| STUDENT ASSESSMENT BOOKLET
BSBCRT511Develop critical thinking in others BSB50420Diploma Leadership and Management
|
| Student Name: _________________________________________________________
Student ID: ___________________________________________________ |
| 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 |
|
|||
| Attempt 2 |
|
||||
| Attempt 3 |
|
||||
| Assessment Task 2: Case Study | Attempt 1 |
|
|||
| Attempt 2 |
|
||||
| Attempt 3 |
|
||||
| Assessment Task 3: Case Study P2 & Roleplay | Attempt 1 |
|
|||
| Attempt 2 |
|
||||
| Attempt 3 |
|
||||
| Final Assessment Results | Result (C/NYC) | ||||
| BSBCRT511 Develop critical thinking in others | Competent □ Not Yet Competent □ | ||||
| Student Name:
|
|||||
| Student ID:
|
|||||
| Qualification:BSB50420 Diploma Leadership and Management | |||||
| 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 | 13/03/2022 |
| 2. Case Study PART A | 20/03/2022 |
| 3. Case Study PART B | 27/03/2022 |
| 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. |
||||||||||
| Have you read and understood what is required of you in terms of assessment? | R Yes | ¨ No | ||||||||
| Do you agree that the assessment process is clear? | R 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?
|
R Yes
|
¨ No
|
||||||||
- Student Name: _________________________________________________________________________________
- Student Signature: __________________________________________ Date: 09/03/2022_____________________
- Assessor Name: John Mtandwa____________________________________________________________________
- Assessor Signature: _________________ Date: 09/03/2022_____________________
- 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. |
|||
| Contents |
OVERALL UNIT – RECORD OF ASSESSMENT OUTCOMES: 2
Assessment Task Cover Sheet – Assessment Task 1. 11
Assessment Task 1: Written Questions. 13
ASSESSMENT TASK COVER SHEET and TASK OUTCOME RECORD – ASSESSMENT TASK 2. 25
Assessment Task 2: Case Study PART A. 27
ASSESSMENT TASK COVER SHEET and TASK OUTCOME RECORD – ASSESSMENT TASK 3. 35
Assessment Task 3: Case Study PART B.. 37
| 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 Terminolgy
Describe: Give a detailed account by recounting, characterising, 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.
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 utilises 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 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 Outcomeslocated on the reverse of the first page Cover sheet of this Student Assessment Booklet..
Assessors Note -theOverall 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 arethree(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.
This page intentionally blank
| 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 | 13/03/2022 |
| Course / Qualification |
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:
R None of this work has been completed by any other person.
R I have not cheated or plagiarised the work or colluded with any other student/s.
R I have correctly referenced all resources and reference texts throughout these assessment tasks.
R 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: John Mtandwa
| Authenticity Check | |||
| Student Name: | |||
| Student ID: | |||
| Unit of Competency: BSBCRT511 Develop critical thinking in others | |||
| Assessor Use Only | |||
| I confirm that I have checked this completed student assessment item and confirm (Assessor must tick one of the following):
R 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. |
|||
| AssessorSignature: | Date checked: | /04/2022 | |
| 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 |
Organizing the information – Collect information in the appropriate structure |
| Step 2 | Structuring the reasoning – It responds to the view of people in the consideration of their opinions (Al-Ghadouni, 2021).
|
| Step 3 | Consider all the evidence- Statement is provided on the basis that is identified.
|
| Step 4 | Identification of assumptions – recognize all the assumptions and structure them accordingly.
|
| Step 5 | Evaluation of arguments – in this step the arguments are evaluated when they are structured.
|
| Step 6 | Communicating about conclusion – We have to communicate the conclusion related to the topic (Al-Ghadouni, 2021).
|
| The outcome for question 1: □ Satisfactory OR □ Not yet satisfactory | |
Question 2
Research the RED critical thinking model, and complete below:
| R | R stands for the Recognition of the assumptions – In this, we have to consider and evaluate the information whether it is correct or not.
