2 BSBCRT511 Develop Critical Thinking in Others 1 PDF

Develop critical thinking
in others
BSBCRT511
Develop critical thinking in others
Application
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.
Pre-requisite Unit
NIL
Competency Field
NIL
Unit Sector
Critical Thinking & Problem Solving – Critical Thinking
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Table of Contents
1 Understand critical thinking ....................................................................... 1
1.1 Introduction to critical thinking............................................................................ 1
1.1.1 Critical thinking process ............................................................................................... 1
1.2 Benefits and importance of critical thinking ...................................................... 3

1.2.1 Importance of critical thinking ................................................................................... 4
1.3 Develop critical thinking in others ....................................................................... 5

1.4 Relevant legislation .............................................................................................. 7
1.4.1 Anti-discrimination legislation ..................................................................................... 7
1.4.2 Fair Work Act 2009 ........................................................................................................ 8
1.4.3 Work health and safety (WHS) legislation ................................................................. 8
2 Assess individual and team critical and creative thinking skills ........... 12
2.1 Models of critical and creative thinking ........................................................... 12
2.1.1 Agile thinking .............................................................................................................. 12
2.1.2 Blue sky thinking .......................................................................................................... 13
2.1.3 Creative problem solving .......................................................................................... 14
2.1.4 Design thinking............................................................................................................ 15
2.1.5 Lateral thinking ........................................................................................................... 16
2.1.6 Systems thinking .......................................................................................................... 17
2.2 Develop questions to identify individual and team knowledge gaps........... 18

2.2.1 Conducting a skill gap analysis ................................................................................ 18
2.2.2 Questions to identify individual and team knowledge gaps ............................... 21
2.3 Facilitate formal and informal learning opportunities ..................................... 22

2.3.1 Formal learning opportunities ................................................................................... 22
2.3.2 Informal learning opportunities................................................................................. 24
2.4 Articulate key features of critical and creative thinking concepts to relevant
personnel ..................................................................................................................... 28
2.4.1 Key features of critical and creative thinking concepts ....................................... 28
2.4.2 Communicate key features to relevant personnel ................................................ 30
3 Establish an environment for critical and creative thinking ................. 35

3.1 Analyse current organisational systems............................................................ 35
3.1.1 Sources of reliable information on workplace procedures................................... 35
3.1.2 Existing workplace objectives, processes and resources ...................................... 38
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3.1.3 Gaps or barriers to critical thinking .......................................................................... 42
3.2 Develop processes to create a safe environment .......................................... 43

3.2.1 Features of industry best practice towards creative and critical thinking .......... 43
3.2.2 Characteristics of organisational learning environments...................................... 45
3.3 Facilitate opportunities for team members ...................................................... 46

3.4 Provide feedback to team members ............................................................... 48
3.4.1 Strategies to provide effective feedback ............................................................... 48
3.4.2 Types of feedback ..................................................................................................... 49

3.4.3 Feedback models ...................................................................................................... 50
4 Monitor and improve thinking practices ................................................ 56

4.1 Collect and analyse feedback on creative and critical thinking
opportunities ................................................................................................................ 56
4.1.1 Collect feedback ....................................................................................................... 56
4.1.2 Methods to collect feedback .................................................................................. 57
4.1.3 Analyse feedback on creative and critical thinking opportunities ..................... 58
4.2 Identify additional support required for teams and individuals ..................... 59
4.2.1 Lead team and individuals to develop critical and creative thinking skills ........ 60
4.3 Develop recommendations for improvements in future learning

arrangement ............................................................................................................... 61
4.3.1 Recommendations for improvement ...................................................................... 61
5 References ................................................................................................ 64
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1 Understand critical thinking

Creative and critical thinking skills are essential for the success of the organisation. As
organisations are exposed to the risks of economic changes and technological
advancements, it requires employees with strong decision-making and problem-
solving skills to take organisation forward. Success of the organisation depends on
the ability of its employees to be successful in solving problems and making
decisions.
Figure 1: Critical thinking
The risks of poor decision-making and problem-solving can be reduced by hiring

