ||||||||||
| Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign
this before you start each assessment task. |
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| Have you read and understood what is required of you in terms of assessment? | ¨ Yes | ¨ No | ||||||||
| Do you agree that the assessment process is clear? | ¨ Yes | ¨ No | ||||||||
| Do you understand your rights to appeal then decisions made in an assessment?
Do you have any special needs or considerations to be made for this assessment?
If yes, what are they? |
¨ Yes
|
¨ No
|
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- Student Name: _________________________________________________________________________________
- Student Signature: ____________________________________________________ Date: _____________________
- Assessor Name: ________________________________________________________________________________
- Assessor Signature: ___________________________________________________ Date: _____________________
- Assessor Note: If the student ticks ‘NO’ for any item except the reasonable adjustment, the assessor must not commence the assessment activity until the matter has been resolved and records of the resolution have been entered into the Student Management System (SMS).
- If a student identifies any specific needs or considerations, assessors must provide a detailed record of how the situation was managed in the assessment outcome record for this assessment
| Version control | ||||
| Version No. | Date | Dept. | Change | |
| 1.0 | 05/08/2020 | Training | Original | |
| Copyright Statement | ||||
| © Copyright Clinton Institute | ||||
| Disclaimer |
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, scanning, recording, or any information storage retrieval system without permission in writing from Clinton Institute. No patent liability is assumed with respect to the use of information used herein. While every effort has been taken in the preparation of this publication, the publisher and authors assume no responsibility for errors or omissions. Neither is any liability assumed for damages resulting from the use of information contained herein. |
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| Introduction | ||
| Unit code | Title | Training Package |
| BSBCRT511 | Develop critical thinking in others | Business Services Training Package |
For further information regarding assessment criteria including-
- Application of unit
- Elements and performance criteria
- Assessment requirements
- Modification History
- Performance Evidence
- Knowledge Evidence
- Assessment Conditions.
Please refer to: https://training.gov.au/Training/Details/BSBCRT511
Understanding Assessment Terminology
Describe: Give a detailed account by recounting, characterizing, outline and relating, in sequence, an event, situation, theory or point.
Discuss/Explain: Clarify or elaborate on the facts. Focus on reasons how and why things happen or a why a particular point is important in the relevant context.
List: Using dot points, list a series of points, steps or stages that relate to the question.
Outline: Leaving out minor details, give an account of thing or a process outlining the main points of a topic.
Review: Provide a summary while analysing and commenting on the evidence, argument or other relevant points.
Summarise: Identify and interpret the most relevant features of a theory, discuss issue or detail, leaving out the finer details.
Develop: Involves the creation of the materials/activities/procedures to achieve the outcome. This is about designing and creating,
Implement: After materials/activities/procedures are developed, test all materials/procedures to determine if they are functional and appropriate for the intended audience.
Evaluate: ensures that the materials/activities/procedures achieve their desired goals and involves a detailed review including any recommendations for change and reasons.
Plagiarism
While cooperative effort and the sharing of information are encouraged, you must ensure your assignments and assessments are representative of your own effort, knowledge, and skills. You must not take the work of others and present it as your own. Plagiarism may result in the assignment/assessment being deemed to be “not yet competent” by the Trainer / Assessor.
Students accused more than once of academic misconduct, including plagiarism, may be dismissed or cancelled from their course at the discretion of the Clinton Institute Director of Studies.
Plagiarism can take several forms:
- Quoting from a book or an article without acknowledging the source.
- Handing in someone else’s work as your own.
- Stealing and passing off another person’s words or ideas and claiming them as your own.
- Giving incorrect information about the source of a quotation or idea.
- Downloading information from the internet without acknowledging the source.
- Copying a section of a book or article and submitting it as one’s own work.
- Presenting as a new and original idea or produce something which was derived from an existing source
Referencing Materials
If you are unfamiliar with how to reference, we recommend that you review http://www.citethisforme.com/harvard-referencing. Two types of citations are included:
- In-text citations are used when directly quoting or paraphrasing a source. They are located in the body of the work and contain a fragment of the full citation. Depending on the source type, some Harvard Reference in-text citations may look something like this:
- “After that I lived like a young rajah in all the capitals of Europe…” (Fitzgerald, 2004).
- Reference lists are located at the end of the work and display full citations for sources used in the assignment. Here is an example of a full citation for a book found in a Harvard Reference list:
- Fitzgerald, F. (2004). The great Gatsby. New York: Scribner.*
- It is preferred that students utilizes Harvard Style referencing. Generally, Harvard Reference List citations follow this format:
- Books: Last name, First Initial. (Year published). Title. City: Publisher, Page(s).
- Journals/publication: Last name, First initial. (Year published). Article title. Journal, Volume (Issue), Page(s).
- Websites: Website name, (Year published). Page title. [Online] Available at: URL [Accessed Day Mo. Year].
Understanding your results
The great thing with competency-based training is that you either deemed ‘competent’ (you can demonstrate the required skills and knowledge) or ‘not yet competent’ (at this time you haven’t been able to demonstrate required skills or knowledge). The key word is “YET”.
Your Trainer / Assessor will provide you with feedback on your assessments so that you know what you have done well in your assessment and what you need to improve upon or fix. An “NYC” result does not mean that you have failed and that is it – you have the opportunity to try again. It could be that one question in your assessment was deemed not yet satisfactory and this is the only question that will require review.
Assessment outcomes
Each assessment task will be given an outcome of either Satisfactory (S) or Not Yet Satisfactory (NYS). You must complete all tasks satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more of tasks are assessed as not yet satisfactory, you will be given an overall outcome for the unit of Not Yet Competent (NYC).
You will be allowed up to two (2) reassessments attempts to complete each task and achieve a satisfactory outcome. You will be given a timeframe for resubmission and advised what you must be include in the resubmission.
There is an Assessment Task # – Outcome Record incorporated within an Assessment Cover Sheet at the beginning of each discreet assessment activity. Assessors will complete the Outcome Record section for each assessment activity. The summary of the outcomes will be transferred to the Overall Unit – Record of Assessment Outcomes located on the reverse of the first page Cover sheet of this Student Assessment Booklet..
Assessors Note -the Overall Unit – Record of Assessment Outcomes will become the first page of the submitted work when completed (by reversing the first page Cover sheet of this Student Assessment Booklet.)
Results legend
| C | Competent | You have successfully completed unit and met the minimum
competency criteria and demonstrated the required skills and knowledge. |
| NYC | Not Yet Competent | You have not met minimum competency criteria for the unit. Certain section/s require review due to not meeting the requirements and, therefore, your work is deemed not yet competent.
Note: If you have had an initial assessment, a first reassessment and then a final reassessment, you will no longer have an opportunity to resubmit. You will receive a “NYC” and have to re-enrol in the unit.
|
| S | Satisfactory | Individual assessment/question is satisfactory. |
| NYS | Not Satisfactory | Individual assessment/question is not a satisfactory result for a specific assessment activity. |
Assessment attempts and resubmissions
You will have up to three (3) attempts to achieve a satisfactory outcome for each assessment. If after three (3) attempts you cannot achieve a satisfactory result for any assessment activity, the overall outcome with be Not Yet Competent (NYC) for the unit.
