BSBCRT511

Unit Code

BSBCRT511

Unit Name

Develop critical thinking in others

Name of the Document

Student Guide

This assessment booklet and tool has been designed for students undertaking face to face mode of study to provide information before students take assessments and contains assessment tools to assess the skills and knowledge required from students to be deemed competent in this unit.

This booklet might not be suitable for students taking other modes of study e.g. online or work based.

Please read all the information given to you when you receive this assessment booklet. If you do not understand any part of this booklet, please inform your assessor/trainer.

The assessment booklet contains two (2) parts:

PART 1: Assessments information: This part contains information on assessments for this unit of competency and how assessment will be conducted throughout the unit to achieve the competency. It includes:

· Application of the unit of competency.

· Purpose of assessment.

· Elements, performance evidence and knowledge evidence requirements of the unit.

· Conditions, context, required resources and location of the assessment.

· Assessment tasks.

· Outline of evidence to be collected.

· Administration, recording and reporting the requirements including special adjustments, appeals, reasonable adjustments and assessors’ intervention.

PART 2: Assessment tasks: This part contains the information to successfully undertake the assessment task. In each assessment task, students will find the following information:

· Task instructions.

· Role play / Practical Demonstration information.

· Information on resources required, where applicable

· Appendix 1- Assessment resource

The following section within the document specifies and provides information regarding the assessments that the students will complete for this unit of competency.

You will find all the necessary information to complete the assessment tasks, such as:

Purpose of the assessment

Context and Conditions for the assessment

The resources required

Performance evidence

Knowledge Evidence

Brief description of the assessment tasks to be conducted

Purpose of the Assessment

The purpose of the assessment is to determine competency in the unit BSBCRT511 – Develop critical thinking in others.

Context and Conditions for Assessment

To comply with the assessment conditions of this unit:

You must demonstrate adequate skills and knowledge evidence by providing a satisfactory outcome for each assessment task. You will be marked against the recommended model answers in the Trainer and Assessor guide.

You will have access to suitable facilities, equipment and resources, including template documentation, e.g. e.g. minute meeting template, session plans, action plan, etc. to undertake the assessment tasks for this unit of competency.

ASOC will conduct the practical assessment for this unit in its classroom located at Level 4, 123 Lonsdale Street, Melbourne, VIC 3000.

Knowledge assessment for this unit will be conducted at the ASOC classroom at the location identified on the timetable.

All ASOC Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

Scenario Overview:

Welcome to Bounce Fitness.

You are the centre manager for Bounce Fitness Cairns. There are two teams of fitness trainers that directly report to you, Team A and Team B, with two members in each team. As the centre manager, you are in charge of overseeing this branch’s performance, including the performance of all its employees.

Fitness trainers of Team A handle one-on-one classes with their clients. The special feature of these classes is that each training plan is catered specifically to each client’s needs and capabilities. These trainers are in charge of creating training plans that are appropriate for each of their clients. They also keep track of their clients’ fitness records which helps them adjust training plans depending on their clients’ progress.

Fitness trainers of Team B handle the different fitness classes that Bounce Fitness. Each class has an attendance of 10 to 25 clients. As part of handling group classes, Team B fitness trainers must be knowledgeable on proper exercise and nutrition should their clients ask them for advice.

To help improve your fitness trainers’ performance, you decide to see how well the members of each team know their tasks. Based on your findings, you intend to organise learning opportunities to help the fitness trainers perform better.

Bounce Fitness Cairns Centre Staffing

https://bouncefitness.precisiongroup.com.au/assets/Cairns-Staffing.pdf

Part 1 requires you to identify knowledge gaps within teams and individuals and facilitate learning opportunities to address these gaps.

It consists of a simulated scenario and seven (7) tasks.

For Part 1, you must read the simulated scenario and complete the tasks in the order given. Each task comes with a set of instructions to guide students to complete the following:

Task 1.1 Research models of critical and creative thinking

Task 1.2 Develop questions to identify individual and team knowledge gaps

Task 1.3 Meeting with teams to identify knowledge gaps

Task 1.4 Create a Learning Plan

Task 1.5 Facilitate formal learning Opportunities

Task 1.6 Facilitate informal learning Opportunities

Task 1.7 Collect Feedback on Learning Opportunities

This task requires you to research information about critical and creative thinking, i.e. using two different parts of your brain for problem-solving.

In this assessment task, students must:

Complete the following sections of the Critical Thinking Research Form and the Creative Thinking Research Form with the information you have researched:

Models – Identify two models:

At least one model of critical thinking includes but is not limited to Three-stage Model.

At least one model of creative thinking includes but is not limited to The Wall as Model for the process of Creativity.

Define critical or creative thinking according to the model that you have identified.

Briefly explain how each model can be applied to a workplace setting (Bounce Fitness)

Concepts – Identify the following

At least two critical thinking concepts, which includes but is not limited to clarity, accuracy & relevance.

At least two creative thinking concepts, which includes but is not limited to evolution & Synthesis.

The concepts refer to ideas or theories that fall under critical or creative thinking.

Define each concept identified by you.

Identify at least one characteristic of each concept identified.

Briefly explain how each concept can be applied to a workplace setting.

Approaches – Identify the following:

At least two approaches used for critical thinking, which includes but is not limited to analysis & evaluation

At least two approached used for creative thinking, which includes brainstorming and lateral thinking

Define each approach identified

Briefly explain how each approach can be applied to a workplace setting

Source Log

You must list at least three sources used to complete this research task. You can list either print sources or online sources. You must use the Source Log form to complete this task.