strong critical thinking skills and by developing critical thinking in others.
1.1 Introduction to critical thinking
Critical thinking is the ability to think in an organised and rational manner in order to
understand the logical connection between the ideas. Critical thinking helps to
identify, analyse and solve problems systematically.
A person with critical thinking skills –
Understands links between the ideas
Determine relevance and importance of ideas
Approach the problem in a consistent and systematic way
Identify inconsistency
1.1.1 Critical thinking process
The process of critical thinking guides through a sequence of logical steps to expand
the range of perspectives, consider reasonable possibilities and identify solutions to
the problems without any bias.
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Figure 2: Critical thinking process
This can be achieved through the following steps –
a) Knowledge
The first step in the critical thinking process is to identify and gain knowledge about
the problem that needs to be solved. More knowledge about the problem can be
gained by asking questions. Questions are asked to identify the problem and the
reason behind solving the problem.
b) Comprehension
At this stage, data and facts are collected to understand the situation. Research
method is selected based on the problem, type of data available and the timelines
to solve the problem.
c) Application
At this step, a relationship is built between the information and resources to the main
problem.
d) Analyse
After building a relationship, the situation is analysed to identify the strong points,
weak points and challenges faced in the process of solving the problems. At this
stage, priorities are identified and analysed on how they can be addressed in the
solution.
e) Synthesis
After analysing the problem and considering the related information, decision is
made on solving the problem. At this stage, initial steps required to turn decisions into
actions, are implemented.
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f) Take action
At this stage, the results of critical thinking are turned into actions. If the decision is
with regards to a project or a team, an action plan is implemented and ensures that
solution is adopted and executed.
1.2 Benefits and importance of critical thinking
Critical thinking brings in the following benefits to the organisation –
Figure 3: Benefits of critical thinking
a) Maintain effective leadership
Critical thinking helps people involved in the management to comprehend different

situations in a better manner. It is a form of in-depth analysis and thus enables the
decision-makers to combine knowledge and research.
b) Teamwork advancement
Critical thinking involves everyone in the process of problem-solving and making

decisions. Critical thinking promotes teamwork and provides employees with a
chance to contribute to the progress and growth of the organisation. They enhance
tolerance with the team and develops a culture of teamwork.
c) Different approaches to problem solving
Critical thinking skills enables to be aware of different approaches to solve a

problem and the ability to evaluate the approaches systematically. It allows
employees to identify valuable approaches to solve the problem.
d) Improved communication
Critical thinking skills motivates employees to share their ideas without hesitation and
teaches to evaluate the ideas with evidence. Consistent and appropriate points
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that provide evidence of the new idea is essential for communicating the idea
effectively.
e) Resolve workplace conflicts
Critical thinking creates a culture that builds understanding among the team and
allows for self-reflection. While dealing with conflicts, critical thinking helps to make
decisions that are fair and beneficial to both the parties involved.
f) Time saving
Critical thinking helps to analyse and prioritise time and resources in a systematic
manner. It helps to analyse what is useful, what is not, what is urgent and what can
be postponed.
1.2.1 Importance of critical thinking
Critical thinking is important for the following reasons –
Figure 4: Importance of critical thinking
Critical thinking is a domain-general skill. These skills are very useful for the success
of the individual and helps to resolve complex problems.
Essential to solve problems related to technology, innovation and information,

effectively and quickly.
Helps to improve presentation skills and ability to comprehend.
Helps to generate new and creative ideas and analyse the effectiveness of the
ideas.
Provides tools for self-evaluation and self-reflection.
Critical thinking helps to establish opinions based on facts.
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1.3 Develop critical thinking in others
All employees may not be good at critical thinking skills. Most of the employees lack
critical thinking skills and most of the leaders are unaware about how to provide
instructions to the team and enhance their critical thinking skills.
Figure 5: Develop critical thinking in others
Leaders can develop critical thinking in others, by allowing the employees to

develop on the following skills –
a) Self-awareness
Develop the ability of the employees to think objectively about likes and dislikes,
understand personal preferences, strengths/ weaknesses. This enables employees to
understand why they approach specific situations with certain perspective.
Figure 6: Self-evaluation
b) Develop foresight
Make employees to consider how others might feel about a situation or a decision
made. Train them to determine all the possible outcomes of a situation, both positive
and negative and allow employees to predict how others react to their actions. This
helps to make right decisions.
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Figure 7: Develop foresight
c) Active listening
Active listening is fundamental for effective critical thinking. Train employees to listen
with concentration to what others are talking. Allow the employees to practice
empathy and focus on understanding the perspectives of others who are speaking.
Figure 8: Active listening
d) Questioning
Develop questioning skills among employees by allowing them to ask questions to