Resubmission
You will be given the opportunity to resubmit a Not Yet Satisfactory (NYS) assessment task up to two (2) times. Following the assessment outcome, you will be given appropriate feedback on previous attempt. This will enable you to have a total of three (3) attempts.
Timeframe
You will be provided with an appropriate timeframe by your trainer to resubmit your work. For example, you may be given 14 days to resubmit incorrect responses to written tasks or projects. Should you be required to complete a roleplay or presentation, your assessor will make an appointment time, which suits both of you.
Records
The Assessment Task # – Outcome Record at the start of each assessment activity, includes a space to record the details of any reattempts and resubmissions. Assessors must ensure that this is comprehensively detailed so that anybody reviewing the assessment record can tell exactly what occurred, when it occurred, how it occurred, who was involved and where any further evidence is located. Assessors must also make reference to ensuring that any reattempt or resubmission has been assessed in accordance with the model responses and performance descriptors included in the Assessor’s Marking Guide.
Assessment task cover sheet
At the beginning of each individual assessment task, you will find an Assessment Task Cover Sheet. Please fill out your student details on each cover Sheet and make sure you sign the student declaration.
Your assessor will complete the Outcome Record section and give you feedback about how well you went in each task. This will be written on the Assessment Task Cover Sheet.
Assessment appeals
You have the right to appeal an assessment decision. To make an appeal about an assessment decision, you must follow the process outlined in the Student Handbook.
Note that the Overall Unit – Record of Assessment Outcomes contains a section which says “Does the student wish to appeal the result? □ YES □ NO”
Assessors must ensure that the appropriate box is ticked, after conferring with the student if necessary.
Assessment Overview
- This Student Assessment Booklet includes all your tasks for assessment of BSBVRT511 Develop critical thinking in others.
About your assessments
- There are three (3) assessment tasks for this unit. You must satisfactorily complete all tasks to achieve competency for this unit.
| Assessment Task | About this task |
| Assessment Task 1: Written Questions |
You must correctly answer all fifteen (15) questions to show your understand the knowledge of this unit. |
| Evidence Required
· All completed questions |
|
| Assessment Task 2: Case Study PART A |
A scenario has been provided about a specific situation. You are required to complete a series of activities to demonstrate your knowledge of the unit. We recommend reviewing: Understanding assessment terminology to support the completion of your assessment |
| Evidence Required
· Activity 1: Completed organisational tables · Activity 2: Identifies gaps and barriers · Activity 3: Legislative and regulatory responsibilities · Activity 4: Developed processes · Activity 5: Developed Learning Plan |
|
| Assessment Task 3: Case Study PART B |
A scenario has been provided about a specific situation. You are required to complete a series of activities to demonstrate your knowledge of the unit. We recommend reviewing: Understanding assessment terminology to support the completion of your assessment |
| Evidence Required
· Activity 1: Conduct a meeting (Roleplay) · Activity 2: Write an email · Activity 3: Analyse participant feedback · Activity 4: Identify potential additional support activities · Activity 5: Recommendation for future Learning Plan |
How to submit your assessments
When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submitting your work can be found at the beginning of each assessment task.
Make sure you photocopy your written activities before you submit them. Your assessor will put the documents you submit into your student file. These will not be returned to you.
| Assessment Task Cover Sheet – Assessment Task 1 |
Student: Please fill out your details and date of submission and complete the declaration. Keep a copy of your submission.
| Student Name | |
| Student ID | |
| Date of submission | |
| Course / Qualification | BSB50120 Diploma of Business (Operations)
BSB50420 Diploma Leadership and Management |
| Unit(s) | BSBCRT511 Develop critical thinking in others |
Student declaration
I <Insert your name>__________________________________________declare that this is my own work and:
□ None of this work has been completed by any other person.
□ I have not cheated or plagiarised the work or colluded with any other student/s.
□ I have correctly referenced all resources and reference texts throughout these assessment tasks.
□ I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student Signature: ______________________________________________________________________________
| Assessor to complete | ||
| Assessment requirements | Satisfactory/ Not satisfactory |
Attempt (pls circle) |
| Written questions completed | 1 2 3 | |
| Overall Outcome for Assessment Task 1: | ||
ASSESSOR FEEDBACK – Detail any gaps identified and any reassessment requirements
(if more space is required, continue on reverse of this page
Assessors: Please provide a copy of this cover sheet to the student with assessment results and feedback. The original copy must be supplied to the office and kept on the student’s file with the evidence.
Assessor Signature: ………………………………………………………………………………………Date: ………………./…………………/…………….
Assessor Name: ________________________________________________________________________________
| Authenticity Check | |||
| Student Name: | |||
| Student ID: | |||
| Unit of Competency: | |||
| Assessor Use Only | |||
|
I confirm that I have checked this completed student assessment item and confirm (Assessor must tick one of the following): ¨ I have checked the authenticity of this work and am unable to detect any form of plagiarism, collusion or cheating and believe the contents of the submission is the students own work. ¨ I have checked the authenticity of this work and have identified potential instances of plagiarism, collusion or cheating. A detailed file note is attached to this completed assessment item, detailing the issues of concern, which will be submitted to the Director of Studies for further investigations and action. The student has been marked Not Yet Satisfactory in this assessment. |
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| Assessor Signature: |
|
Date checked: | |
| Assessment Task 1: Written Questions |
Task summary:
- You are required to answer all fifteen (15) questions correctly in this task.
- You will have sixty (60) minutes to complete this assessment
Resources and equipment required to complete this task
- Student Leaner Guide for this Unit
- Access to a computer and the Internet
Note: Clinton Institute provides students with access to a computer and internet
When and where do I complete this task?
This task is to be completed in the classroom. Your assessor will advise on the date(s) and time(s) of the assessment.
What do I need to submit and Do?
| What do you need to do? | What evidence is required? |
| Answer all fifteen (15) questions. | You will need to submit your answers to all fifteen (15) questions. |
Decision Making Rules
Assessors will compare student responses/performance with the model responses and performance descriptors contained in the Assessors Marking Guide. Your responses do not have to be verbatim (unless otherwise specified), but must convey the same meaning as each component listed. Similarly, you do not have to perform exactly as described in the marking guide (unless otherwise specified), but you must address each performance component listed.
You must achieve a satisfactory result for every question and component to achieve a satisfactory result for this assessment task.
What happens if I get something wrong?
If your assessor sees that you have not completed all parts of this task satisfactorily, the details of resubmission will be advised by your Assessor in writing and discussed with you directly.
Instructions
- This is an open book assessment – you can use your learning materials as reference.