This task requires you to develop questions that will help identify the knowledge gaps of two teams of Fitness Trainers at Bounce Fitness. The Teams are referred to as Team A and Team B. The questions you will develop for each team are based on each Team’s particular set of job task requirements. .

In this assessment task, you must:

Access and review the documents titled:

Task 1.2 Fitness-trainer-tasks-guidelines.

Each team has a corresponding task with guidelines found in the following sections of the Task 1.2 Fitness-trainer-tasks-guidelines

a. Team A’s task is based on Developing a Personal Fitness Plan section

b. Team B’s task is based on Giving Advice on Proper Nutrition section

Task 1.2 Questions Log template

Locate the Task 1.2 Questions Log template and must develop questions that will help you to identify the knowledge gaps of each team in line with their corresponding tasks.

Questions to be developed for each team must be based on their corresponding tasks outlined in the Fitness Trainer Tasks Guidelines.

Questions must ask about how, what, why, when, and where. (e.g., When are pre-screening tests done? What can be tracked by using the records from a fitness test?)

Questions developed for the selected individual must differ from the questions developed for the team. However, these must correspond to the Fitness Trainer Tasks Guidelines.

Complete two Questions Logs. One for Team A and one for Team B.

For each Questions Log, you must:

Develop at least one set of questions for each team (Team A and B) to answer as a group.

Write five (5) questions about the team’s task.

Write the benchmark answer next to each question created.

Write these under the Questions for the Team section of the Questions Log.

Develop at least one set of questions for one individual team member from each team (Team A and Team B) to answer.

For this assessment, this is the team member with the least experience. Students may refer to the character brief in Task 1.3 of this assessment for guidance.

Write five (5) questions about the team’s task.

Write the benchmark answer next to each question created.

Write these under the Questions for the Individual Team Member section of the Questions Log.

Leave the following columns in the template blank:

Answered Correctly

Comments/Remarks

Save a copy of the two partially completed Question logs.

This task requires you to role play meeting with Team A and Team B and asking the questions created to identify their knowledge gaps. You will ask the questions you developed in the Task 1.2.

In this assessment task, you must:

Locate and review the Observation Checklist provided within this Project task- Task 1.3.

The Observation Checklist outlines all the skills you need to demonstrate in this task. Review the document to ensure the demonstration of the skills specified during each meeting with all team members from each team present.

Review the instructions given below and the skills outlined in the Observation Checklist for Task 1.3. You must discuss all requirements of the task with the assessor and prepare the documents before the team meeting.

You must use the Role-play script/Guidelines located within this Project Task- Task 1.3

Conduct two separate meetings with Team A and Team B to identify their knowledge gaps.

One meeting must be with all members present for each team (Team A and Team B)

One meeting must be with the selected individual member from each team (select any one member from Team A and Team B)

Enlist the assistance of four students (Chosen by the assessor) to undertake the role of Team A and Team B members. Each team must have at least two members

Locate and review the following documents provided:

Meeting with Team A Character Brief

Meeting with Team B Character Brief

Review these character briefs with students (chosen by the assessor) to understand the roles they will undertake for the meeting.

Conduct the meetings for each team (Team A and B)

Hold the first meeting with all team members from each team present. During each meeting, you must:

Ask the team members the questions you developed in the Questions Developed for the Team section of the Questions Log from Task 1.2.

If the team can correctly answer the question, tick the box in the Answered Correctly column. If not, leave it blank.

Write specific comments on questions that the team cannot answer correctly in the Comments/Remarks column.

Hold the second meeting with one (1) Fitness Trainer (Team Member) of each team. During each meeting, you must:

Ask the team member/s the questions you developed in the Questions for the Individual Team Member section of the Questions Log from Task 1.2.

If the team member/s can correctly answer the question, tick the box in the Answered Correctly column. If not, leave it blank.

Write specific comments on questions that the team member/s cannot answer correctly in the Comments/Remarks column.

You must comment or remarks recorded for each question answered incorrectly will assist them in completing Task 1.4

Submit the following to the assessor

Two (2) completed Questions Logs – one for each team (You will use the question log developed in Task 1.2)

Two (2) completed question logs- one for each individual Fitness Trainer (You will use the question log developed in Task 1.2)

Please note: You are required to retain a copy of the two (2) completed question logs as they will need to be used in Task 1.4.

TASK 1.3 ROLE PLAY SCRIPT/GENERAL GUIDELINES

Before commencing the task:

· Please ensure that you have your question log ready that has been created in Task 1.2.

· Discuss any queries that the students (chosen by the assessor) have and resolve them before the task commences.

During the task:

· Please ensure that you communicate with Fitness Trainer A and B professionally by using clear English language only.

· Please ensure you use the question log that you created in Task 1.2.

· Please ensure that you pay attention to your body language and choice of words used.

The role played by you:

Centre Manager

The role played by Students (chosen by the assessor):

Four (4) individuals playing the role of team members (Fitness Trainer) for Team A and Team B

Role-play activity duration:

It Will last for approximately 20 mins (one meeting)

Things to keep in mind whilst playing the role of a Centre Manager:

· Know your role and what is expected out of you.

· Know the company's background (Bounce Fitness) and ensure that you have the necessary documentation ready.

Role-play script for Centre Manager:

· As the role of the Centre Manager, you are required to conduct a total of 4 meetings:

· Two meetings with all members of Team A and Team B (2 Fitness Trainers)

· Two meetings with only Team A’s and Team B’s Fitness Trainer 2

· During the meeting, you will ask the team members the questions you have created in Task 1.2. You will use the Team section to complete the question log.

· During the second meeting, you will ask the individual team member section questions and complete the question log.

