BSBCRT511 - V1.0 - Student Guide - ADLM.v1.0

STUDENT
GUIDE
BSBCRT511
DEVELOP CRITICAL
THINKING IN OTHERS
Student Guide – BSBCRT511 Develop critical thinking in others | Page 1 of 39
V1.0: March 2021, Approved: QAC
International College of Tasmania Pty Ltd trading as: TasCollege
RTO Code: 45352 | CRICOS Code: 03683K
BSB60420 Advanced Diploma of Leadership and Management
Contents
Overview 6
Topic 1: Assessing critical thinking skills in others 7
Topic 2: Training others in creative thinking 23
Topic 3: Developing others through application 32

Unit Summary
This unit describes the skills and knowledge required to develop critical and creative
thinking skills in others within a workplace context.
The unit applies to individuals who are developing and coaching others, for whom
critical thinking skills (including analysis, synthesis, and evaluation) are an important
part of their job roles. This unit applies to individuals who are typically responsible for
leading teams.
No licensing, legislative or certification requirements apply to this unit at the time of
publication.
Elements and Performance Criteria
ELEMENT PERFORMANCE CRITERIA
Elements describe Performance criteria describe the performance needed

the essential to demonstrate achievement of the element.
outcomes.
1. Assess individual 1.1 Research models of critical and creative thinking

and team critical 1.2 Develop questions to identify individual and team
and creative knowledge gaps
thinking skills 1.3 Facilitate formal and informal learning opportunities
for addressing identified gaps
1.4 Articulate key features of critical and creative
thinking concepts to relevant personnel
2. Establish an 2.1 Analyse current organisational systems to identify
environment that gaps or barriers to critical thinking
encourages the 2.2 Develop processes that create a safe environment
application of for critical and creative thinking approaches
critical and 2.3 Facilitate opportunities for team members to apply
creative thinking critical thinking skills to workplace problems
2.4 Provide feedback to team members on
performance of tasks

ELEMENT PERFORMANCE CRITERIA
3. Monitor and 3.1 Collect and analyse feedback from individuals and
improve thinking teams on critical and creative thinking opportunities
practices 3.2 Identify additional support required for teams and
individuals
3.3 Develop recommendations for improvements in
future learning arrangements according to relevant
legislation and organisation policies
Foundation Skills
This section describes those language, literacy, numeracy and employment skills that
are essential to performance but not explicit in the performance criteria.
Skill Description
Learning  Transfers skills and knowledge to a variety of team

development contexts
 Evaluates own performance and outcomes of learning
processes to identify opportunities for improvement
Oral  Identifies and articulates ideas and requirements

communication clearly and persuasively using techniques appropriate
to audience and environment
 Participates in a verbal exchange of ideas and elicits
the views and opinions of others by listening and
questioning
Reading  Researches, analyses and evaluates textual

information, from a wide range of sources, to identify
information relevant to systems that support critical
thinking and learning
Writing  Develops complex strategies using language and

format appropriate to the audience and purpose
Teamwork  Looks for ways of establishing connections and building

genuine understanding with a diverse range of people

Skill Description
 Uses inclusive and collaborative techniques to
negotiate, influence and elicit the views and opinions
of a wide range of stakeholders
Initiative and  Identifies implications of legal and regulatory

enterprise responsibilities on own work
Planning and  Accepts responsibility for planning and implementing

organising systems and strategies to achieve organisational goals,
negotiating key aspects with others
 Adheres to implicit and explicit organisational policies
and procedures, seeking advice from others if
necessary

Overview
The Student Guide should be used in conjunction with the recommended reading
and any further course notes or activities given by the trainer/assessor.
Application of the unit

This unit describes the skills and knowledge required to develop critical and creative
thinking skills in others within a workplace context.
The unit applies to individuals who are developing and coaching others, for whom
critical thinking skills (including analysis, synthesis, and evaluation) are an important
part of their job roles. This unit applies to individuals who are typically responsible for
leading teams.
No licensing, legislative or certification requirements apply to this unit at the time of
publication.
Learning goals
Learning goals include:
 You understand critical and creative thinking concepts and models to assess the
critical thinking skills of individuals and teams.
 You establish an environment that encourages the application of critical and
creative thinking by developing processes and facilitating formal and informal
learning opportunities.
 You monitor and improve creative thinking practices through review of your own
and other’s performance.

