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Student Assessment Workbook – BSBCRT511 1 | P a g e Version 1.1
Student Assessment Workbook:
BSBCRT511
Develop critical thinking in others
Student Assessment Workbook – BSBCRT511 2 | P a g e Version 1.1

Version control
Version No.DateDept.Change
1.008/08/2020TrainingOriginal
1.125/05/2021ComplianceRemoved embedded PDF’s and replaced with
embedded Word docs.
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contained herein.

Student Assessment Workbook – BSBCRT511 3 | P a g e Version 1.1
Contents
Introduction …………………………………………………………………………………………………………………………..4
Further Information and Support…………………………………………………………………………………. 4
Support materials provided and research………………………………………………………………………. 4
Student Declaration ……………………………………………………………………… Error! Bookmark not defined.
Assessment Activity ………………………………………………………………………………………………………………..6
Assessment 1: Written Questions ………………………………………………………………………………… 7
Question 1………………………………………………………………………………………………………………………7
Question 2………………………………………………………………………………………………………………………7
Question 3………………………………………………………………………………………………………………………7
Question 4………………………………………………………………………………………………………………………8
Question 5………………………………………………………………………………………………………………………8
Question 6………………………………………………………………………………………………………………………9
Question 7………………………………………………………………………………………………………………………9
Question 8…………………………………………………………………………………………………………………….10
Question 9…………………………………………………………………………………………………………………….11
Question 10…………………………………………………………………………………………………………………..11
Question 11…………………………………………………………………………………………………………………..12
Question 12…………………………………………………………………………………………………………………..13
Question 13…………………………………………………………………………………………………………………..14
Question 14…………………………………………………………………………………………………………………..14
Question 15…………………………………………………………………………………………………………………..15
Assessment 2: Case Study – Part A………………………………………………………………………………. 18
Assessment 3: Case Study – Part B………………………………………………………………………………. 23
Student Assessment Workbook – BSBCRT511 4 | P a g e Version 1.1
Introduction

Unit codeTitleTraining Package
BSBCRT511Develop critical thinking in othersBusiness 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
Further Information and Support
To support your understanding of the assessment process and how to submit your assessment, we
recommend that you review the Welcome Handbook available via Moodle. In the FAQs section, you
find additional information on the assessment process, referencing materials and support.
Support materials provided and research
We have provided the following resources to support you with your learning and assessments:
• Learner Guides: Information and examples aligned to the unit of competency that you are
completing
• Resource Library: This includes additional materials, templates and readings to support you
in your study
• Further websites to assist with your knowledge Handbook: Available via our resource
library, a comprehensive list of websites to support your studies
Remember that as part of your course, a level of research will still be required but this will assist
you to gain a deeper understanding of the application of your studies in a real-world application.
Student Assessment Workbook – BSBCRT511 5 | P a g e Version 1.1
Student Declaration
Access and read the below link to the Assessment Requirements and Instructions:
You will be required to provide a Student Declaration on submission of this Assessment on Moodle.
This declaration includes:
• I have read and understood the Assessment Requirements and Instructions
• None of this work has been completed by any other person
• I have not cheated or plagiarised the work or colluded with any other person
• I have correctly referenced all resources and reference texts through-out these
assessment tasks
• I understand that if I am found to be in breach of policy, disciplinary action may be
taken.
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Assessment Activity
This is a summative assessment. Summative assessments are a measure against a particular
benchmark. It gives an indication of your competence against the benchmark and is often referred
to as ‘assessment of learning.’
For this unit you will complete the following assessment activities:

Assessment TaskAbout this task
Assessment Task 1:
Written Questions
Student must correctly answer all fifteen (15) questions to show that they
understand the knowledge required of this unit.
Evidence Required
• All completed questions
Assessment Task 2:
Case Study PART A
A scenario has been provided about a specific situation. This student is
required to complete a series of activities to demonstrate their knowledge
of the unit.
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. This student is
required to complete a series of activities to demonstrate their
knowledge of the unit.
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