|
| E | E stands for the evaluation of the arguments – It means accurate analysis of evidence and argument that is provided.
|
| D | D stands for Drawing the conclusion – In this first, we deal with the information provided and then draw a conclusion.
|
| The 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 | The first step is productive thinking – It encourages creative thinking which means critical and creative thinking related to different and unusual ideas.
|
| 2 | Planning – Resources are planned
analysis of the problems or issues The procedure required in completing the task.
|
| 3 | Communication
|
| 4 | Decision-making – It deals with the selection of the best substitutes that make our work easier.
In it, we analyse and provide reasons for the selection of substitute
|
| 5 | Forecasting – We have to provide various forecasts related to the situation.
|
| 6 | Analyzing – refers to the stage in which we carefully examine the situation.
|
| The 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 | In this, we evaluate and manufacture judgments that are connected with criteria and evidence |
| Synthesis | It refers to the process in which we rearrange the elements related to the idea to make a new idea (Wulandari & Hindrayani 2021). |
| Analysis | It refers to the process in which we divide the objects and the ideas to observe how they are structured and linked with each other. |
| Application | It refers to the stage in which we apply our knowledge to the situation and condition that is accurate. |
| Comprehension | In this process, we gather information according to its description |
| Knowledge | In this stage, we recall the information which was learned previously (Wulandari & Hindrayani 2021). |
The 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 | Formal Sources
Internal Sources- Annual reports Company reports Documents related to business Accounting records
|
Computer system |
| 2 | External Sources –
Books Surveys Journals Reports
|
Files and documents related to company. |
| 3 |
Informal sources – E- mails HR department Team Newsletter of company, etc.
|
Contact centre of customer |
| 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 |
Policies related to the workplace safety
|
| 2 |
Policies related to Anti-discrimination
|
| 3 | Policies on security related to the information
|
| Outcome for question 7: □ Satisfactory OR□Not yet satisfactory | |
Question 8
When fostering a creative thinking culture within an organization, it’s important to adopt a best practice approach to instruction.
Outline below the key features of the seven (7) industry best practice approaches 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 | Because it is important to complete the task accurately and successfully.
|
| The productivity of the task increases which helps in enlarging the range of opportunities and capabilities
|
||
| 2 | Give some slack |
This is very important because it helps to manage and track all the documents.
|
|
It is used in setting up reminders.
|
||
| 3 | Reverse engineering | It is used in estimating the components related to the system.
|
|
It helps to build up interrelationship between the system
|
||
| 4 | Prioritize | It helps to evaluate the more important things and helps to give them a priority.
|
|
Helps to prioritize the important idea over others.
|
||
| 5 | Switch perspective |
It helps a person in solving the issue quickly and accurately.
|
|
Helps to prioritize the pieces of evidence that are more accurate.
|
||
| 6 | Collaboration | It helps in making changes and developments with the help of discussion.
|
| It deals with the clarification related to the ideas and thoughts
|
||
| 7 | Take Breaks |
It provides an opportunity for the employees to prepare themselves mentally so that they can work efficiently.
|
| Helps to relax the mind and improve its focus.
|
||
| The outcome for question 8: □ Satisfactory OR□Not yet satisfactory | ||
Question 9
Identify and outline the five (5) characteristics of organizational 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 |
Personal mastery |
It helps individuals in clarifying their visions
|
|
It helps the employees to develop focus and concentration that helps them to analyze things accurately.
|
||
| 2 |
Shared vision |
It helps to make the identity ordinary that helps the employees to focus on their learning
|
|
It motivates the employees and makes them capable of succeeding between the competitors related to the company.
|
||
| 3 |
Mental models |
It helps the employees to develop new skills which make their working in the organization bit easy.
|
|
It helps to influence the perception of the employee that is related to their actions.
|
||
| 4 |
System thinking |
It is used to evaluate the organization and business.