Topic 1: Assessing critical thinking skills in others
We all make decisions and solve problems each day – in both our personal lives and
workplaces. Some decisions are quick and easy to make. Perhaps the problem you
encounter is a familiar one that has a tried and tested solution. However, often times
the solution to your problem is not straight forward and the decision you must make
requires more than your intuition.
Being able to think critically about an issue, decision or problem will help
you and others arrive at the best solution or decision possible. It may even
result in innovation.
Did you know that critical thinking is a skill and can be learned and practised? In fact,
critical thinking is one of the most valued attributes employers consider when deciding
whether to employ or promote a candidate. It is also listed as one of the most
important skills required for jobs of the future.
Whether you’re a manager, supervisor, entrepreneur or an employee you can make
meaningful, innovative and competitive contributions to your workplace by thinking
critically yourself and helping others do the same.
As you develop and coach others in the workplace it’s important to assess their critical
thinking ability, facilitate learning to address any gaps that may exist in their skill set
and provide opportunities to apply what they’ve learnt.
This topic addresses issues related to assessing the critical thinking skills of others.

Figure 1: Learning cycle – topic 1
As part of this topic, you will be required to conduct research.
Activity: Discuss
Before we start investigating critical thinking in more detail,

discuss different ways you can do research and the importance
of using a wide range of information sources. If you’re unsure of
how to reference your sources, ask for help. Your trainer will
facilitate a discussion to consolidate your findings.
Characteristics of critical thinking

As a start, let’s make sure you understand what critical thinking involves and how it
can be used in the workplace.
Critical thinking is when you deliberately and systematically think about a

problem, situation or decision.

Activity: Watch
Watch the following video on critical thinking.

Video:
https://www.youtube.com/watch?time_continue=122&v=HnJ1bqXUnIM&
feature=emb_logo (02:30)
Take notes and keep them for future reference.
As a critical thinker:
 you take other’s opinions and perspectives into account
 you use a variety of information sources
 you set aside any of your own personal opinions and biases
 you are able to separate fact from fiction
 you show empathy and creativity
 you use foresight to consider the impact of your decision on the people and things
around you.
Critical thinking, like communication and teamwork, is a soft skill that is difficult to
measure or prove. Even so, there are certain general characteristics associated with
someone who thinks critically.
At work, critical thinking helps individuals and teams approach

unexpected problems or unfamiliar situations with confidence and make
the best decisions possible.
Activity: Reflect
Have you experienced critical thinking in a work or team

environment?
Why is it important to help others develop their critical thinking
skills?

Image by Tim Gouw on Pexels
Activity: Read
Read the following blog posts that list examples of where critical
thinking can be used in the workplace.
Blog 1: https://www.insightassessment.com/blog/18-examples-
of-using-critical-thinking-in-business
Blog 2: https://credentials.deakin.edu.au/4-examples-of-critical-
thinking-that-show-its-importance/
Take notes to summarise what you have read and keep them for
future reference.

Activity: Read
The article below provides a real example of how critical

thinking is vital in the workplace. This particular situation shows
how critical thinking was necessary the distribution of a potential
Pfizer vaccine for COVD-19. Read it and reflect on the many
ways critical thinking formed part of the innovation process.
Article: https://www.abc.net.au/news/2020-11-11/coronavirus-
pfizer-vaccine-eskies/12871888
As you seek to address and improve the critical thinking skills of individuals and teams
at work, always keep the benefits in mind to motivate and direct your efforts. It’s also
helpful to reflect on the consequences of neglecting critical thinking.
Activity: Brainstorm
Refer to the article about Pzifer’s vaccine distribution solution. In

a group:
 discuss how critical thinking benefitted Pfizer and what may
have happened if they neglected to think critically.
 brainstorm general benefits of critical thinking as well as any
potential consequences for neglecting critical thinking at
work.
Your trainer will facilitate a larger group discussion to create a
comprehensive list of benefits and consequences.
Models of critical and creative thinking
Critical thinking is a process that requires creativity.
Oftentimes innovation (a new idea, thought or imagination in form of a product,

device or method) occurs when creativity and critical thinking are combined.