- You need to answer all fifteen (15) questions correctly
- You must answer the questions by writing in the space provided and/ or you may complete using softcopy tasks or templates electronically when provided.
- If you need more space, you can use extra paper. Make sure you write on each extra piece of paper your name and the question number/s you are answering.
Assessor will tick either □ Satisfactory OR □ Not yet satisfactory for each question and sub-questions.
Assessment Task 1: Written Questions
Question 1
What are the six (6) critical thinking steps? (In correct order)
| Step 1 | Organise information: helps create neural connections between new and previously learned content. |
| Step 2 | Structure reasoning: combined ability to recognize structures and look for structure. |
| Step 3 | Consider evidence: it is an item to put forth a law suite |
| Step 4 | Identify assumptions: premises and conclusion of an argument |
| Step 5 | Evaluate arguments: helps to develop better framework(Seventika et.al 2018) |
| Step 6 | Communicate conclusion: sharing of one’s view/ opinion with one another |
| Outcome for question 1: □ Satisfactory OR □ Not yet satisfactory | |
Question 2
Research the RED critical thinking model, and complete below:
| R | Recognize assumptions: understanding information presented to you |
| E | Evaluate arguments: questions them about authority and support |
| D | Draw conclusions: to finalise the decision. |
| Outcome for question 2: □ Satisfactory OR □ Not yet satisfactory | |
Question 3
Research the Calvin Taylor Critical and Creative Thinking model. According to this model complete the six (6) talent areas required:
| Calvin Taylor Critical and Creative Thinking Model | |
| 1 | Productive Thinking: thoughts having objectivity to improve the quality and production |
| 2 | Communication: used to describe their feelings |
| 3 | Planning: plan to proceed further and accomplish the task |
| 4 | Decision making: to think precisely and give reasons for their choices. |
| 5 | Forecast: examining causes and predictions of the situation |
| 6 | Academics: it’s a need for evaluating the data(Cohen & M 2015) |
| Outcome for question 3: □ Satisfactory OR □ Not yet satisfactory | |
Question 4
Research and complete the following Critical Thinking Argument Model:
Outcome for question 4 : □ Satisfactory OR □ Not yet satisfactory
Question 5
Research and outline below each of the features of the critical thinking Blooms Taxonomy – Level of thinking
| Outline of each of the levels of thinking,
in the Blooms Taxonomy – Level of thinking |
|
| Evaluation | New work should be produced |
| Synthesis | The decision taken should be justify |
| Analysis | Ideas must draw some connections |
| Application | Information should be used in a different circumstance |
| Comprehension | Ideas and concepts should be explained in a detailed manner |
| Knowledge | Facts and basics should be reflected (Crompton et. al 2019) |
Outcome for question 5: □ Satisfactory OR □ Not yet satisfactory
Question 6
When applying critical thinking to workplace procedure development, it’s important to source reliable information to ensure legislative and regulatory compliance.
List and identify below three (3) key sources of reliable information relevant to workplace procedures, identifying the source of your information.
| # | Key sources of relevant information relevant to workplace procedures | Source of Information |
| 1 |
ATO Information
|
https://www.ato.gov.au/about-ato/ato-tenders-and-procurement/in-detail/work-health-and-safety-requirements-for-contractors-and-suppliers-to-the-ato/ |
| 2 | Operating standards | https://www.techtarget.com/searchbusinessanalytics/definition/standard-operating-procedure-SOP |
| 3 | Fair Work information | https://www.fairwork.gov.au/employment-conditions/national-employment-standards/fair-work-information-statement#:~:text=Related%20information-,The%20Fair%20Work%20Information%20Statement%20(FWIS),the%20Fair%20Work%20Information%20Statement%20. |
| Outcome for question 6: □ Satisfactory OR □ Not yet satisfactory | ||
Question 7
List and identify below three (3) key legislative requirements relating to workplace procedures
| # | Key legislative requirements relating to workplace procedures |
| 1 | Work health and safety Act: to keep the employees mentally and physically healthy at the workplace |
| 2 | Privacy protection act: to regulate the employees personal information |
| 3 | Equal opportunity act 2010: it protects the employees from discrimination on personal attributes. |
| Outcome for question 7: □ Satisfactory OR □ Not yet satisfactory | |
Question 8
When fostering a creative thinking culture within an organisation, it’s important to adopt best practice approach to instruction.
Outline below the key features of the seven (7) industry best practice approach to instruction on critical thinking methods.
| # | Best Practice Approach to instruction on Critical Thinking Method | Outline of Key Features of Best Practice Approach to instruction on Critical Thinking Method:
List a minimum of two (2) key features for each |
| 1 | Use the Right Tools | To save time and energy right tools must be used. |
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All tools should be handle with care
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| 2 | Give some slack | Improve the skills as to build confidence |
| Choices should be independent | ||
| 3 | Reverse engineering | It helps to understand the process deeply |
| Helps to evaluate the working and improves the functioning | ||
| 4 | Prioritise | Planning should be done timely as per the requirement |
| Targeted goals should be set achieve | ||
| 5 | Switch perspective | Situation should be critically evaluated |
| Must respect others view | ||
| 6 | Collaboration | Fresh ideas are provided by the opposition |
| Discussion should be constructive | ||
| 7 | Take Breaks | For proper functioning walk in between the process |
| Have fluids timely | ||
| Outcome for question 8: □ Satisfactory OR □ Not yet satisfactory | ||
Question 9
Identify and outline the five (5) characteristics of organisational learning environments and related learning systems.
| # | Characteristic
List a minimum of five (5) |
Outline of Characteristic
List a minimum of two (2) points for each characteristic |
| 1 | Systems thinking | Developed from a body of work |
| all characteristics are apparent. | ||
| 2 |
Shared vision |
Power to uplift |
| Encourages innovations | ||
| 3 |
Mental models |
Deeply ingrained assumptions |
| Needs mechanisms for locating | ||
| 4 |
Team mastery |
Dialogue and discussion are required |
| Develops capacity of team | ||
| 5 |
Personal mastery |
Discipline of clearing and personal view |
| Competitive advantage | ||
| Outcome for question 9: □ Satisfactory OR □ Not yet satisfactory | ||
Question 10
List below three (3) potential formal and three (3) potential informal learning opportunities
| # | Formal learning Opportunities | Information Learning Opportunities |
| 1 | Classroom instructions | Self-study |
| 2 | e-learning courses | mentoring |
| 3 | Structured learning | Performance support |
| Outcome for question 10: □ Satisfactory OR □ Not yet satisfactory | ||
Question 11
There are sixteen (16) key features of critical and creative thinking concepts.