|
|
It helps the employees to study business like an object that is a leap.
|
| 5 |
Team learning |
It helps the employees in getting involved in the discussions in the company.
|
|
It helps the employees to think like a team by keeping their assumptions aside.
|
||
| Outcome for question9: □ 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 |
E-learning courses |
Reading articles |
| 2 |
Workshops
|
Coaching |
| 3 | Seminar and webinar
|
Self – study |
| Outcome for question10: □ 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 | It is specific. |
|
It is quantitative.
|
||
| 2 | Curiosity | A curious person listens actively without any judgement
|
|
They mainly look for surprises (Biancani, et al., 2014).
|
||
| 3 | Objectivity |
It is mainly based on particular scientific actualities
|
|
It is free from biasness
|
||
| 4 | Introspection | It gives the privileged admittance to the mental mindset of the individual
|
|
It is not arbitrated by another knowledge source
|
||
| 5 | Analytical Thinking |
Analytical thinkers search for evidence and information
|
|
Analytical thinkers mainly like accurate routines.
|
||
| 6 | Identifying Biases | It creates conflicts
|
|
Decrease productivity
|
||
| 7 | Ability to determine relevance |
Make sure the information is relevant
|
|
Figure out the accuracy of information
|
||
| 8 | Inference |
Accurately understand the particular difference between assumptions and inference
|
|
Evaluate the information and create conclusions
|
||
| 9 | Compassion and Empathy | Communicating the particular understanding of other individual’s emotions
|
|
Standpoint taking
|
||
| 10 | Humility | It retains workplace relations
|
| Complex decisions are easily made
|
||
| 11 | Willingness to Challenge the Status Quo | It involves coaching
|
|
It empowers individuals to improve their performance
|
||
| 12 | Open – Mindedness |
Sympathy for other individuals
|
|
Consideration of others’perspectives
|
||
| 13 | Aware(ness) of Common Thinking Errors | All individuals are aware of errors
|
|
Develop innovative skills in individuals
|
||
| 14 | Creative Thinking |
Curiosity
|
|
Attentiveness
|
||
| 15 | Effective Communication Skills |
Completeness
|
|
Clarity
|
||
| 16 | Active- Listening Skills |
Individuals are attentive
|
|
They respond immediately (Biancani, et al., 2014).
|
||
| Outcome for question11: □ 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)
|
To lead the individuals and team for developing creative and critical thinking skills we can encourage them to discover and explore many things, be very curious and then come up with relevant questions and then investigate the implementation process of all things. We could also ask them to solve complex issues differently so that they could think innovatively (Chemers, 2014). □ 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 | What is your particular weakness mainly as a creative thinker? |
| 2 | Describe your strengths in the context of critical thinking? |
| 3 | Describe some development areas that you want to improve as a critical thinker? |
| 4 | Which particular area would you mainly like to gain better knowledge in? |
| 5 | In which area you would gain more skills? |
| 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 | To satisfy all the employees of the organization.
|
| 2 | To maximize innovation so that all the employees can think of innovative ideas (Chemers, 2014).
|
| □ 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. |
||
| 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. |
||
| How well do you use criteria and evidence to support your thinking and analysis? (Please tick (ü)the most accurate response which describes you) | ||
| 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. |
||
| What are your strengths as a critical thinker? (Outline below) | ||
| As a critical thinker, my curiosity is very high towards my work, my creativity is also very good as I think innovative ideas related to my work, I also can solve complex issues, and I have different skills that help me to do my work effectively on appropriate time. | ||
| What are some areas of growth for you as a critical thinker? (Outline below a minimum of two (2) areas of growth) | ||
| 1 | To make correct decisions on complex issues. | |
| 2 | To be a constant learner in various fields. | |
| What would be a good critical thinking goal for you to work towards? (Outline below) | ||
| It includes the following:
1. To have better communication skills with executives. 2. To resolve all issues effectively. 3. To make correct decisions |
||
| Overall outcome for Self–Assessment □ Satisfactory OR □ Not yet satisfactory | ||
**** END OF ASSESSMENT TASK 1 ****
| What do I need to hand in for this task? | Have I completed this? |
| Your answers to each question | o |
This page intentionally blank
| 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 | 20/03/2022 |
| Course / Qualification |
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:
R None of this work has been completed by any other person.
