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. | Date | Dept. | Change |
| 1.0 | 08/08/2020 | Training | Original |
| 1.1 | 25/05/2021 | Compliance | Removed embedded PDF’s and replaced with embedded Word docs. |
| Copyright Statement | |
| © Copyright National Training | |
| 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 National Training. 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. |
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
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Introduction
| Unit code | Title | Training Package |
| BSBCRT511 | Develop critical thinking in others | Business Services Training Package |
For further information regarding assessment criteria including-
• Application of unit
• Elements and performance criteria
• Assessment requirements
• Modification History
• Performance Evidence
• Knowledge Evidence
• Assessment Conditions.
Please refer to: https://training.gov.au/Training/Details/BSBCRT511
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.
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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 Task | About 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 |
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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 |
| 1 | Use the Right Tools | |
| 2 | Give some slack | |
| 3 | Reverse engineering | |
| 4 | Prioritise | |
| 5 | Switch perspective | |
| 6 | Collaboration | |
| 7 | Take 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 Opportunities | Informal 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 |
| 1 | Observation | |
| 2 | Curiosity | |
| 3 | Objectivity | |
| 4 | Introspection | |
| 5 | Analytical Thinking | |
| 6 | Identifying Biases | |
| 7 | Ability to determine relevance |
|
| 8 | Inference | |
| 9 | Compassion and Empathy |
|
| 10 | Humility | |
| 11 | Willingness to Challenge the Status Quo |
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| 12 | Open – Mindedness |
| 13 | Aware(ness) of Common Thinking Errors |
| 14 | Creative Thinking |
| 15 | Effective Communication Skills |
| 16 | Active- 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. |
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| ☐ | 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) |
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| 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***
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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:
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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 Staff | Vacant Positions |
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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 |
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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
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| 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 Activity | Outcomes 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 ****
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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:
| # | Role | Name of Individual playing that role. Minimum of two (2) |
| 1 | NCT CEO (Mike) | |
| 2 | NCT HR Manager (Heather) | |
| 3 | NCT Senior Manager (Gary) | |
| 4 | NCT Senior Manager (Craig) | |
| 5 | NCT Senior Manager (Michael) |
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Complete the meeting start and finishing time below:
| Meeting Start Time | Meeting 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] |
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***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: | |||
| Yes | No | Comments | |
| 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: |
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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***
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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:
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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 Activity | Information Source |
| 1 | ||
| 2 |
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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****