Activity: Discuss
At first glance, critical thinking and creativity seem counter-

intuitive.
In a small group, discuss the relationship between creativity and
critical thinking.
Your trainer will facilitate a larger group discussion to summarise
the outcomes of your smaller group discussion.
Activity: Read
Read the article about the origins of FedEx.

Article: https://www.logomaker.com/blog/2013/05/20/8-quotes-
for-small-business-from-fred-w-smith/
Activity: Practical
Work together in small groups to discuss the article and answer

the following questions:
1. What innovative idea did Frederick Smith develop?
2. How does FedEx illustrate the link between creativity and
critical thinking?
Discuss your answers with another small group to compare your
ideas.
Various models have been developed to guide and explain critical and creative
thinking in a way that makes them an integral part of life.

Activity: Read
Read the articles explaining various creativity and critical thinking

models.
Article 1: http://www.directedcreativity.com/pages/WPModels.html
Article 2: https://hbr.org/2019/10/a-short-guide-to-building-your-
teams-critical-thinking-skills
Article 3:
https://louisville.edu/ideastoaction/about/criticalthinking/framework
Article 4: http://blogs.oregonstate.edu/wicnews/2017/11/29/critical-
thinking-multiple-models-teaching-learning/
Activity: Research and discuss
Choose one creative or critical thinking model (either one of the

examples from the articles above, or a different model you’ve
identified yourself).
Research the model including:
 a description of the model
 an example showing how the model can be applied in the
workplace.
Summarise your research and then present it to a small group.
Each group member will have a turn to present their research to
each other. Take notes and keep them for future reference.

Critical thinking concepts

From your research, you will have discovered a number of features common to all
models.
Activity: Discuss
As a group, discuss which features of critical and creative

thinking were found across a range of models.
Regardless of the model or approach you follow as you develop critical

thinking skills in yourself and others, general tips to help you along the way
include:
 keep your goal in mind
 follow a process
 take time
 identify your biases
 assess the facts of all available information
 don’t be afraid to ask questions or to request feedback
 think of as many ‘out-of-the box’ solutions as possible (don’t neglect
the obvious ones)
 always consider the consequences of each decision or solution.
Critical thinking requires the application of a range of skills, including analysis,

interpretation, reasoning, synthesis and evaluation.

Activity: Define
Do research to define the terms as they apply to critical thinking

in a workplace context:
 analysis
 interpretation
 reasoning
 synthesis
 evaluation.
The table below looks at the features of the above-mentioned skills in more detail
and lists tool techniques associated with the skills. As you explore the table, keep your
specific workplace or industry of interest in mind. Not all skills/tools are applicable to
all workplaces.
Skill Description Tools/techniques
Analysis Analysis breaks the  Gap analysis

issue/decision/problem  Pareto principle
into different parts,
considers how they  Cause-effect diagrams
relate to one another  SWOT analysis
and identifies any
 Benchmarking
further actions that may
be required.  Financial analysis
Interpretatio Interpretation uses the  Qualitative data interpretation

n results of analysis to  Quantitative data interpretation
form a view/
understanding/conclusi  Statistical modelling
on of the situation.  Surveys

Skill Description Tools/techniques
 Graphical representation
Reasoning Reasoning outlines  Flow charts

clarity of thought and  Case comparison
rationale as you
navigate information.
Synthesis Synthesis looks at the  Questioning

similarities, differences  Inferring
and connections
between a range of
information sources and
then combines them to
make new ideas,
solutions or alternatives.
Evaluation Evaluation tests  CRAAP test

ideas/information for (currency, relevance, authority, accur
truth, relevancy and acy, and purpose)
accuracy.  Spectrum of authority
Table 1: Features of critical thinking skills
ntinuous improvement methods
Activity: Reflect
Are there any specific tools/techniques relevant to your field of

interest or workplace?