R I have not cheated or plagiarised the work or colluded with any other student/s.
R I have correctly referenced all resources and reference texts throughout these assessment tasks.
R 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: John Mtandwa______________________________________________________________________
| Authenticity Check | |||
| Student Name: | |||
| Student ID: | |||
| Unit of Competency: BSBCRT511 Develop critical thinking in others | |||
| Assessor Use Only | |||
| I confirm that I have checked this completed student assessment item and confirm (Assessor must tick one of the following):
R 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. |
|||
| AssessorSignature: | Date checked: | /04/2022 | |
| 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 objective of the organization is to increase the productivity of performance and also operational efficiency of the business (Halpern, 2013).
|
Index of profitability |
| July |
To maximize the efficiency of the current market of Sydney and also increase the sales for increasing profit margin.
|
The margin of profit and sales |
| August
|
To adopt the best practice that can increase the effectiveness of the organization.
|
Productivity rate |
| Oct
|
To develop innovative skills in employees by giving better training.
|
Increment in sales |
| November |
To maintain sustainability in the organization for employees’ wellbeing (Halpern, 2013).
|
Better sustainability |
| □ Satisfactory OR □ Not yet satisfactory | ||
| Identified Existing Processes
See: Professional Development Policy and Procedure |
|
| # | Vacant Positions |
| 1 |
All employees in the organization must be encouraged mainly as part of the process of performance review for taking an active part of the role, particularly in their continuous career and professional growth. Opportunities for professional growth for management (Hoppe, 2018). |
| 2 | Any particular proposal by the employee for some in their current employment conditions for facilitating their professional growth must be considered.
The complete training requirement and priorities of the company(Hoppe, 2018).
|
| □ Satisfactory OR □ Not yet satisfactory | |
| List of Management Staff (Resources)
See: Three (3) Year Strategic Plan |
|
| Current Staff | Vacant Positions |
|
Finance manager
|
Project Manager |
|
Procurement Manager
|
Project Manager |
| West: Project Manager
|
State Manager |
|
East: Project Manager
|
|
| South: Project Manager
|
|
|
North: Project Manager
|
|
| Marketing Manager
|
|
| NSW State Manager
|
|
| WHS & HR Manager
|
|
| □ 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 |
There is a lack of conception in the organization which turned out to be gaps in critical thinking (Howard, et al., 2014).
|
| 2 |
The employees are not proactive thinkers and that is why there is a lack of critical and creative thinking in the organization.
|
|
| Critical Thinking Barriers | 1 |
There are pressures of schedules o the employees.
|
| 2 |
The managers are biased toward experienced employees and new employees do not get much support.
|
|
| 3 |
Many social conditions are there in the organization which restrict the employees to think innovatively.
|
|
| 4 |
Managers of the organization are very arrogant towards employees.
|
|
| 5 |
The mentalities of managers are very drone and narrow (Howard, et al., 2014).
|
|
| □ 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 | HIA Home Building Standards and Regulations
The duties are connected to the campaign of advertisements and also various kinds of official requirements according to the business operations. |
| 2 |
Construction and Building Standards – SAI GLOBAL Australian Building Codes Board (ABCB) National Construction Code (Laufer, et al., 2015).