Outline a minimum of two (2) characteristics of each feature, in a way to clearly articulate to a colleagues or relevant personnel within an organisation.
| # | Key Features of Critical Thinking | Key features of Characteristic
List a minimum of two (2) characteristics for each |
| 1 | Observation | Uses of senses |
| Very accurate data collection | ||
| 2 | Curiosity | Helps to know new information |
| Assessment of thought | ||
| 3 | Objectivity | Help to keep realistic point of view |
| SMART: specific, measurable, achievable, realistic and time bound | ||
| 4 | Introspection | Intuitive knowledge about thought |
| Examining our own thoughts | ||
| 5 | Analytical Thinking | Logical and systematic nature |
| Identification of issu | ||
| 6 | Identifying Biases | Stereotypes about anything(Liu et.al 2014). |
| Fragmentation and isolation | ||
| 7 | Ability to determine relevance | Hard to identify the most useful information |
| Minor data point to consider | ||
| 8 | Inference | Access the information |
| Draw conclusions | ||
| 9 | Compassion and Empathy | Being sentimental and emotional |
| Account of human element is important | ||
| 10 | Humility | Willingness to see things optimistically |
| Open to accept others perception | ||
| 11 | Willingness to Challenge the Status Quo | Questioning traditional practices |
| Controversial process | ||
| 12 | Open – Mindedness | Broader perception |
| Embrace different opinions | ||
| 13 | Aware(ness) of Common Thinking Errors | Circular reasoning |
| Confusing correlation | ||
| 14 | Creative Thinking | Rejection of standard ideas |
| Open to experiments | ||
| 15 | Effective Communication Skills | Clear thought process |
| Accept others responses | ||
| 16 | Active- Listening Skills | welcome others view |
| Differentiate facts from assumptions | ||
| Outcome for question 11: □ Satisfactory OR □ Not yet satisfactory | ||
Question 12
Outline below, a strategy to lead a team and individuals to develop critical and creative thinking skills. (50 – 100 words)
|
A strategy to lead a team and individual to develop critical and creative thinking skill is to encourage them to ask questions and investigate their solutions, adding to that ask them to explore their area of expertise and to be curious. Along with this allowing them to think openly and ask open-ended questions, use analogies are some other ways to develop critical and creative thinking skills □ Satisfactory OR □ Not yet satisfactory |
Question 13
Develop five (5) questions below, which you could use to identify individual and team knowledge gaps within an organisation:
| Identify Individual and Team Knowledge Gap/s Questions | |
| 1 | How would you access the current performance? |
| 2 | What are the strengths of our team? |
| 3 | How can we improve our productivity as a team and on an individual basis? |
| 4 | What are qualities that are mandatory to work in a team? |
| 5 | How critical thinking is improving our productivity? |
| Outcome for question 13: □ Satisfactory OR □ Not yet satisfactory | |
Question 14
Outline below two (2) seasons why, critical and creative thinking concepts and approaches are beneficial in the workplace.
| 1 |
It encourages self- reflection: persons having critical mindset have the capability to forecast challenges from various point of views which are more self-reflector and it changes the opinions and thought process in presence of new details. |
| 2 |
It helps to improve decision making: after thinking critically our decision gets improves because it helps to identify both pros and cons of the decision. It helps in research and prefer targeted idea (Akmam et. al2019). |
| □ Satisfactory OR □ Not yet satisfactory | |
Question 15
Self-Assessment Question
Self-Assessment is one of the most important aspects of being able to think critically is based in self-awareness. It’s knowing potential without any expectation, limits without judging, and ability without arrogance. In short, it is mastery of the self.
Complete the following Self–Assessment:
Note: There is no Right or Wrong answer, however you must answer as truthful as possible and draw from real life situations to underpin each of your answers to support your responses.
| CRITICAL THINKING SELF-ASSESSMENT | ||
| Your Name: | ||
| How critical a thinker are you? (Please tick (ü) the most accurate response which describes you) | ||
| o I can explore.
o I can ask questions and consider options. I can use my observations, experience and imagination to draw conclusions and make judgements. o I can gather and combine new evidence with what I already know to develop reasoned conclusion, judgements or plans. o I can evaluate and use well–chosen evidence to develop interpretations; identify alternatives, perspectives, implications and make judgements. I can examine and adjust my thinking o I can examine evidence from various perspectives to analyse and make well-supported judgements and interpretations about complex issues. |
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| How well do you question and investigate ideas and perspectives? (Please tick (ü) the most accurate response which describes you) | ||
| o I can explore materials and actions.
o I can ask questions, make predictions and use my senses to gather information. I can explore with a purpose in mind and use what I learn. I can tell or show something about my thinking. o I can ask open-ended questions, explore, gather information and experiment purposefully to develop options. o I can use what I know and observe to identify problems and ask questions. I can explore and engage with materials and sources. I can consider more than one way to proceed and make choices based on my reasoning and what I am trying to do. o I can ask questions and other judgements, conclusions and interpretations supported by evidence I or others have gathered. I am flexible and open-minded. I can explain more than one perspective and consider implications. I can gather, select, evaluate and synthesise information. o I can determine my own framework and criteria for tasks that involve critical thinking. I can compile evidence and draw reasoned conclusion. I can consider views that do not fit with my beliefs. I am open-minded and patient, taking the time to explore, discover and understand. |
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How well do you use criteria and evidence to support your thinking and analysis? (Please tick (ü) the most accurate response which describes you) |
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o I can show if I like something or not o I can contribute to and use simple criteria. I can find some evidence and make judgements. o I can contribute to and use criteria. I can use observation, experience and imagination to draw conclusions, make judgements and ask new questions. I can describe my thinking and how it is changing o I can develop or adopt criteria, check information, assess my thinking and develop reasoned conclusions, judgements or plans. o I can consider alternative approaches and make strategic choices. I can take risks and recognise that I may not be immediately successful. I can examine my thinking, seek feedback, reassess my work and adjust. o I can make choices that will help me create my intended impact on an audience or situation. I can place my work and that of others in a boarder context. I can connect the result of my inquiries and analysis to action. |
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| What are your strengths as a critical thinker? (Outline below) | ||
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As a critical thinker it helps in improving curiosity, enhances creativity, fosters independence and finally creative visualization techniques. It has improved performance and build confidence, feels free to communicate effectively. |
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| What are some areas of growth for you as a critical thinker? (Outline below a minimum of two (2) areas of growth) | ||
| 1 |
It avoids analysis paralysis: as a critical thinker I tries to avoid gathering too much information and does not hinder in making decision. |
|
| 2 | Allows all others to speak them and listen carefully to seek new information to get the best possible solution.
As a critical thinker I put aside my ego and think particularly best for the institution. |
|
| What would be a good critical thinking goal for you to work towards? (Outline below) | ||
| To enhance language skills and communication skills and thinking objectively is the basic goals to work toward. | ||
| Overall outcome for Self–Assessment □ Satisfactory OR □ Not yet satisfactory | ||
| What do I need to hand in for this task? | Have I completed this? |
| Your answers to each question | o |
| ASSESSMENT TASK COVER SHEET and TASK OUTCOME RECORD – ASSESSMENT TASK 2 |
Student: Please fill out your details and date of submission and complete the declaration. Keep a copy of your submission.
| Student Name | |
| Student ID | |
| Date of submission | |
| Course / Qualification | BSB50120 Diploma of Business (Operations)
BSB50420 Diploma Leadership and Management |
| Unit(s) | BSBCRT511 Develop critical thinking in others |
Student declaration
I <Insert your name>__________________________________________declare that this is my own work and:
□ None of this work has been completed by any other person.
