Assessment

Task 1
Develop critical thinking in
others
BSBCRT511
Student Declaration
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according to the process explained to me
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 Table of Content

Student Declaration........................................................................................................................2
Task 1 – Knowledge Questionnaire.................................................................................5
Question 1........................................................................................................................................6
Question 2........................................................................................................................................6
Question 3........................................................................................................................................7
Question 4........................................................................................................................................7
Question 5........................................................................................................................................8
Question 6........................................................................................................................................8
Question 7........................................................................................................................................8
Question 8........................................................................................................................................8

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Task 1 – Knowledge Questionnaire

Task summary and instructions

What is this This assessment is a written questionnaire with a mix of objective and
assessment task subjective questions.
about?
The questionnaire is designed to meet the knowledge required to
meet the unit requirements safely and effectively.

The questions focus on the knowledge evidence required for this unit
of competency:

 models of critical and creative thinking

 features of critical thinking concepts and approaches including
analysis, synthesis, and evaluation
 existing workplace objectives, processes and resources
 characteristics of organisational learning environments and related
learning systems
 legislative requirements relating to workplace procedures
 sources of reliable information relevant to workplace procedures
 features of industry best practice approach to instruction on
critical and creative thinking methods
 leading a team and individuals to develop critical and creative
thinking skills.

Your assessor will be looking for demonstrated evidence of your

What do I need to do
to complete this task
satisfactorily?
ability to answer the questions satisfactorily, follow instructions,
conduct online research and review real or simulated business
documentation as instructed.
 submit your answers to the questions within the set timeframe,
 answer all questions as instructed,
 answer all questions using your own words and reference any
sources appropriately,
 all questions must be answered satisfactorily.

It is advisable to:

 review the questions carefully,

 answer the questions using online research and the learning
material provided for the unit and by reviewing real or simulated
relevant business documentation (such as policies and
procedures),
 further research the topics addressed in each question.

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 Task summary and instructions

Specifications You must submit to GOALS the

 assessment coversheet,
 answers to all questions,
 references.

Resources and • computer with Internet access,

equipment • access to Microsoft Office suites or similar software,
• learning material.
Re-submission You will be provided feedback on your performance by the Assessor.
opportunities The feedback will indicate if you have satisfactorily addressed the
requirements of each part of this task. If any parts of the task are not
satisfactorily completed, the assessor will explain why, and provide
you with written feedback along with guidance on what you must
undertake to demonstrate satisfactory performance. Re-assessment
attempt(s) will be arranged at a later time and date. You have the
right to appeal the outcome of assessment decisions if you feel that
you have been dealt with unfairly or have other appropriate grounds
for an appeal. You are encouraged to consult with the assessor prior
to attempting this task if you do not understand any part of this task
or if you have any learning issues or needs that may hinder you when
attempting any part of the task.

Answer all the questions below:

Question 1

Outline two (2) models of critical and creative thinking.

(50-100 words/model)

Model Outline
Calvin Taylor model It describes the talent areas as productive thinking,
communication, planning, decision making, and forecasting.
This model is best known as talents unlimited, a program of
national diffusion network of the us department of education.
The taylor mode incorporates both the critical and creative
elemts of thinking.
Productive thinking
It suggests critical and creative thinking of many ideas, varied

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 Model Outline
ideas, unusual ideas, and adding to those ideas.
Communication

Beyers evaluative thinking model
Barry Beyer, a prominent contemporary thinking skills theorist
and teacher, interprets critical thinking as a more specifically
evaluative activity than Bloom’s Taxonomy would imply:
Critical thinking is not making decisions or solving problems. It
is not the same as reflective thinking, creative thinking, or
conceptualizing. Each of these other types of thinking serves a
specific purpose. We make decisions in order to choose among
alternatives. We solve problems when we encounter an
obstacle to a preferred condition. We engage in creative or
conceptual thinking to invent or improve things. Critical
thinking serves a purpose quite different from these other
types of thinking.

1. Distinguishing between verifiable facts and value claims

2. Distinguishing relevant from irrelevant information,
claims, or reasons
3. Determining the factual accuracy of a statement
4. Determining the credibility of a source
5. Identifying ambiguous claims or arguments
6. Identifying unstated assumptions
7. Detecting bias
8. Recognizing logical fallacies
9. Recognizing logical inconsistencies in a line of reasoning
10. Determining the strength of an argument or claim

Question 2

Briefly describe two (2) features of five (5) critical thinking concepts and approaches. The
concepts and approaches must include analysis, synthesis and evaluation.