Activity: Read
For more information on the various techniques applicable to

critical thinking for specific workplace and industry situations,
read the articles below:
Article 1: https://managementmania.com/en/analyses-
analytical-techniques
Article 2: https://www.formpl.us/blog/data-interpretation
Article 3: https://courses.lumenlearning.com/austincc-
learningframeworks/chapter/chapter-7-critical-thinking-and-
evaluating-information/
Article 4: https://www.reasoninglab.com/steps/
Activity: Research and discuss
Choose one of the critical thinking skills from this section (e.g.
analysis). Do research to further summarise the skill as it relates to
critical thinking and provide an example to show how one
technique related to the skill (e.g. gap analysis) can be applied
to a work situation.
Share your research with a larger group in an appropriate
format e.g. video link (your trainer will provide more information).
Take notes from the research shared by other students.

Image by Startup Stock Photos on Pexels
Assessing critical thinking in the workplace

As you seek to develop critical thinking in others, start by identifying knowledge gaps
for individuals and teams. Remember that no one thinks critically 100% of the time.
Make sure you engage with the individuals in your team and make an effort
genuinely understand their backgrounds, opinions and views.
One way to identify limitations or areas needing improvement is to ask targeted
questions.
Activity: Read
Read the article on “5 Whys”.

Article:
https://www.mindtools.com/pages/article/newTMC_5W.htm

Activity: Practical
In small groups, take turns to assess each other’s critical thinking

gaps using five “why” questions. Remember that the answer to
the first “why” question determines in the second “why”
question.
Knowledge gaps related to critical thinking cover a broad range of issues, but may
include:
 the poor use of analytical tools/techniques
 staff are unaware of the range of information sources available
 individuals lack meaningful relationships with stakeholders
 makes conclusion without considering all perspectives (i.e. synthesis trouble)
 individuals allow bias to cloud their decisions.
Work together in small groups to brainstorm:

 a few more examples of potential critical thinking
knowledge gaps
 collaborative and inclusive ways to engage with a diverse
team.
Take notes to summarise what you have read and keep them for
future reference.
Almost all processes and programs in an organisation are guided by

organisational systems and underpinned by legislation, strategy, policies
and procedures and available resources.

Any assessment of critical thinking within a team or for individuals at work must:
 adhere to legislative requirements
 support the organisation’s strategy and objectives
 follow existing policies and procedures
 use available/assigned resources.
The information you obtain from legislation, policies and procedures and discussion
with stakeholders will help you calculate the resources you require to develop critical
thinking in others. Resources may include internal staff, external consultants/advisors,
technology and finances.
Legislative requirements
Legislation and organisational policies/procedures are put in place to make sure
everyone is as safe as possible and to ensure a successful outcome for the business or
organisation. Workplace problems often occur due to a deviation from legislative
and/or organisation policy/procedure frameworks.
You need to identify any legislative obligations as well as existing

organisational policies and procedures applicable to critical thinking and
workplace assessment and training.
Activity: Research
Research legislation relevant to your workplace or industry of

interest (such as mining, manufacturing, transport, building,
education or health) that may be associated with critical
thinking and training processes. You may consider:
 Corporations Act
 Workplace Health and Safety Acts (industry specific)
 Privacy Acts
 Corporate governance legislation

 Chain of responsibility legislation

 Employment practises legislation
 Reporting and compliance legislation
 Natural justice and procedural fairness
Organisational requirements
Organisational policies and procedures often reflect legislative requirements and are
used to implement strategy and objectives (i.e. the organisation’s views on critical
thinking will be reflected in the policies and procedures).
Activity: Explore
Explore a few of the policies on the website below and identify

how they address critical thinking and/or training.
Website: https://www.csusb.edu/policies
Activity: Develop
Assume you are a manager and have noticed a lack of critical

thinking in the team you lead. Select any industry and job role
applicable to your current work situation or area of interest and
use what you’ve learnt in this section to:
1. Develop a set of questions to assess individual and team
critical and creative thinking skills.
2. Establish any legislative requirements regarding creative
thinking and/or training/application.
3. Identify any policies and procedures that may impact how
you approach the development of critical thinking in your
team.