· You will record the answer provided by the Team members and individual trainer. You will tick the mark in the box provided in the question log developed by you in Task 1.2.

Role-play script for Team and/or Fitness Trainer:

· You must read the role and experience level, as mentioned in the Meeting with Team A Character Brief and Team B Character Brief.

· Please read the role description before commencing the task.

· Please ensure that you support the Centre Manager by answering all the questions asked by the manager.

Observation Checklist Part 1 Task 1.3

To be completed by the assessor

During the project, did you observe the student demonstrate the task deliverables as follows:

Was the student's performance satisfactory?

1. Clearly asked the questions developed to identify the team’s knowledge gaps during the role-play activity. This is evidenced by:

· Yes

· No

Rephrased the questions when the team seems unable to understand.

Discussed the roles with the students (chosen by the assessor) and ensure that they have understood

Defined certain words in the question to help others understand the question.

Explained the reasoning behind the correct answer to point out why an answer may be incorrect.

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

2. Encouraged others to participate in the discussion by. This is evidenced by:

· Yes

· No

Demonstrated Listening Skills

Repeated a question or statement heard to encourage others to elaborate their thoughts further.

Paraphrased the main points of the speaker’s message to show that you understand what they are trying to say.

Demonstrated Questioning Skills

Asked the open-ended questions.

Asked the other to elaborate on their response (e.g., ‘what do you mean by that?’)

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

3. Conducted the meetings for each Team A and Team B by asking the developed questions in Task 1.2. to identify the knowledge gaps.

· Yes

· No

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

4. Conducted the meetings for an individual from Team A and B each and complete the team member section from the question log used in Task 1.2.

· Yes

· No

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

5. Submited four (4) completed question logs (Team A, Team B, Individual from Team A and Individual from team B).

· Yes

· No

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

This task requires you to review each team’s and individuals’ responses in the completed Questions Log from Task 1.3 and identify the knowledge gaps for each student (chosen by the assessor).

In this assessment task, you must:

Access the Learning Plan templates (For Team A and Team B) provided.

Complete four Learning Plans as per the following:

One Learning Plan Team A

One Learning Plan for Team B), and;

One for the selected individual member from Team A

One for the selected individual member from Team B

For each Learning Plan, you must:

Review the team’s responses from the completed Questions Log from Task 1.3 and based on the results of each discussion from Task 1.3, identify the following for each section of the Learning Plan.

For the Team section:

At least one knowledge gap that can be addressed by a formal learning opportunity (such as learning in a structured environment. E.g., Classroom)

At least one knowledge gap that can be addressed by an informal learning opportunity (Not structured)

Identify the specific learning opportunities you intend to facilitate for each Team A and B to address each identified knowledge gap. Ensure that there is:

At least one formal learning opportunity which may include but is not limited to:

Conducting workshops

Conducting training sessions

At least one informal learning opportunity which may include but is not limited to:

Conducting consultations

Watching tutorial videos

For individual section:

Identify at least one knowledge gap based on their incorrect answers.

Determine if the knowledge gap will be addressed by either a formal or informal learning opportunity.

Identify the specific learning opportunity you intend to facilitate to address the knowledge gap.

The specific learning opportunity must correspond with their response of whether it will be a formal or informal learning opportunity.

Select a date when you plan to facilitate the learning opportunity (Both formal and Informal)

Identify their expected learning outcomes after each learning opportunity has been facilitated

Leave the following sections of the template blank as these will be completed in later tasks:

Date Implemented

Actual Outcome

Assessor’s Signature

Assessor’s Declaration

Submit two partially completed Learning Plans, one for each team, to the assessor.

In this task you to create session plans and deliver formal learning opportunities for Team A and Team B based upon the knowledge gaps identified in the previous tasks.

In this assessment task, you must:

Locate and review the Session Plan template provided.

Review the knowledge gaps to be addressed by a formal learning opportunity from the partially completed Learning Plans you developed in Task 1.4.

One (1) Session Plan for Team A

One (1) Session Plan for B

One (1) formal learning opportunity you will facilitate for Team A and B

Each Session Plan must include the following:

Date- Identify when you completed the Session Plan

Session Title – Identify the title of your session. Session Title must correspond to what student intend to address in each session.

Session Length – Identify the overall target duration of the session to be facilitated.

Participants – Identify the participants of each formal learning opportunity you will facilitate.

Knowledge Gap – Identify at least one knowledge gap that you aim to address for each formal learning opportunity based on their responses in the Learning Plan from Task 1.4.

Learning Objective – Identify at least one learning objective for each formal learning opportunity. Learning Objectives are the purpose for facilitating the formal learning session.

Introduction – Must grab Attention. Identify at least one activity you intend to conduct to begin the session. These can be activities that allow all participants to get to know each other as well as themselves.

Learning Outcome – Identify at least one task or activity that the participants should be able to do at the end of each formal learning opportunity.

Check Prior Knowledge – Identify at least one activity to determine how much the participants already know about the topic of the session

Content Outline – Outline the planned content for the session. This will include all the topics you intend to discuss during the session

Conclusions

Summary

Prepare for the formal learning opportunity you intend to conduct. This includes preparing any additional material you intend to use (e.g., charts or diagrams) or creating resources (e.g., PowerPoint presentation) used during each formal learning opportunity to be conducted.

Arrange a time with each Team A and Team B (The same students (chosen by the assessor) that were used in Task 1.3) to facilitate the formal learning opportunity

Facilitate formal learning opportunities

During the formal learning opportunity, you must:

Locate the Attendance Sheet provided and have one copy for each formal learning session.

Have participants sign the attendance sheet to confirm their attendance. They must include their handwritten signature.