Concept and approach Features

Analysis Analysing means carefully examining information in order to
understand, interpret and explain it. This can involve identifying
assumptions, gaps and connections between such things as
data, reasoning or evidence. A thorough analysis prepares you
well for a final evaluation, where you form judgements and
draw conclusions.

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 Concept and approach Features

In the identifying stage, you will have asked critical questions

to determine what kind of information you are working with,
who produced the information, and for whom. Analysing
involves thinking very carefully about this information and the
claims being made.
Breaking information down into its parts.
 Does the argument contain assumptions? What are
they?
 Is the reasoning balanced? Are different perspectives
taken into account?
 What is the background to this issue? Are there any
implicit arguments?
Synthesis Synthesizing simply means combining. Instead of summarizing
the main points of each source in turn, you put together the
ideas and findings of multiple sources in order to make an
overall point. At the most basic level, this involves looking for
similarities and differences between your sources.
Connecting and combining information to better understand the
relationship between the information.
 Report information from the sources using different
phrases and sentences;
 Organize so that readers can immediately see where
information from the sources overlap;
 Make sense of the sources and help the reader
understand them in greater depth.
Evaluation Evaluation skills help you make good judgements on the
reliability of information and the soundness of arguments. They
allow you to reach conclusions and make decisions, while
justifying them with reasons. This process requires you to act
like a judge, weighing all of the information available and
reaching a final conclusion.
Judging the value, credibility, or strength of something.
 Is the contention clearly stated? Does it make sense?
 Is reliable evidence provided for each reason?
 Do the reasons and evidence provided fully support the
contention? That is, is there a logical connection
between the reasons and the conclusion?

Question 3

Address the following:

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 What type of workplace objectives would critical thinking help achieve? Provide two
(2) examples.
 What type of workplace processes would be helpful when using critical thinking in a
work environment? Provide two (2) examples.
 What workplace resources would you use to support critical thinking in the
workplace? Provide two (2) examples.

(50-100 words)

Critical thinking refers to the ability to analyze information objectively and make a reasoned
judgment. It involves the evaluation of sources, such as data, facts, observable phenomena, and
research findings. Good critical thinkers can draw reasonable conclusions from a set of information,
and discriminate between useful and less useful details to solve problems or make decisions.
Examples of Critical Thinking
 A triage nurse analyzes the cases at hand and decides the order by which the patients
should be treated.
 A plumber evaluates the materials that would best suit a particular job.
 An attorney reviews evidence and devises a strategy to win a case or to decide whether to
settle out of court.
 A manager analyzes customer feedback forms and uses this information to develop a
customer service training session for employees.
some of the ways critical thinking is important to the workplace:
Some professions require it.
Decision-making improves.
Critical thinkers are happier.
Being well-informed is a bonus.
It encourages self-reflection.
It bolsters the knowledge economy.
Critical thinking skills are important because they help businesses run smoothly by solving
problems, developing solutions and creating new ideas. Many areas of improvement such as
process inefficiencies, management or finances can be improved by using critical thought. Because
of this, employers value and seek out candidates who have demonstrated strong critical thinking
skills.
For example, if you’re working in human resources and must resolve a conflict between two
employees, you will use critical thinking to understand the nature of the conflict and what action
should be taken to resolve it.
 Observation
 Analysis
 Inference
 Communication
 Problem solving

Question 4

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Discuss the characteristics of organisational learning environments and related learning
systems:

 What does an organisational learning environment look like?

 What makes an effective learning environment?
 What type of learning systems can be used in an organisational learning environment?

(80-120 words)

Organizational learning is the process of creating, retaining, and transferring knowledge within
an organization. An organization improves over time as it gains experience. From this experience, it
is able to create knowledge. This knowledge is broad, covering any topic that could better an
organization. Examples may include ways to increase production efficiency or to develop beneficial
investor relations. Knowledge is created at four different units: individual, group, organizational,
and inter organizational.

The most common way to measure organizational learning is a learning curve. Learning curves are
a relationship showing how as an organization produces more of a product or service, it increases
its productivity, efficiency, reliability and/or quality of production with diminishing returns. Learning
curves vary due to organizational learning rates. Organizational learning rates are affected by
individual proficiency, improvements in an organization's technology, and improvements in the
structures, routines and methods of coordination.