□ I have not cheated or plagiarised the work or colluded with any other student/s.
□ I have correctly referenced all resources and reference texts throughout these assessment tasks.
□ I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student Signature: ______________________________________________________________________________
| Assessor to complete | ||
| Assessment requirements | Satisfactory/ Not satisfactory |
Attempt (pls circle) |
| Activity 1: Completed organisational tables | 1 2 3 | |
| Activity 2: Identifies gaps and barriers | 1 2 3 | |
| Activity 3: Legislative and regulatory responsibilities | 1 2 3 | |
| Activity 4: Developed processes | 1 2 3 | |
| Activity 5: Developed Learning Plan | ||
| Overall Outcome for Assessment Task 2: | ||
ASSESSOR FEEDBACK – Detail any gaps identified and any reassessment requirements
(if more space is required, continue on reverse of this page)
Assessors: Please provide a copy of this cover sheet to the student with assessment results and feedback. The original copy must be supplied to the office and kept on the student’s file with the evidence
Assessor Signature: ………………………………………………………………………………………Date: ………………./…………………/…………….
Assessor Name: _______________________________________________________________________________
| Authenticity Check | |||
| Student Name: | |||
| Student ID: | |||
| Unit of Competency: | |||
| Assessor Use Only | |||
|
I confirm that I have checked this completed student assessment item and confirm (Assessor must tick one of the following): ¨ I have checked the authenticity of this work and am unable to detect any form of plagiarism, collusion or cheating and believe the contents of the submission is the students own work. ¨ I have checked the authenticity of this work and have identified potential instances of plagiarism, collusion or cheating. A detailed file note is attached to this completed assessment item, detailing the issues of concern, which will be submitted to the Director of Studies for further investigations and action. The student has been marked Not Yet Satisfactory in this assessment. |
|||
| Assessor Signature: |
|
Date checked: | |
| Assessment Task 2: Case Study PART A |
Task summary:
- This assessment task includes five (5) Activities.
- Activity 1: Completed organisational tables
- Activity 2: Identifies gaps and barriers
- Activity 3: Legislative and regulatory responsibilities
- Activity 4: Developed processes
- Activity 5: Developed Learning Plan
- You will have two (2) hours to complete this assessment , which may be undertaken in more than one session
Resources and equipment required to complete this assessment
- Computer and Microsoft Office
- Access to the internet
- Handout – Boutique Build Australia Three (3) Year Strategic Plan
- Handout – Professional Development Policy & Procedure
- Handout- Work/Life Balance Policies and Procedures
Note: Clinton Institute will provide all the forementioned to complete this assessment
When and where do I complete this task?
This task is to be completed in the classroom. Your assessor will advise on the date(s) and time(s) of the assessment.
What do I need to submit and Do?
| Activity | What do you need to do? | What evidence is required? |
| Activity 1 | Conduct research on organisational documents and complete all tables with organisational information | Completed tables |
| Activity 2 | Identify gaps and barriers | Completed Questions |
| Activity 3 | Identify legislative and regulatory requirements | Completed question |
| Activity 4 | Develop processes | Completed question |
| Activity 5 | Develop a Learning Plan | Completed Learning Plan |
Decision Making Rules
Assessors will compare student responses/performance with the model responses and performance descriptors contained in the Assessors Marking Guide. Your responses do not have to be verbatim (unless otherwise specified), but must convey the same meaning as each component listed. Similarly, you do not have to perform exactly as described in the marking guide (unless otherwise specified), but you must address each performance components listed.
You must achieve a satisfactory result for every question and component to achieve a satisfactory result for this assessment activity.
What happens if I get something wrong?
If your assessor sees that you have not completed all parts of this task satisfactorily, the details of resubmission will be advised by your Assessor in writing and discussed with you directly.
Assessment Task 2: Case Study PART A
Students Instructions:
| Case Study – Background Information
You have been engaged by Boutique Build Australia, to assist their Managers to adopt critical and creative thinking approaches, in the implementation of the strategic plan. Build Australia is a company which was established in 2013, and specialises in the design and build of high-quality designer homes for Sydney and surrounding areas. Access and review the following company documents: · Boutique Build Australia Three (3) Year Strategic Plan · Professional Development Policy & Procedure · Work/Life Balance Policies and Procedures Boutique Build Australia, has set out Strategic Priorities in their Strategic Plan, but the CEO has expressed concern with his management staff. They’re very good and strong managers, but lack critical and creative thinking to develop innovative ideas to see these priorities come to fruition and stand out from competitors. The company currently has no formal critical or creative thinking training for its managers or systems to identify gaps or barriers that may be hindering manager’s ability to apply critical and creative thinking approaches. |
Activity 1
From the information provided in the case study background information and support documents, outline Boutique Build Australia’s current workplaces objectives (for the next 12 months), processes and resources.
Complete the following tables:
| Current Workplace Operational Objectives (Current Year)
See: Three (3) Year Strategic Plan |
||
| Date | Objective Priorities | Objective: Key performance indicator (KPI) |
| June |
The company’s objective is to grow or increase the ratio of profitability of all the performance but also the efficiency of the organization. |
Setting of profitability |
| July |
The goal is to maximize the current market in Sydney but also, they have to increase the sales rate for profit margin increases.
|
Profit and loss margin setting |
| August
|
Apply amazing practices which can increase the organization’s effectiveness | Rate of productivity |
| Oct |
To grow or develop the employees’ skills by offering them excellent training. |
Sales increment |
| November | To maintain the smoothness and sustainability within the organization for the well-being of the employees. | Best sustainability. |
| □ Satisfactory OR □ Not yet satisfactory | ||
| Identified Existing Processes
See: Professional Development Policy and Procedure |
|
| # | Vacant Positions |
| 1 | All the workers are should be motivated and encouraged to do their part of the work which is mainly which is a part of the process and reviews the performances for then employees can take part of their role in the continuous career and the growth opportunities which growth which is professional for the management. |
| 2 | For a proposal part particular which is for the employees which are some In their the current employees which provide the conditions for facilitating the employees for their professional growth which must consider it is is happening completing the training requirement and priorities of the organization |
| □ Satisfactory OR □ Not yet satisfactory | |
| List of Management Staff (Resources)
See: Three (3) Year Strategic Plan |
|
| Current Staff | Vacant Positions |
| Finance manager | Project manager |
| West: project manager | State manager |
| Procurement manager | Project manager |
| South: project manager | |
| East: project manager | |
| North: project manager | |
| Nsw State manager | |
| Marketing Manager | |
| WHS&HR MAANGER | |
| □ Satisfactory OR □ Not yet satisfactory | |
Activity 2
Analyses the current organisational systems and identify two (2) gaps and five (5) barriers the management team may have with critical thinking.