Access the Session Plan you completed in Task 1.5-Point no. 2 for the formal learning opportunity. Facilitate the formal learning opportunity following the Session Plan you prepared.

Ask each participant questions throughout the session to gauge their learning.

After conducting the formal learning session, access the partially completed Learning Plans from Task 1.4. Complete the following sections on each Learning Plan:

Date Implemented

Record the actual date each formal learning opportunity was conducted.

Actual Outcome

Briefly explain if the participants for each formal learning opportunity were able to successfully learn knowledge presented during each session. You may refer to the outcome of the ‘Assessment’ section of your Session Plan for your reference.

Locate and refer to the role-play guidelines given below for more information

Submit the following documents to the assessor upon completion of all the Tasks within this Project

Accomplished Session Plans for each formal learning opportunity facilitated

Completed Attendance Sheets for each formal learning opportunity facilitated

Number of submissions for the Session Plan and Attendance Sheet must correspond to the number of formal learning opportunities conducted as identified in each of your Learning Plans. However, at least one Session Plan and at least one Attendance Sheet must be submitted for each team.

Observation Checklist Part 1 Task 1.5

To be completed by the assessor

During the project, did you observe the student demonstrate the task deliverables as follows:

Was the student's performance satisfactory?

1. Allocated time for each participant to get to know everyone including themselves (e.g., conduct a short icebreaker at the start of the session)

· Yes

· No

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

2. Used the following techniques to influence the opinions of others:

· Yes

· No

Inclusive Techniques

Asked each team members a question to give everyone an opportunity to answer Paraphrase the main points of the speaker’s message to show that you understand what they are trying to say.

Go around the room to ask everyone their opinion about a topic being discussed

Collaborative Techniques

Asked participants to discuss with their peers about the topic being presented Ask the other to elaborate on their response (e.g., ‘what do you mean by that?’)

Allows time for participants to discuss amongst themselves for an answer to a question.

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

3. Clearly discuss all topics covered in the session plan to participant team/individual. This is evidenced by:

· Yes

· No

Explained concepts clearly.

Provided definitions and examples where relevant or necessary.

Followed logical sequence when discussion and does not jump from topic to topic.

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

4. Asked open-ended questions to gauge the participants’ learning as the session progresses.

· Yes

· No

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

5. Adjusted method of explanation used to engage participants when needed.

· Yes

· No

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

6. Completed the Session Plan and prepare for one (1) formal learning opportunity.

· Yes

· No

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

7. Used any resources such charts, PowerPoint, or diagrams to conduct the formal learning with students (chosen by the assessor)

· Yes

· No

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

Before commencing this task, you must:

Locate the Observation Checklist provided that outlines all the skills you need to demonstrate in this task during the role-play activity.

Review the document to ensure the demonstration of the skills specified during each informal learning opportunity.

During the task, you must:

Review the knowledge gaps to be addressed by an informal learning opportunity from the partially completed Learning Plans from Task 1.4.

Facilitate the informal learning opportunities identified in each of the Learning Plans (Use the same learning plans as used in task 1.4) For one (1) informal learning opportunity, you must:

Brief participants about the informal learning opportunity. Please refer the role script/general guidelines given below.

Discuss with each Team A and B what they can expect to happen during each informal learning opportunity.

Discuss each knowledge gap that will be addressed in each informal learning opportunity with each of the teams and/or individual team member.

Address the knowledge gaps by providing information the participants are expected to learn by the end of the informal learning opportunity. This includes but is not limited to:

Providing detailed instructions to help the participants better perform their tasks after the learning opportunity.

Defining terms and providing detailed explanations.

Giving additional resources participants can access to gather more information

Submit supplementary evidence of facilitating each informal learning opportunity. Supplementary evidence to be submitted must show that the learning opportunity has been facilitated. It must include:

Details about the knowledge gaps

How the learning opportunity addressed each knowledge gap

Evidence will vary depending on the specific informal learning opportunity conducted, and can include, but are not limited to, the following:

Meeting minutes

Discussion notes

After conducting each informal learning opportunity, access the partially completed Student Plans from Task 1.4. and complete the following sections on each Learning Plan:

Date Implemented

Record the actual date each informal learning opportunity was conducted.

Actual Outcome

Briefly explain if the participants for each informal learning opportunity were able to successfully learn knowledge presented during each session.

Locate and refer to the role-play guidelines given below for more information.

Submit the following to the assessor:

Submit one (1) copy of the following documents the informal learning opportunity facilitated in this task.

Supplementary evidence for each informal learning opportunity conducted, if needed.

Two completed Learning Plans

Observation Checklist Part 1 Task 1.6

To be completed by the assessor

During the project, did you observe the student demonstrate the task deliverables as follows:

Was the student's performance satisfactory?

1. Allocated time for each participant to get to know everyone including themselves (e.g., conduct a short icebreaker at the start of the session)

· Yes

· No

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

2. Engaged all participants in the learning opportunity by using: :

· Yes

· No

Inclusive Techniques

Asked each team members a question to give everyone an opportunity to answer Paraphrase the main points of the speaker’s message to show that you understand what they are trying to say.

Go around the room to ask everyone their opinion about a topic being discussed

Collaborative Techniques

Asked participants to discuss with their peer about the topic being presented Allows time for participants to discuss amongst themselves for an answer to a question.

Allows time for participants to discuss amongst themselves for an answer to a question.

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

3. Asked open-ended questions to gauge the participants’ learning as the session progresses.

· Yes

· No

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

4. Adjusted method of explanation used to engage participants when needed.

· Yes

· No

Prompts participants when participants have difficulty to answer a question (e.g., providing hints, repeating the question)

Follows logical sequence when discussion and does not jump from topic to topic.