4. List resources that may be required as you develop critical

thinking in others.
Image by Pixabay on Pexels

Topic 2: Training others in creative thinking
The effective use of creative and critical thinking in the workplace

requires a supportive environment.
This topic focuses on developing critical thinking in others through training,

application and the establishment of appropriate organisational systems.
Organisational barriers to critical thinking

Sometimes, the strategy or objectives of an organisation are of such a nature that
they create gaps or barriers to critical thinking.

Activity: Reflect
Have you ever experienced a situation where your own

creativity and critical thinking has been impeded by policies,
procedures or your superiors?
Are there any systems in your workplace or place of study that
create barriers to critical thinking?
Activity: Read
Read the articles that discuss organisational barriers to critical

thinking.
Article 1 (in particular paragraph 2.3):
https://www.researchgate.net/profile/Jose_Vargas-
Hernandez/publication/267233547_Critical_Thinking_in_the_
Workplace_Characteristics_and_Some_Assessment_Tests/links/
582c2c3708ae004f74afdda6.pdf
Article 2: https://www.marketing91.com/barriers-to-critical-
thinking/
Activity: Discuss
In a group, discuss how organisational systems may create gaps

and barriers to critical and creative thinking. By the end of the
discussion, you should have a comprehensive list applicable to a
variety of industries.

Activity: Practical
Think back to the article you read in topic 1 about FedEx.

(https://www.logomaker.com/blog/2013/05/20/8-quotes-for-
small-business-from-fred-w-smith/).
List any institutional/organisational barriers to Frederick Smith’s
creative and critical thinking.
Creating an encouraging environment

It’s not enough to simply eliminate organisational barriers to critical thinking.
Activity: Reflect
Reflect on the quote:

“A good example is twice the value of good advice” (Albert
Schweitzer).
How does this quote apply to leaders as they support and
develop critical thinking in the workplace?
To develop critical thinking in others, you are required to actively create an

encouraging environment to facilitate critical and creative thinking.
A supportive environment includes:
 appreciation of differences
 openness to new ideas
 diverse contributions
 time to reflect
 open and transparent communication
 psychological safety for all employees.

We’ve already seen that organisational policies and procedures implement the
organisation’s strategy and guide staff on how to act.
As you seek to develop critical thinking in others, ensure that processes

are developed to provide a supportive environment.
Examples of such processes include:

 detailed project scheduling  creative communication
methods
 regular team meetings
 diverse teams
 templates that guide critical
thinking processes  team building exercises
 individual and team training  experimentation
 regular informal feedback  information collection and
transfer
In a group, brainstorm more examples of processes that support

critical thinking. By the end of the discussion, you should have a
comprehensive list applicable to a variety of industries.
Activity: Read
Read the article on why Google is consistently voted one of the

best companies to work for:
Article:
https://www.investopedia.com/articles/investing/060315/top-10-
reasons-work-google.asp

Activity: Practical
List the processes Google have put in place to facilitate critical

and creative thinking.
You may recall that critical thinkers make decisions based on information from a
variety of sources. As you seek to develop processes that support critical thinking,
make sure you source relevant information from a variety of sources too (and don’t
forget to establish fact from fiction). This may include:
 staff member contribution (e.g. what do the staff

members suggest and request?)
 best practice examples (e.g. who is leading
innovation in your industry?)
 legislative/organisational requirements (e.g. does
safety compliance legislation dictate how things
are done?)
 best practice standards (e.g. are there any ISO
standards applicable to analysis?)
 client/customer input (e.g. how do we best serve our customers to meet market
demand and need?)
Image by Fauxels on Pexels

Facilitating learning opportunities

Learning in the workplace can take place both formally and informally.
Activity: Reflect
Reflect back to the research you did on legislation (in topic 1).
What are the legislative requirements for workplace training?
Formal learning opportunities that may take place at work are explained in the
table below.
Formal learning Description

opportunity
Online training courses These can take place at any time using a
range of desktop or hand-help devices. Often
staff can access the course at a time
convenient to them and demonstrate
competency through an online quiz at the
end of the course.
E.g. online training course for staff to
understand child safety requirements and
legislation
Face-to-face workshops These take place at a designated venue and

time and is usually for two or more people.
Face-to-face workshops can be facilitated by
an external consultant or internally by other
staff members.
E.g. group training session for finance team to
learn how to graphically represent information.