| Critical Thinking Gaps | 1 | Here is a lack or replacement in the business which turned into gaps in the critical thinking. |
| 2 | The workers are not a proactive thinkers and this is the reason of the lack In creative and critical thinking In the company OR organization(Ab Kadir, 2015). | |
| Critical Thinking Barriers | 1 | Here is a pressure in the schedules of the employees. |
| 2 | There is a biasedness which is toward the experiences of the employees for new employees that who do not get much more support. | |
| 3 | There are many social conditions in the organization which reduce or restrict the employees and workers from thinking to be innovative(Schendel, 2016). | |
| 4 | The behaviors of the manager are very arrogant toward their employees. | |
| 5 | The manager’s mentalities are very narrow-minded and drone toward their employees. | |
| □ Satisfactory OR □ Not yet satisfactory | ||
Activity 3
List below two (2) legal and regulatory responsibilities you have in your role in this case study.
| 1 | Home building regulations and standards HIA
The duties are connected with the campaign to the advertisement and also for the various kinds of official needs which is according to the organizational operations. |
| 2 | Construction and Building Standards – SAI GLOBAL
Australian Building Codes Board (ABCB) National Construction Code |
| □ Satisfactory OR □ Not yet satisfactory | |
Activity 4
Develop two (2) processes below, that would create a safe environment for critical and creative thinking approaches to be adopted by Boutique Build Australia. (Minimum of 50 words each)
| 1 | It is very important to provide a safe working environment and development and according to the organization’s operations which consist mainly of the important information on the organization which consider as the evidence, assumptions of the particular conclusion, and the identifications of the communication which is according to the business operations(Hollnagel, et al, 2015) |
| 2 | The manager has to conduct the team meeting daily for the management and operations for the different communication plan which is according to the operations of the business. Operations needed assessment and the meeting rooms programs which offer training regarding the processes communications is also very important. |
| □ Satisfactory OR □ Not yet satisfactory | |
Activity 5
Develop a proposed Learning Plan for Boutique Build Australia’s following managers:
- Marketing Manager,
- State Managers and
- Project Managers.
This Learning Plan needs to be designed for managers to participate in, over the next three (3) months to assist in the facilitation of managers to apply critical thinking skills to workplace problems and assist them in achieving the operational objectives over the next three (3) years.
A Professional Development budget has been allocated to a maximum of $2,000.00 per manager. (Total: $18,000) However, you don’t need to spend the entire budget and you have the discretion to allocate remaining funds to future development opportunities, if applicable.
You are required to use the below template, to develop a learning plan ensuring each of the following is included:
- Two (2) formal learning opportunities to address identified gaps
- Two (2) informal learning opportunities to address identified gaps
| Boutique Build Australia
TEAM LEARNING PLAN |
||||||
| Staff Included in the Team Learning Plan: |
Marketing manager, state manager, project manger, operational manager
|
|||||
| Learning Activities
List a minimum of two (2) Formal learning activities & two (2) Informal learning activities |
||||||
| Description of Activity | Outcomes to be achieved | Proposed Start Date | Proposed End Date | Cost | ||
| Formal Learning Oppotunities |
Organizational workshops |
Increase the performance activity | 29-Aug | 6 Nov | $ 2500 | |
| Workplace training for employees | Innovating skills development | 30-AUG | 8 NOV | $ 3000 | ||
| Informal Learning Opportunities | monitoring | Helps to improve the growth of employees | 2 Sep | 10 Nov | $4000 | |
|
Learn from coaching and trainin |
It helps employees to engage in the best way in business operations. | 4 Sep | 12 Nov | $5000 | ||
| Agreement to proposed Team Learning Plan | ||||||
|
Signature of Staff member undertaking proposed learning activities |
Leave Blank | |||||
| Leave Blank | ||||||
| Leave Blank | ||||||
| Leave Blank | ||||||
| Leave Blank | ||||||
| Leave Blank | ||||||
| Leave Blank | ||||||
| Leave Blank | ||||||
| Leave Blank | ||||||
| Learning Plan approved by:
Signature of CEO |
Leave Blank | |||||
| Date: | Leave Blank | |||||
| □ Satisfactory OR □ Not yet satisfactory | ||||||
| What do I need to hand in for this task? | Have I completed this? |
| Activity 1: Completed tables x 3 | o |
| Activity 2: Identified gaps and barriers | o |
| Activity 3: Legislation regulatory requirements | o |
| Activity 4: Two (2) Processes | o |
| Activity 5: Completed Learning Plan | o |
| ASSESSMENT TASK COVER SHEET and TASK OUTCOME RECORD – ASSESSMENT TASK 3 |
Student: Please fill out your details and date of submission and complete the declaration. Keep a copy of your submission.
| Student Name | |
| Student ID | |
| Date of submission | |
| Course / Qualification | BSB50120 Diploma of Business (Operations)
BSB50420 Diploma Leadership and Management |
| Unit(s) | BSBCRT511 Develop critical thinking in others |
Student declaration
I <Insert your name>__________________________________________declare that this is my own work and:
□ None of this work has been completed by any other person.
□ I have not cheated or plagiarised the work or colluded with any other student/s.
□ I have correctly referenced all resources and reference texts throughout these assessment tasks.
□ I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student Signature: ________________________________________________________________________
| Assessor to complete | ||
| Assessment requirements | Satisfactory/ Not satisfactory |
Attempt (pls circle) |
| Activity 1: Conduct a meeting (Roleplay) | 1 2 3 | |
| Activity 2: Write an email | 1 2 3 | |
| Activity 3: Analyse participant feedback | 1 2 3 | |
| Activity 4: Identify potential additional support activities | ||
| Activity 5: Recommendation for future Learning Plan | ||
| Overall Outcome for Assessment Task 3: | ||
ASSESSOR FEEDBACK – Detail any gaps identified and any reassessment requirements
(if more space is required, continue on reverse of this page)
Assessors: Please provide a copy of this cover sheet to the student with assessment results and feedback. The original copy must be supplied to the office and kept on the student’s file with the evidence
Assessor Signature:………………………………………………………………………………………Date: ………………./…………………/…………….
Assessor Name: _______________________________________________________________________________
| Authenticity Check | |||
| Student Name: | |||
| Student ID: | |||
| Unit of Competency: | |||
| Assessor Use Only | |||
|
I confirm that I have checked this completed student assessment item and confirm (Assessor must tick one of the following): ¨ I have checked the authenticity of this work and am unable to detect any form of plagiarism, collusion or cheating and believe the contents of the submission is the students own work. ¨ I have checked the authenticity of this work and have identified potential instances of plagiarism, collusion or cheating. A detailed file note is attached to this completed assessment item, detailing the issues of concern, which will be submitted to the Director of Studies for further investigations and action. The student has been marked Not Yet Satisfactory in this assessment. |
|||
| Assessor Signature: |
|
Date checked: | |
| Assessment Task 3: Case Study PART B |
Task summary:
- You are required to complete all five (5) activities satisfactorily for this task.