Avoids the use of jargons or technical terms.

Paraphrases statements.

Asks the other speaker to elaborate on their response (e.g., ‘what do you mean by that?’)

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

This task requires you to meet with the members of Team A and Team B and seek feedback for the learning opportunities provided in Task 1.5 and Task 1.6.

Before commencing this task, you must:

Locate the Observation Checklist provided which outlines all the skills you need to demonstrate in the role-play activity. You must review the document to ensure the demonstration of the skills specified during each meeting.

Arrange a time to meet with each of Team A and B to collect feedback on the learning opportunities facilitated.

During the task, you must:

Conduct two (2) separate meetings with Team A and Team B– The same students (chosen by the assessor) as used in Task 1.3 (Please refer to the role-play instructions/guidelines given below).

Access the Meeting Minutes template for Team A and Team B provided where you will record your discussion with each team here.

Conduct the meeting for each Team A and Team B to gather their feedback on each of the learning opportunities facilitated.

Refer to:

Formal learning opportunity conducted in Task 1.5.

Informal learning opportunity conducted in Task 1.6

Discussion points include, but are not limited to, the following

Identify what they liked about the learning opportunities.

Identify what they did not like about the learning opportunities.

Discuss whether they think the learning opportunities were facilitated well or not.

Record the result of their discussion in the Meeting Minutes

Have each attendee sign/print name beside their name in each Meeting Minutes after each meeting

Submit two (2) completed Meeting Minutes template to the assessor, One for Team A and Team B.

Observation Checklist Part 1 Task 1.7

To be completed by the assessor

During the project, did you observe the student demonstrate the task deliverables as follows:

Was the student's performance satisfactory?

1. Explained the purpose of the meeting to participants clearly.

· Yes

· No

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

2. Elicited the feedback of others by: :

· Yes

· No

Listening

Repeat a question or statement heard to encourage others to elaborate their thoughts further

Paraphrase the main points of the speaker’s message to show that you understand what they are trying to say

Questioning

Ask the other open ended questions Allow time for participants to discuss amongst themselves for an answer to a question.

Ask the other to elaborate on their response (e.g., ‘what do you mean by that?’)

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

3. Complete the meeting minutes for Team A and Team B which includes the details of the discussion received during the feedback session with Team A and Team B.

· Yes

· No

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

Scenario Overview:

You have reviewed that the task of each team allows them to practice their critical and creative thinking skills. You want to ensure that these skills are supported by the current systems Bounce Fitness has in place. You are aware that most of Bounce Fitness’s systems have not been reviewed or updated for a while now. You decide that this would be a good time to look over the systems and check for necessary changes or updates to make to improve Bounce Fitness’s processes.

You choose two systems to review that would be applicable to both your teams:

The first system is the Performance Management System. Bounce Fitness’ performance management system puts into place an annual review for all employees. The organisation uses a forced ranking system for its employees. In this system, there is a set percentage that tells how many employees can be classified for each group.

Each employee’s performance is reviewed against their key performance indicators (KPIs). These KPI differ per employee, depending on their role and responsibilities.

The second system is the Customer Relations Management System. This system contains a process to handle client complaints. Clients are encouraged to fill out a complaint form for documentation. These forms are then forwarded to the concerned department to be resolved. If clients are becoming emotional enough that they might be disrupting others, employees may offer the client with a $10.00 gift card to Bounce Fitness services as an apology for the inconvenience.

Bounce Fitness employees are also encouraged to recommend the product or service of the month to their clients. This is to introduce them to new products and services that the clients might be interested in.

The Project (Part 2) consist of a Case Study overview with a set of two (2) tasks.

You are required to establish an environment that encourages the application of critical and creative thinking.

You are required to read the instructions and review the business objectives, Performance management system and Customer Relations Management system to identify barriers and/or gaps in each system.

You must read the Case Study Overview for Part 2 and complete the tasks in the order given. Each task comes with a set of instructions to guide them in completing the following:

Task 2.1 Analyse organisational systems

Task 2.2 Develop processes for critical and creative thinking

This task requires you to read the case study overview given above and review the business objectives, Performance management system and Customer Relations Management system to identify barriers and/or gaps in each system.

In this assessment task, you must:

Access and review the following documents provided:

Business Objectives and KPIs

Performance Management System

Customer Relations Management System

Locate and complete the Organisational Systems Analysis Report by:

Identifying at least one (1) relevant business objective for each of the following Bounce Fitness Systems:

Performance Management System

Customer Relations Management System

Briefly explain the relevance of the identified business objectives to each Bounce Fitness system.

Analyse the processes found within the Performance Management System and the Customer Relations Management System documents

For each system, you must:

Determine if there are steps in the processes for each system that encourages employees to practice critical or creative thinking.

Identify steps in processes that are in place that seem to hinder the practice of critical or creative thinking.

Determine if a process is lacking a step-in order for Bounce Fitness employees to fully practice critical or creative thinking.

Identify gaps and/or barriers in each system based on your analyses of each system

Identify at least two barriers for each system (Performance Management System and Customer Relations Management System) analysed.

Barriers are anything that hinders employees from exercising critical or creative thinking methods.

Students must ensure that at least one (1) barrier that links to critical thinking methods & at least one (1) barrier that links to creative thinking methods.

Identify at least two gaps for each system (Performance Management System and Customer Relations Management System) analysed.

Gaps refer to something that is missing from the processes that prevent employees from fully practising critical thinking methods.