their self, and evaluate the information received. Questioning helps them to analyse
and evaluate the information received.
Figure 9: Questioning
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e) Evaluate existing evidence
Allow the employees to use previous experience and facts to make decisions.
Research, facts and previous experiences helps employees to develop more
applicable and effective solutions to the present problem.
Figure 10: Evaluate existing evidence
1.4 Relevant legislation
Ensure that process of developing critical thinking in others is consistent with the
relevant legislative requirements. Ensure to comply with the following legislations.
Figure 11: Legislation
1.4.1 Anti-discrimination legislation
Anti-discrimination legislation promotes that it is unlawful to discriminate on the basis

of number of protected attributes including age, disability, race, sex, marital status
race in some of the areas including education and employment.
1.4.1.1 Age Discrimination Act 2004
This act makes it unlawful to discriminate on the grounds of age in relation to certain
areas including work and providing benefits at workplace.
For more information, visit - https://www.legislation.gov.au/Details/C2020C00211

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1.4.1.2 Disability Discrimination Act 1992
This act explains that it is unlawful to discriminate on the ground of disability in the
areas of work, education and other specific areas. The main object of the act is to
ensure persons with disabilities have the same rights to equality before the law.
For more information, visit - Disability Discrimination Act 1992 (legislation.gov.au)
1.4.1.3 Racial Discrimination Act 1975
This act prohibits racial discrimination and offensive behaviour based on racial
hatred. It prohibits workplace discrimination based on race, colour, descent,
national or ethnic origin.
For more information, visit - https://www.legislation.gov.au/Details/C2016C00089
1.4.1.4 Sex Discrimination Act 1984
This act explains that it is unlawful to discriminate the employees based on their sex,
marital status, pregnancy or potential pregnancy. It also sets out laws against sexual
harassment and dismissal from work based in family duties.
For more information, visit - Sex Discrimination Act 1984 (legislation.gov.au)
1.4.2 Fair Work Act 2009
This Act provides the terms and conditions of employment and sets out rights and
responsibilities of employees, employers and employee organisations in relation to
that employment.
For more information, visit - Federal Register of Legislation - Australian Government
1.4.3 Work health and safety (WHS) legislation
WHS legislation include -
WHS Act – to provide for a balanced and nationally consistent framework to

secure the health and safety of the employees and workplaces.
WHS Regulations – set out the detailed requirements to support the duties of the
WHS Act.
Codes of Practice – They are the practical guides to achieve the standards of
health and safety required under WHS Act and Regulations.
For more information, visit - Law and regulation | Safe Work Australia
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Activity 1 – Critical thinking
Identify the different critical thinking skills to be developed by students. Briefly

explain about the reasons why those skills are required for students. (At least 3)
Identify the different critical thinking skills to be developed by trainers/ teachers.

Briefly explain about the reasons why those skills are required for trainers/ teachers
(At least 3)
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Explain how developing critical thinking skills is beneficial to students and trainers.
Reference links
Topic Link
Critical thinking Reading Link:
https://www.criticalthinking.org/pages/defining-critical-
thinking/766
https://plato.stanford.edu/entries/critical-thinking/
Video Link:
https://www.youtube.com/watch?v=ZLyUHbexz04
https://www.youtube.com/watch?v=HnJ1bqXUnIM&t=11s
Importance of Reading Link:

critical thinking
https://www.indeed.com/career-advice/career-
development/importance-of-critical-thinking
https://www.linkedin.com/pulse/what-importance-benefits-
critical-thinking-skills-islam
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Video Link:
https://www.youtube.com/watch?v=kaCIycmx8NA
https://www.youtube.com/watch?v=LmgmgrwpIP4
Critical thinking Reading Link:

process
https://www.reasoninglab.com/steps/
https://www.designorate.com/steps-effective-critical-
thinking/
Video Link:
https://www.youtube.com/watch?v=6a1Ea2a9tzs
https://www.youtube.com/watch?v=youYDdLAodo
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2 Assess individual and team critical and creative

thinking skills
The process of developing critical thinking in others involves –
Assessing individual and team critical and creative thinking skills
Establish an environment that encourages individual and teams to apply critical

and creative thinking
Monitor and improve thinking process
Assessment of Individual and team critical and creative thinking skills requires an
understanding of different models of critical and creative thinking.
2.1 Models of critical and creative thinking
The following are some of the most essential models of critical and creative thinking.
2.1.1 Agile thinking
Agile thinking is the ability to shift the thinking according to the situation. The Whole
Brain Model provides a plan to ensure shift thinking process by identifying four
different thinking preferences and by providing skills that are necessary to leverage
each of them.
Figure 12: Agile thinking
It is divided into four quadrants that represent different thinking preferences

characterised by specific mental processes. These four quadrants are:
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Analytical thinking
This process is logical, fact-based and quantitative process. It looks at information

that can be used for solving problems and achieve goals.
Structural thinking
In order to produce outcomes, it is necessary to determine how to achieve them.