- Activity 1: Conduct a meeting (Roleplay)
- Activity 2: Write an email
- Activity 3: Analyse participant feedback
- Activity 4: Identify potential additional support activities
- Activity 5: Recommendation for future Learning Plan
- You will have two (2) hours to complete this assessment, which may be undertaken in more than one session.
Resources and equipment required to complete this assessment
- Student Leaner Guide for this Unit
- Computer and Microsoft Office
- Email software
- Access to the internet
- Handout – Boutique Build Australia Three (3) Year Strategic Plan
- Handout – Professional Development Policy & Procedure
- Handout- Work/Life Balance Policies and Procedures
Note: Clinton Institute will provide all the fore mentioned to complete this assessment
When and where do I complete this task?
This task is to be completed in the classroom. Your assessor will advise on the date(s) and time(s) of the assessment.
What do I need to submit and do?
| Activity | What you need to do: | What evidence is required: |
| Activity 1 | Conduct a Proposed Learning Plan Meeting with participants | Nothing, however your assessor will complete an observation checklist |
| Activity 2 | Write an email | Email addressed to participants |
| Activity 3 | Analyse participant feedback | Completed questions |
| Activity 4 | Identify potential additional support activities | Completed questions |
| Activity 5 | Make recommendation for future Learning Plans | Two (2) Recommendations |
Decision Making Rules
Assessors will compare student responses/performance with the model responses and performance descriptors contained in the Assessors Marking Guide. Your responses do not have to be verbatim (unless otherwise specified), but must convey the same meaning as each component listed. Similarly, you do not have to perform exactly as described in the marking guide (unless otherwise specified), but you must address each performance components listed.
You must achieve a satisfactory result for every question and component to achieve a satisfactory result for this assessment activity.
What happens if I get something wrong?
If your assessor sees that you have not completed all parts of this task satisfactorily, the details of resubmission will be advised by your Assessor in writing and discussed with you directly.
.Assessment Task 3: Case Study PART B
| Case Study – Background Information
Following on from PART A, you have been asked by the CEO to present the proposed Learning Plan to the participating managers for feedback and input. |
Activity 1
Conduct (Roleplay)
For this activity you are required to to conduct a meeting (roleplay) with the managers, who will be taking part in the professional development Learning Plan you developed in Assessment Task 2; Activity 5.
During the meeting you must:
- Outline the organsiations objectives to build high quality residents to meet customer needs and aspirations as outlined in the Strategic plan.
- Articulate key features of critical and creative thinking concepts
- Outline the benefits of developing critical and creative thinking skills
- Present proposed Learning Plan to be undertaken over the next three (3) months
- Participate in verbal exchange buy asking questions, listening to others and negotiating key aspects with others
- Gain approval for proposed Learning Plan from all participants at the meeting
Your assessor will play the role of the Marketing Manager and ask another student (not being assessed during this simulated meeting), to play the other roles. The table below provides general script for each role to be played.
Roleplay Cast:
As a minimum the following individuals will be at the meeting;
- Marketing Manager
- NSW State Manager
- Project Manager #1
- Project Manager #2
General instructions for all role players include:
- Participate in/ acknowledge information provided
Student Note: The script for specific role players in general in nature, so that the student being assessed can respondreal-time time, without notice. Role players are to ask different questions about the same topic.
meeting minute
Roles manager
Attendees – operational manager, Marketing Manager, NSW State Manager, Project Manager #1, Project Manager #2, Manager, finance manager
Duration – 15 minutes
Venue – Conference hall
Manager – Good morning, sir!
Marketing Manager – Good morning!
Manager – How are you?
Marketing Manager – I am fine, what about you?
Manager – I am also good sir. We are planning to organize a meeting which is conducted to discuss the development of the professional learning plan in which all the employees are going to take the part. And after the meeting the very first objective of the business which includes the organization which wants to develop the same innovative ideas after to look it priorities which come from implementation and to perform a better life than their competitors for building the great quality which resident for the meeting aspirations and the needs for the customer.
Marketing manager- sure, but please explain to me that what are the main characteristics of critical noncreative thinking concepts.
Manager- SURE, YES SIR critical and creative thinking includes the individuals who are thinking broadly and deeply with utilizing their employee’s behaviors, dispositions behaviors, and skills like innovation, resourcefulness, and imagination, reason, and logic.
Marketing manager- sure, sir I also wanted to know about the advantages of creative and critical developing thinking skills.
Manager-.yes, sir it includes various benefits and advantages likes
It helps to promote curiosity in the individuals.
It helps to improve individual creativity.
It helps to enhance the relationship between the workplace and individuals.
It helps to take the correct and better decision.
It also helps to reinforce and solve the complex and hard issues.
Marketing Manager – sur sir, can you please advise the plan of education that we will assume over the future
three months?
Manager – Yes sir, in this plan I have involved various training programs, business workshops, and seminars that we will
be shown in every week to provide effective training and learnings programmes to the employees and workers which is related to the business operations. It will
also helps to advance the critical thinking in their behaviour also help to think of innovative ideas.
Marketing manager- sure sir I love to discuss the learning plan. I love it and it is so good and It will surely benefit the employees to learn about more innovating skills.
Manager- ok thank you, sir. If you like the plan please provide your valuable approval for this learning plan.
Marketing manager – sure dear I am giving my approval for this you can implement now.
Manager- thank you very much, sir.
Marketing manager- you are truly welcome.
Critical Thinking Proposed Learning Plan MEETING
Roleplay Observation Checklist
| Name of student being assessed (Chair): | |||||
| Location of meeting: | |||||
| Other participants present at the meeting: | NSW State Manager: | ||||
| Project Manager #1: | |||||
| Project Manager #2: | |||||
|
Assessor are to write “S” or “NYS” for each line item (row). If the student gets the item correct on the first attempt, the second and third attempt columns do not have to be completed. If a student gets the item correct on the second attempt, there will be a “NYS” on the first attempt, a “S” on the second attempt and the third attempt will be left blank. Students are allowed a total of three attempts. Note that to obtain a satisfactory outcome for this assessment activity, students must achieve a satisfactory outcome for every line item and each sub point. |
|||||
| Date: | |||||
| Did the Student: | Attempt 1 | Attempt 2 | Attempt 3 | ||
| A) |
Outline the organsiations objectives over the next 12 months: Refer to the Strategic Plan (Heading: Build high quality residents to meet customer needs and aspirations |
||||
| B) |
Articulate key features of critical and creative thinking concepts |
||||
| C) | Outline the benefits of developing critical and creative thinking skills | ||||
| D) | Present proposed Learning Plan to be undertaken over the next three (3) months | ||||
| E) | Participate in verbal exchange buy asking questions, listening to others and negotiating key aspects with others | ||||
| F) | Gain approval for proposed Learning Plan from all participants at the meeting | ||||
| Outcome for Task: □ Satisfactory OR □ Not yet satisfactory | |||
|
Assessors Comments (Assessors must insert a comment to explain any instance where a student does not achieve a satisfactory outcome for a specific item). |
|||
| Assessors Signature: | Date: | ||
Activity 2
| Background Information
The management team have completed both informal learning opportunities and one (1) of the formal opportunities. All the team have embraced the learning opportunities, and making every effort to maximise their associated outcomes. |
Write an Email to Participating Managers
To assist in establishing an environment that encourages the application of critical and creative thinking, write an email below, to participating managers to provide feedback to the team on their performance of tasks completed to date.