Students must ensure that at least one (1) gap that links to critical thinking methods & at least one (1) gap that links to creative thinking methods.

Identify at least two resources used to implement each system at Bounce Fitness as simulated workplace. (Responses in this task will be used for Task 2.2.)

Submit the completed Organisational Analysis Report to the assessor.

This task requires you to outline processes for creating a safe environment for practicing creative and critical thinking approaches with Bounce Fitness.

In this assessment task, you must:

Locate the Critical and Creative Thinking Processes template to record the following:

Access the completed Organisational Systems Analysis Report from Task 2.1 and review your responses for the gaps and barriers identified.

Use these identified gaps and barriers to determine what kind of process would encourage critical and creative thinking in the workplace.

Outline the processes for creating a safe environment (an environment that actively encourages the performance of certain skills, in this case, critical and creative thinking approaches) for practicing critical and creative thinking approaches within Bounce Fitness:

At least one (1) process must be relevant to critical thinking approaches.

At least one (1) process must be relevant to creative thinking approaches.

Include the following for each process:

Team and individual team member’s feedback on the following from the Meeting Minutes in Task 1.7

Feedback on formal learning opportunity facilitated.

Feedback on informal learning opportunity facilitated

Incorporate the following based on the feedback received:

Replicate what was said to have been done well during each learning opportunity.

Include the changes and additional resources that might have been identified as lacking in each learning opportunity.

Include only steps that will facilitate the practice of critical and creative thinking in others based on the gaps or barriers identified in Task 2.1.

Ensure that the language used in the processes you will develop is clear and easily understandable for the audience

Submit the completed Critical and Creative Thinking Processes template to the assessor.

Scenario Overview:

In the past few days, you have noticed the following workplace problems happening in your branch of Bounce Fitness, Bounce Fitness Cairns:

Impatient Clients

One of your personal fitness trainer’s clients has expressed their lack of interest in the current exercises they are performing because they are not seeing immediate weight loss results. They have requested that their personal fitness trainer change some of the exercises that is currently part of his training plan. The fitness trainer has approached you and the rest of Team A for help as this is the third time the client has asked that their training plan be changed. The other members of Team A have also experienced clients who become impatient when they do not see immediate results.

Trendy Classes

You notice that there are less clients attending the different in-house group classes offered by Bounce Fitness. The current classes being offered are aerobic classes, circuit classes, and dance classes. These classes have been offered to clients for more than a year now. When you asked one of the Team B fitness instructors to ask their clients, the response they received was that it might be because the classes were not ‘trendy’ enough. You realise that now would be a good time to introduce a new class to your clients.

The Project (Part 3) consist of a Case Study overview with a set of three (3) tasks.

This part of the project requires you to facilitate activities that will allow application of critical and creative thinking in the workplace.

You must read the Case Study Overview for Part 3 and complete the tasks in the order given. Specifically, you are required to:

Facilitate opportunities for team members to apply critical thinking skills to workplace problems.

Provide feedback to team members on the performance of tasks.

Collect feedback from individuals and teams on critical and creative thinking opportunities

Identify additional support required for teams and individuals. Each task comes with a set of instructions to guide them in completing the following:

Task 3.1 Create Action Plans to address workplace problems

Task 3.2 Develop questions to identify individual and team knowledge gaps

Task 3.3 Meeting with teams to identify knowledge gaps

This task requires you to identify workplace problems faced by Team A and Team B after which you must develop two (2) Action Plans (one for Team A and one for Team B)

In this task, you must:

Identify the two (2) workplace problems that must be addressed by Team A and Team B based on Part 3 Case Study Overview given above.

Locate the Action Plan template for Team A and Team B and complete one (1) Action Plan each for Team A and Team B.

Identify the following:

At least one (1) workplace problem to be addressed by each Team A and Team B based on the Part 3 Case Study Overview.

At least two (2) actions items to address each team’s workplace problem out of which:

At least one (1) action item must allow team members to demonstrate critical thinking to allow team members to conduct analysis, evaluation, or synthesis of ideas to address the workplace problem.

At least one (1) action item must allow team members to demonstrate creative thinking allow team members to generate new ideas to address the workplace problem.

Conduct a meeting with Team A and Team B to identify the problem, you must discuss it with the team members by gathering data & their opinions, analyze the data gathered, self-evaluate your own opinion and then reach the decision.

Continue the meeting with Team A and Team B as mentioned in Point 3 and allow team members to come up with possible solutions to the problems identified by communicating with each other, analyzing all the solutions, and then reaching a decision.

Leave the following sections of each Action Plan template for Team A and Action Plan for Team B blank These will be completed in the following task after the student has implemented each action item

Date Implemented

Actual Result

Assessor’s Signature

Assessor’s Declaration

Submit the two (2) partially completed Action Plans to the assessor.

This task requires you to implement the partially completed Action Plan for Team A and Team B from task 3.1 by meeting with both the teams to facilitate the action items identified for each problem as specified in Part 3 Case study Overview.

In this task, you must:

Locate the Observation Checklist that outlines all the skills you need to demonstrate in this task. You must review the document to ensure the demonstration of the skills specified during the facilitation of each action item and arrange a time to meet with each team to facilitate the action items identified.

Implement each action item identified in the Action Plan from Task 3.1 and come up with at least two (2) solutions for the team’s problems (Problems are mentioned in Point. 2)

One solution must be created using critical thinking.

One solution must be created using creative thinking.

When facilitating each action item for each problem, you must present the problems from the Part 3 Case Study Overview to the team as follows:

Present Team A with Problem 1: Impatient Clients

Present Team B with Problem 2: Trendy Classes

Observe how the teams (Team A and Team B) applies both critical and creative thinking to the workplace problem.