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Assessment 1: Written Questions
Note: Please answer the following Written Questions below. Ensure you read each question
carefully and address the question fully in your answers.
Question 1
What are the six (6) critical thinking steps? (In correct order)

Step 1
Step 2
Step 3
Step 4
Step 5
Step 6

Question 2
Research the RED critical thinking model, and complete below:

R
E
D

Question 3
Research the Calvin Taylor Critical and Creative Thinking model. According to this model complete
the five (5) talent areas required:

Calvin Taylor Critical and Creative Thinking Model
1
2
3
4
5
6

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Question 4
Research and complete the following Critical Thinking Argument Model:
Question 5
Research and outline below each of the features of the critical thinking
Blooms Taxonomy – Level of thinking
Argument
________
________
________
________
________ ________
________
________
________
________
________ ________

Outline of each of the levels of thinking,
in the Blooms Taxonomy – Level of thinking
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge

Student Assessment Workbook – BSBCRT511 9 | P a g e Version 1.1
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
2
3

Question 7
List and identify below three (3) key legislative requirements relating to workplace procedures.

#Key legislative requirements relating to workplace procedures
1
2
3

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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
1Use the Right Tools
2Give some slack
3Reverse engineering
4Prioritise
5Switch perspective
6Collaboration
7Take Breaks

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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
2
3
4
5

Question 10
List below three (3) potential formal and three (3) potential informal learning opportunities.

#Formal learning OpportunitiesInformal Learning Opportunities
1
2
3

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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
1Observation
2Curiosity
3Objectivity
4Introspection
5Analytical Thinking
6Identifying Biases
7Ability to
determine
relevance
8Inference
9Compassion and
Empathy
10Humility
11Willingness to
Challenge the
Status Quo

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12Open –
Mindedness
13Aware(ness) of
Common Thinking
Errors
14Creative Thinking
15Effective
Communication
Skills
16Active- Listening
Skills

Question 12
Outline below, a strategy to lead a team and individuals to develop critical and creative thinking
skills. (50 – 100 words)
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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
2
3
4
5

Question 14
Outline below two (2) seasons why, critical and creative thinking concepts and approaches are
beneficial in the workplace.

1
2

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Question 15
Self-Assessment Question
Self-Assessment is one of the most important aspects of being able to think critically is based in selfawareness. 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:
Date:
Question 1
How critical a thinker are you? (Please select the most accurate response which describes you)
I can explore.
I can ask questions and consider options. I can use my observations, experience and
imagination to draw conclusions and make judgements.
I can gather and combine new evidence with what I already know to develop reasoned
conclusion, judgements or plans.
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
I can examine evidence from various perspectives to analyse and make well-supported
judgements and interpretations about complex issues.
Question 2
How well do you question and investigate ideas and perspectives? (Please select the most
accurate response which describes you)
I can explore materials and actions.
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.
I can ask open-ended questions, explore, gather information and experiment purposefully
to develop options.

Student Assessment Workbook – BSBCRT511 16 | P a g e Version 1.1

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.
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.
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.
Question 3
How well do you use criteria and evidence to support your thinking and analysis? (Please select
the most accurate response which describes you)
I can show if I like something or not
I can contribute to and use simple criteria. I can find some evidence and make judgements.
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
I can develop or adopt criteria, check information, assess my thinking and develop
reasoned conclusions, judgements or plans.
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.
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.
Question 4
What are your strengths as a critical thinker? (Outline below)

Student Assessment Workbook – BSBCRT511 17 | P a g e Version 1.1

Question 5
What are some areas of growth for you as a critical thinker? (Outline below a minimum of two (2)
areas of growth)
Question 6
What would be a good critical thinking goal for you to work towards? (Outline below)

***END OF ASSESSMENT TASK 1***
Student Assessment Workbook – BSBCRT511 18 | P a g e Version 1.1
Assessment 2: Case Study – Part A
STUDENTS INSTRUCTIONS:

Case Study – Background Information
You have been engaged by National Camper Trailers (NCT), to assist their Managers to adopt
critical and creative thinking approaches, and facilitate the implementation of their latest
expansion objectives and associated strategic priorities.
Latest Strategic Objectives/ Priorities
• Expand operations to Western Australia.
• Establish second manufacturing facility in Western Australia.
• Year one (1) sales target of $2,000,000.00
• Increased sales per year of 20% each year over the next three (3) years
• Employ adequate staff to facilitate growth objectives.
Access and review the following company documents to assist in your analysis:
NCT Continuous Improvement and Implementation Policy & ProcedureNCT Professional Development Policy & ProcedureAvailable Resources
Note: Position Vacant, need to be recruitment asap to assist in the operational set up in WA
Current Resources Positions VacantNational Operations Manager Western Australia Facilities ManagerNational Sales Manager WA Business Development ManagerNational Marketing Manager WA Sales ManagerHR & WHS ManagerThe 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.

Complete the following Activities:
Student Assessment Workbook – BSBCRT511 19 | P a g e Version 1.1
Activity 1
From the information provided in the case study background information and support documents,
outline National Camper Trailers current workplaces objectives, processes and resources.
Complete the following tables:

Current Workplace Operational Objectives
Latest Strategic Objectives/ Priorities
1
2
3
4
5
Identified Existing Processes to Support Critical Thinking Training
See: Professional Development Policy and Procedure
List a minimum of two (2) processes
#Organisational Processes
1
2
List of Management Staff (Resources)
Current StaffVacant Positions

Student Assessment Workbook – BSBCRT511 20 | P a g e Version 1.1
Activity 2
Analyses the current organisational systems and identify two (2) gaps and five (5) barriers the
management team may have with critical thinking.

Potential Critical
Thinking Gaps
1
2
Potential Critical
Thinking Barriers
1
2
3
4
5

Activity 3
List below two (2) legal and regulatory responsibilities you have in your role in this case study.

1
2

Student Assessment Workbook – BSBCRT511 21 | P a g e Version 1.1
Activity 4
Develop two (2) processes below, that would create a safe environment for critical and creative
thinking approaches to be adopted by National Camper Trailers. (Minimum of 50 words each)

1
2

Activity 5
Develop a proposed Learning Plan for National Camper Trailer’s following managers:
• National Operations Manager
• National Sales Manager
• National Marketing Manager
• HR& WHS Manager and
• WA Positions Vacant 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 four (4) years.
A Professional Development budget has been allocated to a maximum of $2,000.00 per manager.
(Total: $14,000) 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:
a) Two (2) formal learning opportunities to address identified gaps.
b) Two (2) informal learning opportunities to address identified gaps
Student Assessment Workbook – BSBCRT511 22 | P a g e Version 1.1

TEAM LEARNING PLAN
Staff Included in the
Team Learning Plan:
Learning Activities
List a minimum of two (2) Formal learning activities & two (2) Informal learning activities
Description of ActivityOutcomes to be
achieved
Proposed
Start Date
Proposed
End Date
Cost
Formal
Learning
Opportunities
Informal
Learning
Opportunities
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
Learning Plan approved
by: Signature of CEO
Leave Blank
Date:Leave Blank

**** END OF ASSESSMENT TASK 2 ****
Student Assessment Workbook – BSBCRT511 23 | P a g e Version 1.1
Assessment 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 a Meeting (Roleplay)
Using the Team Learning Plan you developed in Assessment Task 2, Activity 5, conduct a roleplay
with NCT Managers, using your colleagues, friends or family, to play the role of NCT Managers.
For this task, you are required to conduct a meeting with a minimum of two (2) stakeholders
playing the roles of any of the following:
• NCT CEO (Mike).
• NCT HR Manager (Heather).
• NCT Senior Manager (Gary).
• NCT Senior Manager (Craig).
• NCT Senior Manager (Michael).
You may ask family, friends or colleagues to assist you in this roleplay.
You are required to record the meeting (on a video format such as MP4/ MOV/ WMV/ AVI etc..) on
your phone/ computer or similar. You may use, Zoom Meetings or similar record features for online
meeting.
During the meeting you must:
a) Outline NCT latest strategic objectives / priorities
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.
Conduct the roleplay meeting with at least two (2) individuals playing the roles of NCT Managers
and record the outcomes below:

#RoleName of Individual playing that role.
Minimum of two (2)
1NCT CEO (Mike)
2NCT HR Manager (Heather)
3NCT Senior Manager (Gary)
4NCT Senior Manager (Craig)
5NCT Senior Manager (Michael)

Student Assessment Workbook – BSBCRT511 24 | P a g e Version 1.1
Complete the meeting start and finishing time below:

Meeting Start TimeMeeting Finish Time
____________ am/ pm.____________ am/ pm.

Upload the Meeting recording to Moodle.

Further instructions of how to upload your video to Moodle.
For further support: Please email:
[email protected]

Student Assessment Workbook – BSBCRT511 25 | P a g e Version 1.1
***TO BE COMPLETED BY YOUR ASSESSOR***
Please leave blank
PRESENTATION MEETING (Senior Management Team Meeting)
Roleplay Observation Checklist

Date of meeting Assessed:
Name of student being
assessed (Chair):
Name of other student,
present at the meeting:
#1:
#2:
Meeting start time:
Meeting end time:
Assessors are to select Yes or No for whether the task was completed to the required level. Where the
assessor selects No, commentary about improvements are to be made. Any item marked no, results in a
not yet satisfactory result. Final commentary in the Assessors comments is a summary of the assessment.
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:
YesNoComments
A)Outline NCT latest strategic objectives / priorities
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 Signature:Date:

Student Assessment Workbook – BSBCRT511 26 | P a g e Version 1.1
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
*** Insert a copy or screenshot of your email***
Student Assessment Workbook – BSBCRT511 27 | P a g e Version 1.1
Activity 3

Case Study Background Information
It has been three (3) months since the implementation of the critical thinking Team Learning Plan.
All managers have fully completed the Team Learning Plan and the following feedback has been
provided:
Individual Feedback
• National Operations Manager: I felt the learning activities were of value, but more skills
development in the area of evaluation would be beneficial.
• National Sales Manager: I thought all the activities added value and enjoyed learning new
skills.
• WA Facilities Manager: 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.
• WA Business Development Manager: I’m a visual learner, so I would prefer more videos
to watch. However, I thought the activities were beneficial to my role at NCT.
• National Marketing Manager: 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.
• WA Sales Manager: 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 four (4) years.
You may also wish to refer to the following workplace procedures:
NCT Continuous Improvement and Implementation Policy & ProcedureNCT Professional Development Policy & Procedure

Analyse the feedback from individuals and teams on critical and creative thinking opportunities/
activities undertaken and complete the following questions:
Student Assessment Workbook – BSBCRT511 28 | P a g e Version 1.1
Question 1
According to feedback, how many individuals would like develop further skills in evaluation?
Question 2
How many individuals, out of the six (6) provided, felt the activities were beneficial/ of value?
Question 3
Outline three (3) issues identified by individual participants:

1
2
3

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
2

Question 2
List two (2) activities which would develop evaluation skills in participants and the information
source use to identify activity. E.g.: Website

#Evaluation ActivityInformation Source
1
2

Student Assessment Workbook – BSBCRT511 29 | P a g e Version 1.1
Activity 5
Develop two (2) recommendations for improvement for future Critical Thinking Learning Plans, in
accordance with relevant legislation and organisational policies.

#Recommendations to Critical Thinking Learning Plan
1
2

****END OF ASSESSMENT TASK 3****

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