Formal learning Description

opportunity
Team meetings These may be regular or once-off occurrences

where feedback is used as an opportunity for
learning.
E.g. asking a team member to present a
particular piece of work they completed well.
Summary emails requiring These are usually used when the learning
response content is important but brief. An email
summarise the content and staff are required
to acknowledge that they’ve read the email.
E.g. New legislative requirement relating to
workplace safety.
Professional development This is industry specific and required to

maintain professional registrations.
E.g. attending a breakfast with a guest
speaker summarising Federal budget changes.
Table 2: Formal learning opportunities
ntinuous improvement methods

Activity: Read
Read the article on informal learning opportunities at work:

Article: https://www.skillshub.com/informal-learning-examples/
Organisations should frequently consider and review the best industry

relevant training practices on critical and creative thinking methods (the
concept of “best practice” refers to good practices that have been
proven to achieve successful results).

This is particularly necessary considering how quickly the use of technology is

evolving.
Activity: Read
Read the articles on workplace learning and teaching critical

thinking:
Article 1: https://elearningindustry.com/how-choose-training-
methods-for-employees
Article 2:
https://www.ncver.edu.au/__data/assets/file/0016/5632/cp0207.pdf
Article 3: https://www.mindtools.com/mnemlsty.html
Article 4: https://wabisabilearning.com/blogs/critical-
thinking/teaching-critical-thinking-skills
Activity: Practical
Think back to the critical thinking skills and associated

techniques (analysis, interpretation, reasoning, synthesis,
evaluation) you learnt about in Topic 1.
Use the information from the articles you’ve just read (as well as
any other relevant information from this course) to select the
best ways to provide instruction for each of the skills.
Compare your work with another student and discuss any
differences you have (remember that critical thinking values
differences in perspectives!).
Your trainer will facilitate a group discussion to create a
comprehensive list of best practices.

Activity: Develop
Assume you are a manager and have noticed a lack of critical

thinking in the team you lead. Select any industry and job role
applicable to your current work situation or area of interest and
use what you’ve learnt in this section to:
1. Choose two appropriate methods for critical thinking
instruction (one informal opportunity and one formal
opportunity).
2. Use each method to articulate critical and creative thinking
concepts to team members (e.g. by PowerPoint
presentation, roleplaying a team meeting or drafting an
email).
3. Develop two processes relevant to your chosen industry and
job role that will provide our team with a safe critical and
creative thinking environment.
4. List the resources required to implement the developed
processes.

Topic 3: Developing others through application
Activity: Reflect
How have you used critical thinking skills in this course so far?
“Knowledge is of no use unless you put it into practice.” - Anton Chekhov.
This topic focuses on how to provide opportunities for individuals and teams to
apply critical thinking skills to workplace problems.

Applying critical thinking at work

Critical thinking may be used at work to complete existing, routine and non-routine
activities that form part of a job description (for example, performing cash flow
analysis prior to budget discussions).
It can also be applied to solve problems (both the simple and hard ones).
Activity: Read
One popular way to address problems using critical and

creative thinking is to host a “hack-a-thon”. Read the articles
below for more information:
Article 1:
https://www.apa.org/science/about/psa/2020/03/hackathon
Article 2: https://blog.bizzabo.com/hackathon-ideas
Think back to topic 1 where we explored the characteristics of critical thinking. The
table below provides ideas on how to apply these characteristics at work.
Characteristics Application
Take other’s opinions and  Team meetings where everyone feels

perspectives into safe to contribute
account  Round-table discussions
 Suggestion box
 Informal feedback
 Surveys (internal and external)
Use a variety of  Develop positive stakeholder relationships

information sources  Templates
 Appropriate data access

Set aside any of your own  Disclosure requirements

personal opinions and  Debating sessions
biases and show
empathy
Show creativity  Suggestion box