This process is about planning, execution and focus to ensure that targets and goals
are met.
Relational thinking
This process is based on personal skills and feelings. It engages the individual in
positive ways with employees, clients and other stakeholders. Agile thinkers can work
with a variety of people and form strong personal relationships.
Experimental thinking
This process is about innovation and thinking creatively. While analysis is about
narrowing down all the available options, strategizing is about opening up more of
them. Agile thinkers can make use of new ideas and new ways of getting things
done.
2.1.2 Blue sky thinking
Blue-sky thinking is the activity to identify completely new ideas. It is a form of

creative brainstorming. During the blue sky thinking session, employees are allowed
to question themselves that break down the boundaries of conventional thought
and open up new ways of thinking.
Figure 13: Blue sky thinking
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According to this concept, when there are no limits, no judgements and no

consequences, sky is the limit for imagination. This process helps to evolve old and
stale ideas into exciting ideas and sometimes even game-changing ideas.
Approaches to develop blue-sky thinking
Blue-sky thinking can be developed by –
Talking to the customers – Talk to the customers and enquire about issue or
problem. Identify what they need the most and understand how to resolve the
problem.
Maintain notes – Maintaining notes helps to capture all the ideas and thoughts
without missing out on any.
Observe – Observe how people and customers actually do things in a way

different from how you have planned to do.
Conduct a blue-sky session – Conduct a blue-sky session (brainstorming session)

and include all the relevant stakeholders and make a record of all the ideas
generated.
2.1.3 Creative problem solving
Creative problem solving is a way of solving problems or identifying opportunities

when conventional thinking has failed. It encourages the individual to look at fresh
perspectives and come up with innovative solutions, so that the individual can
develop a plan to overcome obstacles and achieve goals.
Creative problem-solving model
Creative problem-solving model is used to generate innovative ideas and solutions.

The key steps of the model are as follows:
Figure 14: Creative problem-solving model

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Clarify - It is important to collect the information about the problem and develop
a clear understanding of it. It is necessary to make a note of details such as who
and what is involved, all relevant facts about the problem identified etc.
Ideate - It is necessary to generate ideas for the questions that are identified in
the first step. Brainstorming and mind maps can be used during the divergent
stage of the creative problem-solving to generate ideas.
Develop – In this stage, main focus would be on evaluating all the possible
options and come up with solutions. It is important to analyse whether the
potential solutions meet the needs and decide whether the solutions can be
implemented successfully.
Implement - Once the best solution is chosen, it is necessary to develop an

action plan to implement them. It is crucial to identify the resources and actions
that are necessary to implement the solution.
2.1.4 Design thinking
Design thinking is a practice used by the designers to solve complex problems and
provide required solutions to the clients. It is mainly based on the methods and
processes used by designers.
Figure 15: Design thinking process
Design thinking process has 5 phases (Emily Stevens, 2020) –
Empathise – During this stage, designer gather real insights and tries to
understand the customer wants, needs and objectives.
Define – All the findings from the earlier stage are gathered and the problem is
defined.
Ideate – With an understanding of the customer wants, needs and objectives

and a clear problem statement, designers will conduct ideation session to
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generate as many ideas as possible. Designers have different techniques of

ideation like brainstorming, mind mapping etc.
Prototype – In this stage, each solution is tested for constraints and flaws. Based
on the performance of the proposed solution at this stage, the solution is either
accepted, improved, redesigned or rejected.
Test – At this stage, after testing, insights are provided to redefine the original
problem statement or to come up with new ideas.
2.1.5 Lateral thinking
Lateral thinking is a systematic creative thinking process that looks at problems from
completely different perspectives. Edward De Bono coined the term lateral thinking
in 1967. De Bono explained problem solving techniques involve a linear, step by step
approach. De Bono stated that more creative answers can be obtained by taking a
step sideways to re-examine a situation or problem from an entirely different
viewpoint.
Figure 16: Lateral thinking
Lateral thinking techniques
Lateral thinking techniques provide a purposeful and systematic process that results
in innovative thinking.
Alternatives - This technique is about using concepts as a background for new