Complete the following columns in each Action Plan for Team A and B after implementing all action items for each team

Date Implemented (Record the actual date each action item was conducted)

Actual Result (Describe if the team was able to achieve each anticipated result for each action item facilitated.)

Locate the Feedback Form Template and provide team members from each Team A and Team B a copy of the Feedback Form template after implementing both action items. You must instruct each team member to:

Record the task title for when the Feedback Form was completed.

Identify the job role they are undertaking in this assessment.

Review each criteria listed in the Feedback Form

Provide feedback on how they facilitated the implementation of each action item. Place only one tick mark per criteria for each area of facilitation. Team members should not leave anything blank.

Provide at least one specific comment on how future learning opportunities can be improved.

Each comment provided must mention a specific aspect of their facilitation of action items. Each team member must provide at least one suggestion on how that aspect can improve future learning opportunities.

Submit the following documents to the assessor:

Two completed Action Plans– one for each Team A and team B. Please use the same partially completed Action Plan as used in Task 3.1.

At least four completed Feedback Forms (One for each team member from Team A and Team B)

ROLE PLAY SCRIPT/GENERAL GUIDELINES.

Before commencing the task:

· Please ensure you read the case study overview thoroughly before the task begins & that you are aware of the workplace problem for each team.

· Discuss any queries that the students (chosen by the assessor) have and resolve them before the task commences.

· Ensure the Action plan template is ready to use during the role play.

During the task:

· Please ensure that you present the workplace problem to Team A and Team B from the Case study overview.

· You will group Team A and Team B in the same room and give them time for discussion.

· Please ensure that you pay attention to your body language and choice of words used.

The role played by you:

Centre Manager

The role played by students (chosen by the assessor):

Two (2) individuals each for Team A and Team B

Role-play activity duration:

Will last for approximately 25-30 mins

Things to keep in mind whilst playing the role of a Centre Manager:

· Know your role and what is expected out of you.

· Know the company's background (Bounce Fitness) and ensure that you have the necessary documentation ready.

Role-play script for Centre Manager:

· As the centre manager's role, you must identify the workplace problem as stated in Case study overview and allocate one problem each to Team A and Team B.

· You must give each team time to discuss and come up with at least two (2) solutions using critical and creative thinking.

· You are required to observe the teams while they apply critical and creative thinking to workplace problems.

· You are also required to complete the Action plan template provided and provide each team member, i.e., four (4) members with a feedback form (also provided)

Role-play script for Team A and Team B:

· You are required to understand the workplace problem presented to you by the centre Manager and use critical & creative thinking to come up with at least two (2) solutions.

· You are required to discuss the problem with your team member and the centre manager only.

· You will be required to complete the Feedback form given by the centre manager.

· You will also be required to read the Instructions to the Volunteer table (which is a part of the Feedback form) and complete the same.

· Please read the role description before commencing the task.

· Please ensure that you support the Centre Manager by answering all the questions asked by the manager.

Observation Checklist Part 3 Task 3.2

To be completed by the assessor

During the project, did you observe the student demonstrate the task deliverables as follows:

Was the student's performance satisfactory?

1. Explained the workplace problem clearly to each team..

· Yes

· No

Introduced the persons involved or affected by the problem (e.g., client, fellow fitness trainer)

Explained the situation in each workplace problem thoroughly by including the details of the problem.

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

2. Presented all the requirements of the task the team members must fulfil:

· Yes

· No

Instruct team members to perform both action items using different thinking methods (i.e., must perform one action item using critical thinking and the other using creative thinking)

Inform members that they must produce two solutions to each problem (i.e., one solution using critical thinking and one solution using creative thinking)

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

3. Adapted method for presenting information depending on the venue of the activities.

· Yes

· No

Projected voice sufficiently throughout the room.

Provided handouts to provide members with physical copies to allow them to look back on requirements.

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

4. Encouraged members to share their own input:

· Yes

· No

Adopted a round robin discussion approach to give all members a chance to speak.

Asked members one by one about what they think (e.g., what do they think would be a good solution, how should the team proceed with the task, etc.)

Asked participants to discuss with their peer the answer to a question presented

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

This task requires you meet with the members of Team A and Team B. During the meeting you are required to provide feedback during the meeting for each action item implemented and the application of critical and creative thinking skills in Task 3.2.

In this task, you must:

Locate the Observation Checklist that outlines all the skills you need to demonstrate in the role-play activity. Review the document to ensure the demonstration of the skills specified during each meeting.

Review the instructions here and the skills outlined in the Observation Checklist.

Locate the Meeting Minutes Templates for Team A and Team B that will enable them to record your discussion with each team here.

Arrange a time to meet with each of the two teams to provide feedback on their performance of each action item implemented in Task 3.2.

Discussion points can include, but are not limited to, the following:

Discuss if critical and creative thinking was properly used to address the workplace problem.

Areas where the team member performed well.

Areas where the team member did not perform well.

Identify at least one additional support that can be provided to each of the following:

Each team

Each individual team member from each team

Record the discussion in the Meeting Minutes template for Team A and B

Submit the following documents to the assessor:

Two completed Meeting Minutes template (one for each team and Team B)

Observation Checklist Part 3 Task 3.3

To be completed by the assessor

During the project, did you observe the student demonstrate the task deliverables as follows:

Was the student's performance satisfactory?

1. Began the meeting by greeting each team member (e.g., asking how each team member has been lately).

· Yes

· No

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

2. Provided constructive feedback to team on performance. This is evidenced by:

· Yes

· No

Recounted the team’s performance

Explained what the team did well.