Organizations gain knowledge in one of the four organizational communities of learning: individual,
team, organizational, and inter-organizational. Organizational learning "involves the process through
which organizational communities (e.g. groups, departments, and divisions) change as a result of
experience." An example of organizational learning is a hospital surgical team learning to use new
technology that will increase efficiency.[10]

 Individual learning is the smallest community at which learning can occur. An individual
learns new skills or ideas, and their productivity at work may increase as they gain expertise.
The individual can decide whether or not to share their knowledge with the rest of the group. If
the individual leaves the group and doesn't share their knowledge before leaving, the group
loses this knowledge.[11
 Group learning is the next largest community [13] there are conflicting definitions of group
learning among researchers studying it. One belief is that group learning is a process in which a
group takes action, gets feedback, and uses this feedback to modify their future action.
[14]
 Another belief is that group learning happens when a member shares their individual
knowledge with other group members. Others have suggested that group learning is primarily a
process of error detection and correction [15] or that group learning is primarily about the
processes of interpretation and integration.
 Organizational learning is the way in which an organization creates and organizes knowledge
relating to their functions and culture. Organizational learning happens in all of the
organization's activities, and it happens in different speeds. The goal of organizational learning
is to successfully adapt to changing environments, to adjust under uncertain conditions, and to
increase efficiency.[19]
 Interorganizational learning is the way in which different organizations in an alliance

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 collaborate, share knowledge, and learn from one another. An organization is able to improve
its "processes and products by integrating new insights and knowledge" from another
organization.[20] By learning from another organization, an organization is able to cut time costs,
decrease the risks associated with problem solving, and learn faster. Learning from another
organization can mean either applying the same ideas used by that organization or modifying
these ideas, thereby creating innovation. [20

Question 5

List and briefly describe four (4) legislative requirements that relate to typical workplace
procedures.

Legislative requirement Brief description

Question 6

List five (5) sources of reliable information that are relevant to typical workplace
procedures.

In business, there are countless types of information including:

• Customer and employee information
• Emails, mail, and faxes
• Charts and graphs
• Monthly financial reports
• Signs directing customers to a particular location
• Procedures
• Pictures and diagrams
• Industry-specific
• Demographic information about customer preferences and trends

There are three basic types of information that managers need:

Strategic Information

This information can help senior managers make long-range 'big picture' decisions. For example:
 Opening a new branch
 Changing the structure of operations

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 Tactical Information

This information can help middle managers make decisions that may include:
 Using new marketing tools
 Setting different productivity goals
 Changing working hours to be more flexible

Operational Information

This information is used by Team Leaders and teams to make decisions including:
 Arraning more people on the evening shifts
 Steps to improve performance on the floor

Information comes from a variety of sources, formal and informal.

Formal sources

Formal sources of information can come from within or outside the organization and include:

Internal

Computer systems (human resource, accounting, clients, inventory, purchasing)

Staff records

Accounting records

Annual reports

Long-range planning records

Company reports

Business documents (letters, minutes of meetings)

External

Professional journals

Books

Surveys

Industry or government reports

Informal sources

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 Information from informal sources can include conversations with colleagues at lunch or from
friends or other associates external to your company

Within Customer Contact Centres, you can obtain information from:

Automatic Call Distributor (ACD) reports

Other system reports

Call monitoring checklists

Customers

Email

Human Resources department

Budgets

Marketing department

Company intranet

Staff memos

Company newsletters

Attending meetings

Your manager

Your team

Colleagues

Question 7

Outline two (2) industry’s best practice approaches to teaching critical and creative
thinking methods? Outline two (2).

(30-50 words/best practice)

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 Best practice Outline
Inquiry-based model where students are presented with sets of
questions to answer and come up with effective solution
Presented with case presentation to identify patient problems
or find a focus problem then solve the identified problems
based on facts, research and scientific principles

Question 8

How can you effectively lead a team of individuals to develop critical and creative
thinking?

(50-100 words)

 Active listening- that’s how we learn to know the root of the problem
 Active involvement of the team
 Listening to feedback
 Brainstorming/regular meeting
 Data analysis
 Identify the problem
 Setting objectives
 Internal training
 Set priorities
 Adapt critical thinking frameworks or model.

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