ideas. Establishing new concepts creates a new way for generating more ideas.
Focus - This technique is about learning when and how to shift focus to improve
the creative efforts. It is necessary to focus on areas that other people have not
covered.
Challenge - Challenge technique is about breaking free from the limits of

traditional thinking and the accepted ways of doing things. It is based on
assumption that there may be a different and better way to do something.
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Random entry - Random entry technique is about using unconnected inputs to

establish new ways of thinking. This technique draws the mind to find connections
between unrelated things.
Provocation and movement - Provocation is about generating provoking

thoughts and using them to build new ideas. It is a process that enables the
individual to think outside the box in order to make a list of innovative ideas to
consider.
Harvesting - It involves selecting specific ideas that seem practical and then
reshaping them into practical solutions. It is about transforming starter ideas into
workable ideas.
Treatment of ideas - Treatment of ideas involves shaping and strengthening ideas

that can best fit the given organisation or situation. It is best suitable for working
with starter ideas to make them more specific and practical.
2.1.6 Systems thinking
Systems thinking involves moving from observing events or data, to identify the
patterns of behaviour overtime and structures that drive the thinking patterns. This
approach helps to examine the problem completely and accurately before acting
on it. It allows to ask better questions before conclusions are made.
Figure 17: Systems thinking
According to this model, a situation is considered completely by acknowledging

that multiple interventions exist for a problem. Systems thinking helps to expand the
choices to solve a problem by broadening the thinking practices and articulating
the problems in new and different ways.
In practice, system thinking involves taking a step backward from the complexity of
the situation, and clarify interrelationships and perspectives about the situation or
problem. It requires to engage with different perspective from others, who have
been affected by the situation, so that a best possible solution can be developed in
consultation with other affected.
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2.2 Develop questions to identify individual and team knowledge

gaps
Knowledge gap is the difference between knowledge and the skills and knowledge
required by the employees to enhance their creative and critical thinking skills and
the actual knowledge possessed by the employees.
Figure 18: Develop questions
Skill gap analysis helps to identify the skills/ knowledge required to meet the
objectives of developing critical thinking practices.
2.2.1 Conducting a skill gap analysis
The skill gap analysis is conducted at two levels –
Individual levels – compare the skills required with the actual individual skill levels.
Team/ organisational levels – Determine whether employees have the skills to

work on the implementation of new ideas, or new projects, or to hire externally.
Figure 19: Skill gap analysis
These analyses, help to develop the training programs that helps to develop the
required skills for individuals and teams.
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The following are the steps to conduct a skill gap analysis.
Step 1 – Plan
To start with, an overview of the skill gap analysis is prepared and different methods
are identified to close the skill and knowledge gap.
The scope is defined by identifying the person responsible for the analysis, when to
conduct the gap analysis and most appropriate methods to respond to the skill
gaps.
An overview –
Scope Person When to conduct analysis Appropriate methods to

responsible respond to the skill gaps
Individual Team leader New skills required to Training

level undertake a new
project Mentoring
Changes in roles and Coaching

responsibilities
To work in
collaborations
Team/ Team leader Strategy shift requiring Hiring new skills

organisational new skills or to
level HR enhance old skills Training
External Adopt new Mentoring

consultants technology
Step 2 – Identify and prioritise skills
Identify important skills by analysing –
Skills used to develop critical thinking
Skills required to implement critical thinking practices.
Consider the following example to identify and prioritise the skills required by
individuals, teams and organisations –
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Skills Importance Skill level required
Skill 1
Skill 2
Skill 3
Skill 4
Skill 5
Required skills may include more and as appropriate.
The level of importance might be – High or Moderate
Skill level required might be – Excellent or good.
The level of importance and required skill level depends on the issues and problem
to be solved or on the new project taken up by the organisation.
Step 3 – Measure current skills
The current skills of the individuals and teams are measured by -
Conducting interviews
Collecting feedback forms
Surveys
A skill spreadsheet specific to each individual can be created.
Skills Importance Required level Actual level
Skill 1
Skill 2
Skill 3
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Step 4 – Act on the data
Based on the actual and required levels of the skills, relevant and appropriate
method is selected to fill the gap. The method may include –
On-the-job coaching
Training
Mentoring
New hiring
In the whole process, questions are developed to identify individual and team
knowledge gaps.
2.2.2 Questions to identify individual and team knowledge gaps
Questions are developed based on some of the key skills required for a critical
thinker:
Observation
Active listening
Problem-solving
Decision-making
Convincing
Effective communication
Leadership
The following are some of the questions developed and used to identify individual
and team knowledge gaps.
Describe a situation where you were required to make a decision before