|
| □ 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 |
The development of a safe environment for working is very important according to the business operations that mainly consist of organizing important information, consideration of the evidence, identification of communications and assumptions of the particular conclusions according to business operations. |
| 2 |
Conducting team meetings for daily operations and management of different communication plans according to the business operations. Assessment of needed operations and meetings and programs of training regarding the processes of communication is also important (Laufer, et al., 2015). |
| □ 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: |
Project Managers, State Managers, Marketing 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 Opportunities |
Business workshops
|
Increment in performance productivity | 5th July | 5th September | $2,000 | |
| Training at workplace
|
Development of innovative skills | 10th July | 10th October | $2,500 | ||
| Informal Learning Opportunities | Mentoring
|
Improved professional growth | 15th July | 15th October | $3,000 | |
| Lessons from coaching
|
Employees are engaged better in business operations | 20th July | 20th October | $3,500 | ||
| 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 | ||||||
**** END OF ASSESSMENT TASK 2 ****
| 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 |
this page intentionally blank
| 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 | 27/03/2022 |
| Course / Qualification |
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:
R None of this work has been completed by any other person.
R I have not cheated or plagiarised the work or colluded with any other student/s.
R I have correctly referenced all resources and reference texts throughout these assessment tasks.
R 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 | 1 2 3 | |
| Activity 5: Recommendation for future Learning Plan | 1 2 3 | |
| 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: John Mtandwa______________________________________________________________________
| Authenticity Check | |||
| Student Name: | |||
| Student ID: | |||
| Unit of Competency: BSBCRT511 Develop critical thinking in others | |||
| Assessor Use Only | |||
| I confirm that I have checked this completed student assessment item and confirm (Assessor must tick one of the following):
R 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. |
|||
| AssessorSignature: | Date checked: | /04/2022 | |
| 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 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 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. |
Conduct (Roleplay)
For this activity you are required to to conduct a meeting (roleplay) with the managers, who will be taking part in the professioanl 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 respond in
real time, without notice. Role players are to ask different questions about the same topic.
Meeting Minute
Attendees – Marketing Manager, NSW State Manager, Project Manager #1, Project Manager #2, 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. As this meeting is conducted to discuss the professional development learning plan in which you all are going to take part. To start this meeting I firstly want to mention the objectives of the organization which include that the organization want to develop some innovative ideas to look at its priorities to come to implementation and also to perform better than their competitors for building great quality residents for meeting aspirations and needs of the customers.
Marketing Manager –Okay, but could you please elaborate what are the main characteristics of creative and critical thinking concepts?
Manager – Yes, suresir. Creative and critical thinking involves individuals who think deeply and broadly utilizing their dispositions, behaviours and skills like innovation, imagination, resourcefulness, logic and reason.
Marketing Manager – Okay, I also want to know the advantages of developing creative and critical thinking skills.
Manager – Sure sir, the benefits are given below:
- It promotes curiosity in individuals
- It improves creativity in individuals
- It enhances workplace relations between individuals
- It leads to better and correct decisions
- It also reinforces the capability to resolve complex issues
Marketing Manager – Okay, can you please propose the plan of learning that we will undertake over the upcoming three months?
Manager – Yes sir, in this plan I have included various training programs, business workshops, and seminars that we will be conducted every week to give training and learnings to the employees related to the business operations. We will also develop critical thinking in their behaviour so that they can think of innovative ideas.
Marketing Manager – Okay I like your learning plan. It will be beneficial for the employees to learn innovative skills.
Manager – Sir, I want your approval for this learning plan.
Marketing Manager – Okay, I am giving my approval.
Manager – Thank you so much, sir!
Marketing Manager – It is all my pleasure.
Critical Thinking Proposed Learning Plan MEETING
Roleplay Observation Checklist
| Name of student being assessed (Chair): | |||||
| Location of meeting: | Hobart/Melbourne Campus | ||||
| 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: | 24/03/2022 | ||||
| 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: | 24/03/2021 | |
This page intentionly blank
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 – 04th July, 20XX
Subject – Regarding giving feedback on the performance of the team
Respected Participating Managers,
As the team of management has accomplished both formal and informal learning opportunities effectively, I appreciate all the efforts and hard work which they have put to complete these learning. They have done a very great job in their particular task. This has improved their performance effectively and it has also improved the productivity of the organization.