 Brainstorming sessions
 Workplace competitions
 Hackathons
Foresight to consider the  Built into templates

impact of your decision  Exposure to a range of environments (e.g.
on the people and things visit to aged-care facility).
around you
Table 3: Applying critical thinking characteristics
Brainstorm other ways to provide employees with an opportunity

to apply critical thinking to solve workplace problems. As you
brainstorm, consider the skills required for critical thinking
(analysis, interpretation, reasoning, synthesis and evaluation).
Sometimes workplace problems can be so complex they are highly resistant to

resolution. These issues have been collectively named ‘wicked’ problems. The term
‘wicked’ in this context does not mean evil, but rather highlights the complexity of
the issue.
It’s very hard to solve wicked problems. Some even say these are
problems that cannot be successfully or completely solved, so think
carefully before asking your team to address a wicked problem.

Examples of wicked problems include:

 balancing community safety with individual privacy
 the potential for mass unemployment once robotics and artificial intelligence
(AI) become pervasive
 protecting religious freedom and freedom of speech
 maintaining reliable, secure and affordable electricity while meeting emissions
reductions targets
 balancing Australia’s commercial and political interests between China and the
USA
 food sustainability.
Activity: Practical
Work together in small groups to complete the tasks below. If

possible, form a group with people who have a similar job to you
or are interested in the same industry.
1. Write a list of:
a. at least three tasks applicable to your workplace, or
industry of interest that use critical thinking (think back to
topic 1 when you read the bog posts providing examples
of where critical thinking can be applied at work).
b. at least three workplace problems relevant to your
workplace or industry of interest.
2. For each of the tasks, state how you can provide
opportunities for team members to apply critical thinking
(use what you’ve learnt so far in this course to help you
answer and be creative!).
3. Present your work to the larger group and seek feedback.

Reviewing team performance
Workplaces need timely, accurate and constructive feedback in order to

succeed.
Provide constructive feedback to team members on their use of critical thinking as

they perform given tasks. They can use the feedback to improve on future critical
thinking.
Feedback can be given informally (e.g. a quick discussion during lunch) or formally
(e.g. as part of a performance review). Whether its informal or formal, general
principles for clear feedback should be considered (see Figure 4).
• there must be no ambiguity. The message must not be open to various

Clear
interpretations.
Brief • it must be to the point without being curt or rude.
Targeted or • the communication needs to be crafted to suit the person or audience to

customised whom the message is sent.
Well-timed • communication has to be regular and provided in a timely manner.
• it should give the rationale for directions, instructions or information

Explanatory
provided.
• the communication should seek to encourage and enthuse employees,

Positive
where possible.
Figure 4: Clear communication
Activity: Read
Read the article on how to deliver effective feedback in the

workplace.
Article: https://hub.highspeedtraining.co.uk/feedback-in-the-
workplace/

Take notes and keep them for further reference.
Remember that as part of your feedback, identify any additional support required
by the team or individual.
Activity: Practical
Work together with another student.

1. Read through the work your partner completed in the
“develop” activity previously in this topic (articulating critical
and creative thinking concepts and developing processes to
support critical thinking).
2. Using the suggestions for constructive feedback provided
above, give feedback to your partner.
As part of your interaction with your team, it’s important that you continuously look
for ways to establish connections and genuinely understand their needs, strengths,
weaknesses and potential.
Reviewing own performance

An easy way to measure the success of your efforts to develop critical thinking in
others is to ask for feedback yourself.
Activity: Reflect
Reflect on the work you’ve done in this course and any

feedback you’ve received.
What did you do well?
What can you improve on?

Brainstorm as many ways you can think of to collect feedback

from individuals and teams on the creative thinking opportunities
you’ve provided.
It’s important to consider all feedback.
Analyse it (for relevancy, accuracy and adherence to legislation and organisational

policies) and develop recommendations for improvements in future learning
arrangements.
As you develop recommendations, collaborate and negotiate

remembering that your ultimate goal is to develop critical thinking in
others.
Activity: Reflect
What do you think of when you hear the word “negotiation”?
Activity: Watch
Watch the video showing a negotiation scene.