obtaining complete information. How did you do it?
Brief about any instances where you had to set overoptimistic goals for yourself
and you have achieved?
How would you react and what would you do when you realise a mistake on the
slide while giving presentations to the senior management?
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Describe instances where you were forced to make quick decisions. What were
the instances, what were the decisions and how effective the decisions were?
Describe about the instances where your ideas were considered for a new
process in the organisation.
Identify the leadership style, that you usually demonstrate.
Describe about instances where you could successfully convince supervisor with
your idea to solve the problem.
Have you ever foreseen a problem before it occurred and what are the steps
taken to mitigate the problem?
How good are you in receiving and managing constructive criticism? Describe
about any instance where you received constructive criticism.
How would you convince other members of the team with your idea to solve the
problem?
How would you convince your colleague suggestion about the unsuitable
solution to the problem?
2.3 Facilitate formal and informal learning opportunities
A range of formal and informal learning opportunities are provided to address the
knowledge and skill gaps identified.
Figure 20: Formal and informal learning environments
2.3.1 Formal learning opportunities
Formal learning is usually delivered in a systematic intentional way. Formal learnings

are usually structured, goal-oriented and lead by an instructor. The most common
formal learning opportunities to fill the skill gap are -
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a) Certificates of achievement
Different programs are designed to provide a level of skills, knowledge and attitudes
in different activities. These programs are grouped as certificates of achievement.
They provide the skill and knowledge requirements for employees to perform within
a range of functions.
Figure 21: Certificates of achievement
They help to understand concepts, apply a variety of thinking skills and a systematic
approach to anticipate and solve problems. They train the employees the ability to
analyse, evaluate and apply relevant information from different sources. These
programs also help to improve communication skills.
b) Internal training and coaching
Internal training and coaching identify the exact skills and knowledge that
participants need to improve and develop appropriate training programs. Internal
training uses real-life examples, problems and challenges faced by the employees
at the organisation. Internal training positively impacts employee learning and
development by providing on-the-job, formal or informal training through mentors
and coaches.
Figure 22: Training and coaching
Coaching helps to improve the performance by focusing on the present, wherein a

coach is provided as a facilitator of learning. The coach helps the employees to
improve performance or to learn. Coaching helps to -
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establish and act towards desired goals
Increase employee engagement
Takes learning to a level beyond understanding
Build personal awareness
Provides support to improve specific skills
2.3.2 Informal learning opportunities
Informal learning occurs in different ways and may include self-study, reading
articles, participating in forums and chat rooms. In informal learning, learner sets their
own learning objectives. The most common Informal learning opportunities to fill the
skill gap are -
a) Desktop research
Desktop research is a technique, where skills are acquired by sitting at a desk. In this
technique, skills are learnt and data is collected from existing resources. It helps to
fetch and learn basic information.
Figure 23: Desktop research
Desktop research can be either primary research or secondary research. Primary

research helps to learn new skills on own and secondary research learn by skills
demonstrated by others.
b) Feedback
Feedback has a significant effect on the learning. Feedback helps to identify the
skills where the employee needs to improve and provide guidance on how to
improve learning.
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Figure 24: Feedback
Providing learners with feedback on their work is an important part of the learning
process. Feedback will have a positive impact on their learning. Feedback helps
employees to transform the gaps into potential skills to support and encourage
change and growth of the employee.
c) Job rotations
Job rotation is a skill development strategy where the employee is moved into other
job roles. Job rotation broadens the employee knowledge of other functions and
departments.
Figure 25: Job rotations
Job rotations maximises employee’s exposure by allowing them to move into

different roles. It helps to cross-train members of the team.
d) Mentoring
Mentoring tends to focus on future and expand the skills for personal career
development. It is a training system under which a senior or more experienced
person is assigned to act as an advisor, counsellor or guide to a junior. Mentoring is
the process of sharing knowledge and experience with an employee.
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Figure 26: Mentoring
Mentoring helps to –
Advice employees on self-development
Provide guidance on acquiring required knowledge and skills to do a job
Guides employees in the right direction
Coach employees in specific skills
Helps to identify the gaps and focus on the areas that needs improvement
e) Professional development conferences
Professional development conferences help professionals to see and understand