For the hard work and efforts of the team, I am giving them three days off to relax and enjoy their time.
With regards,
Manager
Boutique Build Australia
*** attach a copy or screenshot of your email***
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?
| As per the feedback, two individuals would mainly like to develop more skills in the evaluation (Lee & Messerschmitt, 2012).
□ Satisfactory OR □ Not yet satisfactory |
Question 2
How many individuals, out of the six (6), felt the activities were beneficial/ of value?
| Out of six individuals, five individuals particularly felt the activities were important and beneficial.
□ Satisfactory OR □ Not yet satisfactory |
Question 3
Outline three (3) issues identified by individual participants:
| 1 |
Lack of individuals’ skills in the process of evaluation. □ Satisfactory OR □ Not yet satisfactory |
| 2 |
Anticipation of accomplishment outside of working hours □ Satisfactory OR □ Not yet satisfactory |
| 3 | Lack of engagement of employees with the management of the organization (Lee & Messerschmitt, 2012).
□ 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 |
Read all the materials accurately rather than hearing them (Schermerhorn et al., 2020). □ Satisfactory OR □ Not yet satisfactory |
| 2 |
Utilize charts and diagrams for understanding all concepts more effectively (Schermerhorn et al., 2020). □ 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 |
Planning with the team members and management (Thompson & Alba-Juez, 2014).
□ Satisfactory OR □ Not yet satisfactory |
Internet |
| 2 | Implementation of the particular planning (Thompson & Alba-Juez, 2014).
□ 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 |
One should make sure that all the activities are accomplished within working hours (Worthington & Allison, 2018).
□ Satisfactory OR □ Not yet satisfactory |
| 2 |
All the activities must be revised appropriately and also make sure that activities are accomplished within the group and working environment (Worthington & Allison, 2018).
□ Satisfactory OR □ Not yet satisfactory |
****END OF ASSESSMENT TASK 3****
| 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
Al-Ghadouni, A. B. M. (2021). Critical Thinking: Components, Skills, and Strategies. Revista Argentina de Clínica Psicológica, 30(2), 1.
Biancani, S., McFarland, D. A., & Dahlander, L. (2014). The semiformal organization. Organization Science, 25(5), 1306-1324.
Chemers, M. (2014). An integrative theory of leadership. Psychology Press.
Halpern, D. F. (2013). Thought and knowledge: An introduction to critical thinking. Psychology Press.
Hoppe, M. H. (2018). Active Listening: Improve Your Ability to Listen and Lead, (French). Center for Creative Leadership.
Howard, D., Mangold, W. G., & Johnston, T. (2014). Managing your social campaign strategy using Facebook, Twitter, Instagram, YouTube & Pinterest: An interview with Dana Howard, social media marketing manager. Business Horizons, 5(57), 657-665.
Laufer, A., Hoffman, E. J., Russell, J. S., & Cameron, W. S. (2015). What successful project managers do. MIT Sloan management review, 56(3), 43.
Lee, E. A., & Messerschmitt, D. G. (2012). Digital communication. Springer Science & Business Media.
Schermerhorn Jr, J. R., Bachrach, D. G., & Wright, B. (2020). Management. John Wiley & Sons.
Thompson, G., & Alba-Juez, L. (Eds.). (2014). Evaluation in context (Vol. 242). John Benjamins Publishing Company.
Worthington Jr, E. L., & Allison, S. T. (2018). Heroic humility: What the science of humility can say to people raised on self-focus. American Psychological Association.
Wulandari, R., & Hindrayani, A. (2021, March). Measuring Critical Thinking Skills with the RED Model. In Journal of Physics: Conference Series (Vol. 1808, No. 1, p. 012030). IOP Publishing.