Video: https://www.youtube.com/watch?v=0CdixDzE7I0 (01:00)

Activity: Discuss
As a group, discuss how the video you’ve just watched is similar

AND dissimilar to workplace negotiation.
Activity: Read
Read the articles on negotiation skills and techniques:

Article 1: https://www.skillsyouneed.com/ips/negotiation.html
Article 2: https://www.pon.harvard.edu/daily/negotiation-skills-
daily/top-10-negotiation-skills/
Activity: Develop
Use any feedback you have received as part of the course to

develop recommendations for improvements to your work (e.g.
for the practical or develop activities).
As you develop recommendations, meet with at least one
person who provided you with feedback and practice
negotiating the outcomes.


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STUDENT

Student Guide – BSBCRT511 Develop critical thinking in others | Page 2 of 39

Elements and Performance Criteria

ELEMENT PERFORMANCE CRITERIA

Elements describe Performance criteria describe the performance needed

1. Assess individual 1.1 Research models of critical and creative thinking

Student Guide – BSBCRT511 Develop critical thinking in others | Page 3 of 39

ELEMENT PERFORMANCE CRITERIA

Learning  Transfers skills and knowledge to a variety of team

Oral  Identifies and articulates ideas and requirements

Reading  Researches, analyses and evaluates textual

Writing  Develops complex strategies using language and

Teamwork  Looks for ways of establishing connections and building

Student Guide – BSBCRT511 Develop critical thinking in others | Page 4 of 39

Initiative and  Identifies implications of legal and regulatory

Planning and  Accepts responsibility for planning and implementing

Student Guide – BSBCRT511 Develop critical thinking in others | Page 5 of 39

Application of the unit

Student Guide – BSBCRT511 Develop critical thinking in others | Page 6 of 39

Topic 1: Assessing critical thinking skills in others

Student Guide – BSBCRT511 Develop critical thinking in others | Page 7 of 39

Figure 1: Learning cycle – topic 1

As part of this topic, you will be required to conduct research.

Before we start investigating critical thinking in more detail,

Characteristics of critical thinking

Critical thinking is when you deliberately and systematically think about a

Student Guide – BSBCRT511 Develop critical thinking in others | Page 8 of 39

Watch the following video on critical thinking.

At work, critical thinking helps individuals and teams approach

Have you experienced critical thinking in a work or team

Student Guide – BSBCRT511 Develop critical thinking in others | Page 9 of 39

Image by Tim Gouw on Pexels

Student Guide – BSBCRT511 Develop critical thinking in others | Page 10 of 39

The article below provides a real example of how critical

Refer to the article about Pzifer’s vaccine distribution solution. In

Models of critical and creative thinking

Critical thinking is a process that requires creativity.

Oftentimes innovation (a new idea, thought or imagination in form of a product,

Student Guide – BSBCRT511 Develop critical thinking in others | Page 11 of 39

At first glance, critical thinking and creativity seem counter-

Read the article about the origins of FedEx.

Work together in small groups to discuss the article and answer

Student Guide – BSBCRT511 Develop critical thinking in others | Page 12 of 39

Read the articles explaining various creativity and critical thinking

Activity: Research and discuss

Choose one creative or critical thinking model (either one of the

Student Guide – BSBCRT511 Develop critical thinking in others | Page 13 of 39

Critical thinking concepts

As a group, discuss which features of critical and creative

Regardless of the model or approach you follow as you develop critical

Critical thinking requires the application of a range of skills, including analysis,

Student Guide – BSBCRT511 Develop critical thinking in others | Page 14 of 39

Do research to define the terms as they apply to critical thinking

Skill Description Tools/techniques

Analysis Analysis breaks the  Gap analysis

Interpretatio Interpretation uses the  Qualitative data interpretation

Student Guide – BSBCRT511 Develop critical thinking in others | Page 15 of 39

Skill Description Tools/techniques

Reasoning Reasoning outlines  Flow charts

Synthesis Synthesis looks at the  Questioning

Evaluation Evaluation tests  CRAAP test

Table 1: Features of critical thinking skills

ntinuous improvement methods