Mentioned specific examples of actions which the team did well.

Explained what may have caused the team to not perform well.

Pointed out moments during the activity that led to the team not performing well.

Gave advice on how the team can perform better

Presented the team with alternative actions that they could have done (e.g., ‘could have set an order to the discussion so everyone could have participated’)

Shared methods team can use to improve on their performance (e.g., practice methods)

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

3. Asked open-ended questions to encourage team members to answer.

· Yes

· No

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

4. Answered all questions and questions and clarifications of the team members

· Yes

· No

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

5. Used the following techniques to influence the opinions of others. This is evidenced by:

· Yes

· No

Inclusive Techniques

Asked each team members a question to give everyone an opportunity to answer.

Went around the room to ask everyone their opinion about a topic being discussed.

Collaborative Techniques

Asked participants to think of examples with their peer.

Allowed time for participants to discuss amongst themselves for an answer to a question.

·

First additional attempt (Tick this option, if required)

· Yes

· No

Second additional attempt (Tick this option, if required)

· Yes

· No

The Project (Part 4) consist of two (2) tasks.

You must read the instructions for task 4.1 and 4.1 and complete in the order given.

In this task, you must:

Develop recommendations for improvements in future learning arrangements according to relevant legislation and organisation policies.

Each task comes with a set of instructions to guide them in completing the following:

Task 4.1 Analyse feedback collected

Task 4.2 Develop recommendations for improvements in future learning arrangements

This task requires you to review the feedback obtained by members of Team A and Team B (refer completed feedback form template in Task 3.2). You are then required to complete the Feedback Analysis Form template to identify the aspects of facilitation.

In this task, you must:

Review the responses provided by the teams and individuals in the Feedback Form template from Task 3.2

Analyse the feedback collected from both the teams (Team A and Team B) using the Feedback Analysis Form template and complete the following sections:

Team and Individual Feedback

Refer to the feedback collected in the Feedback Form template for each area of facilitation listed below:

Facilitator Knowledge

Information Presentation

Physical Resources

Count the total number of tick marks all team members marked for each criteria in their completed Feedback Form template. The total number of tick marks must correspond to the total number of team members of both teams.

Identify the aspects of facilitation that has majority of its ratings under either ‘Disagree’, ‘Strongly Disagree’, or ‘N/A’. Record them under Aspects for Improvement.

Record all the specific comments provided by the team members at the end of the Feedback Form template in the Compiled Comments section

Facilitator’s Own Performance

Reflect on how you facilitated the action items for each team in Task 3.2 by answering the two short questions in the Feedback Analysis Form.

How would you describe how you facilitated the action items for both teams?

What are the areas you feel you need to improve on? Identify at least two.

Areas for Improvement

Review the responses for Under Team and Individual Feedback:

Aspects for Improvement section

Compiled Comments section

At least two responses to the second question under Facilitator’s Own Performance.

Identify areas of your performance that is commonly mentioned across the three sections.

Determine what needs to be changed for future opportunities.

Determine resources or processes they might need to include to improve future opportunities.

Identify at least three areas for improvement for future opportunities based on their analysis of the responses from the three sections.

Responses for areas for improvement will be used to complete the next task.

Submit the completed Feedback Analysis Form to the assessor.

This task requires you to review the Feedback Analysis Form template completed in Task 4.1 and provide recommendations using the Recommendations Log Template.

In this task, you must:

Review the legislation and Bounce Fitness documents that will address the areas for improvement identified in Task 3.4.

Review your responses in the Areas for Improvement section of the completed Feedback Analysis Form Template from Task 4.1

Locate the Recommendations Log Template and complete the log by identifying the following:

Identify at least three (3) of your responses for Areas for Improvement from the completed Feedback Analysis Form template from Task 4.1.

Identify at least one (1) of each of the following that is relevant to each of their areas for improvement:

At least one (1) relevant legislation

You must identify legislation that is applicable to the state or territory they are located in. These can include, but are not limited to, Fair Work Act 2009 & Work Health and Safety Act 2011

At least one (1) relevant Bounce Fitness policy and procedures documents. They will use the Bounce Fitness’s Staff Induction Policy and Procedures

Briefly explain how each identified legislation and policy and procedure document are relevant to their areas for improvement.

A legislation or policy and procedures document must be relevant to each area for improvement identified. Documents become relevant if it contains a requirement that will guide them on how to improve each of the areas for future opportunities.

Relevant legislation and policy and procedures document will vary depending on the areas of improvement they have identified in Task 4.1.

Students may ask for assistance from the assessor to identify legislation and policies and procedures relevant to their areas for improvement.

Submit a copy of the completed Recommendations Log Template to the assessor.

Unit Name and Code

BSBCRT511 – Develop critical thinking in others

Student’s Name

Student’s ID

Assessor Name

Date of Completion

ASSESSMENTS

STUDENT RESULTS

Assessor must tick the appropriate option for each assessment task.

Please note: Student is required to be marked ‘Satisfactory’ in all assessment tasks to be deemed competent for this unit.

Satisfactory

Not Yet Satisfactory

Not Completed

Assessment Task 1: Knowledge Test

·

·

·

Assessment Task 2: Project

·

·

·

Comments:

Unit Outcome:

Assessor to tick the appropriate option

· Competent

· Not Competent

Is re-assessment required:

Assessor to tick the appropriate option

· Yes

· No

Assessor Signature:

Student

Signature:

ASOC will conduct this assessment on its campus by setting a simulated business environment where the conditions are typical of those in a working environment in this industry.

This includes access to:

Organisational policies and procedures required for role.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.