Ensure your email includes each of the following:
- Address the email to participating Manager
- Provide positive feedback
- Present and sign off the email in a professional manner
To – participatingmangers@boutiquebuildaustralia.in
From – manager@boutiquebuildaustralia.in
Date –
Subject –proving feedback on the performance to the team
Respected Managers,
As the team member of the management in the organization has skilled both formal and informal knowledge chances in an effective way, I really rise all the hard work which they have to give to complete or do the learning process. Also, They have completed a very good job and worked in their specific task. It helps to improve employees’ performance in an effective way and also helps in improving the overall productivity of the organization and business. The Team done lots of hard work and put so much efforts, so, I am providing them three days off to relax and enjoy their time. And take rest.
With regards,
Manager
Boutique Build Australia
Activity 3
| Background Information
It has been three (3) months since the implementation of the critical thinking Learning Plan. All managers have fully completed the Learning Plan and the following feedback has been provided: Individual Feedback Marketing Manager: I felt the learning activities were of value, but more skills development in the area of evaluation would be beneficial. NSW State Manager: I thought all the activities added value and enjoyed learning new skills Project Manager #1: I was expected to complete some of the learning outside of work hours, which I was not happy about. I feel if it’s a requirements of the organisation to complete the learning it should be done 100% on company time without encroaching on my personal time. Project Manager #2: I’m a visual learner, so I would prefer more videos to watch. However, I thought the activities were beneficial to my role at Boutique Build Australia. Project Manager #3: I enjoyed the activities, but prefer activities to be undertaken as a group, which would also assist in team building, share the skills building journey together and learn from one another. Project Manager #4: I got a lot out of the activities and acquired new skills, however I would prefer to not have to read materials as I find myself reading and rereading the same materials to be able to comprehend the information. I would also like to learn more about evaluation techniques. Overall Team Feedback Found the activities to be of benefit, and confident the skills learnt will assist in achieving the organisational objectives over the next three (3) years |
Analyse the feedback from individuals and teams on critical and creative thinking opportunities/ activities undertaken and complete the following questions:
Question 1
According to feedback, how many individuals would like develop further skills in evaluation?
| According to the feedback, the two employees mainly develop the skills in the evaluations.
□ Satisfactory OR □ Not yet satisfactory |
Question 2
How many individuals, out of the six (6), felt the activities were beneficial/ of value?
|
Five individuals are particularly feel that the activities are beneficial and important out of six. □ Satisfactory OR □ Not yet satisfactory |
Question 3
Outline three (3) issues identified by individual participants:
| 1 | When there is a lack of individuals skill in the evaluations.
□ Satisfactory OR □ Not yet satisfactory |
| 2 | Accomplishment and anticipation which is outside the working hours.
□ Satisfactory OR □ Not yet satisfactory |
| 3 | When there is a lack of employees engaged in the organization or management.
□ Satisfactory OR □ Not yet satisfactory |
Activity 4
Identify additional critical thinking support activities for teams and individuals by completing the following questions.
Question 1
List two (2) activities which would suit a visual learner.
| 1 |
All the material are should accurately read other than the hearing to them (Bhattacharyya, & Sarip, 2014). □ Satisfactory OR □ Not yet satisfactory |
| 2 | Diagrams and utilize charts are the best for better understanding and all the concept in more effective way.
□ Satisfactory OR □ Not yet satisfactory |
Question 2
List two (2) activities which would develop evaluation skills in participants and the information source use to identify activity. Eg: Website
| # | Evaluation Activity | Information Source |
| 1 | Team members plan effectively and the management
□ Satisfactory OR □ Not yet satisfactory |
Internet |
| 2 | Implement the specific planning(Taylor, et al., 2018)
□ Satisfactory OR □ Not yet satisfactory |
Internet |
Activity 5
Develop two (2) recommendations for improvement for future Critical Thinking Learning Plans, in accordance with relevant legislation and organsiational policies.
| # | Recommendations to Critical Thinking Learning Plan |
| 1 | Employees should ensure that all the activities should be done or completed within the office working hours.
□ SatisfawithinR □ Not yet satisfactory |
| 2 | All the activities should be revised in appropriately and also ensure that all the activities are completed within the working environment and group(Svinicki, 2014).
□ Satisfactory OR □ Not yet satisfactory |
| What do I need to hand in for this task? | Have I completed this? |
| Activity 2: Email to Learning Plan participants | o |
| Activity 3: Analysis of feedback, completed three (3) questions | o |
| Activity 4: Identified additional support activities, completed two (2) questions | o |
| Activity 5: Completed two (2) recommendations | o |
References
Ab Kadir, M. (2015). Developing critical thinkers in the 21st century: Gaps in teacher education. International perspectives on comparative education policy, 1, 330-342.
Akmam, A., Anshari, R., Jalinus, N., & Amran, A. (2019, October). Factors influencing the critical and creative thinking skills of college students in computational physics courses. In Journal of Physics: Conference Series (Vol. 1317, No. 1, p. 012172). IOP Publishing.
Bhattacharyya, E., & Sarip, A. B. M. (2014). Learning style and its impact in higher education and human capital needs. Procedia-Social and Behavioral Sciences, 123, 485-494.
Bobkina, J., & Stefanova, S. (2016). Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills. Studies in second language learning and teaching, 6(4), 677-696.
Cohen, M. (2015). Critical thinking skills for dummies. John Wiley & Sons.
Crompton, H., Burke, D., & Lin, Y. C. (2019). Mobile learning and student cognition: A systematic review of PK‐12 research using Bloom’s Taxonomy. British Journal of Educational Technology, 50(2), 684-701.
Hollnagel, E., Wears, R. L., & Braithwaite, J. (2015). From Safety-I to Safety-II: a white paper. The resilient health care net: published simultaneously by the University of Southern Denmark, University of Florida, USA, and Macquarie University, Australia.
Liu, O. L., Frankel, L., & Roohr, K. C. (2014). Assessing critical thinking in higher education: Current state and directions for next‐generation assessment. ETS Research Report Series, 2014(1), 1-23.
Schendel, R. (2016). Adapting, not adopting: Barriers affecting teaching for critical thinking at two Rwandan universities. Comparative Education Review, 60(3), 549-570.
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