how other professionals incorporate new innovations and skills into their work.
Professional development conferences offer current awareness and knowledge of a
wider range of information.
Figure 27: Professional development conferences
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Professional development conferences provide –
Evidence-based learning
Current awareness
Gain new knowledge and activity
Increase networking with people with desired skills and knowledge
f) Shadowing
Job shadowing facilitates an opportunity for an individual from one area of the
organisation to work and gain experience on the role of another individual and gain
knowledge on that particular area. Job shadowing is used to work in the role of
more expected colleague, to learn and develop skills required for their current role.
Figure 28: Shadowing
Shadowing helps to –
Develop skills as a continuous improvement process
Provides an opportunity to learn and implement best practices and allow for self-
development
Reflect and learn from others
View bigger picture and understand more
g) Sprint or project participation
Sprints are the meetings arranged, where all the communication about a specific
project takes place and actions plans for the projects are planned in advance. In
sprint meetings, discussions are usually about the team roles and responsibilities and
how to get the work done.
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Figure 29: Sprint participation
During sprint, members of the team meet daily. They discuss what has happened the
previous day and activities scheduled for the next day, also about any obstacles
faced and how to overcome the obstacles. Sprint meetings provide an opportunity
to learn new skills from other members of the team by understanding how they
perform the tasks and also how to overcome obstacles.
2.4 Articulate key features of critical and creative thinking

concepts to relevant personnel
Critical thinking at workplace can be developed by making employees understand

critical and creative thinking concepts, and their key features.
2.4.1 Key features of critical and creative thinking concepts
Critical thinking process uses logic and reasoning to arrive at a conclusion about
how best to perceive and interpret information in order to make correct decision.
Critical thinking process helps to draw conclusions based on the own perception of
information. It is necessary to look at information or data that are relevant. It is
crucial to combine the new information with the existing knowledge to make
accurate assessment. It is a decision-making process that allows the individuals to
think comprehensive, accept good ideas and reject flawed ones. Applying the key
characteristics of critical thinking can encourage intellectual independence.
28
Figure 30: Critical and creative thinking
The following are some of the key features of critical and creative thinking concepts:
a) Evaluate the evidence
Evidence is important for debating and proving an idea, argument or hypothesis.

Critical thinking examines, compares, judges and establishes the validity of
evidence.
b) Ask questions
Critical thinking involves asking questions about information collected and the
conclusions drawn. It asks right questions to determine if the data is accurate and
unbiased.
c) Analytical thinking
Analytical thinking examines different parts of information to explain or understand it.

Analytical thinkers evaluate strengths and weakness of their own thinking as well as
thoughts of others through reasoning and comparing similarities and difference of
ideas.
d) Conceptualise ideas
Conceptualizing is the understanding and the ability to form an idea. It brings

together observation, experience and data through imagination.
e) Synthesis
Synthesis combines information and ideas and recasts them to form something
original. In synthesis, it is important to examine how the information is connected.
29
Understanding each piece of information helps to enhance the understanding of

them as a whole and can thus form new insight.
f) Draw interferences
It involves examining prior experience and knowledge and combine them with
suggested facts to arrive at a new course of action.
g) Evaluation
Critical thinking facilitates evaluation of information by allowing to examine

arguments, clarify thinking and enhance problem-solving skills.
Eight characteristic features of critical thinking (Wade C., 1995) -
Asking questions
Defining a problem
Examining evidence
Analysing assumptions and biases
Avoiding emotional reasoning
Avoiding over simplification
Considering other interpretations and
Tolerating ambiguity
2.4.2 Communicate key features to relevant personnel
Leaders need to effectively communicate the key features of critical and creative
thinking concepts. Leaders may use different means of communication and ensure
that key features of critical and creative thinking are communicated effectively.
Communication can be either –
Verbal communication
Written communication
30
Figure 31: Communicate key features to relevant personnel
Leaders have to use an appropriate method to communicate key features. The

method is selected based on the requirements of the audience. It may be either
through –
Formal presentations – PowerPoint presentations in meetings
Informal team meetings – One-to-one, team meetings, informational meetings
Instructional briefings – Communication policy, learning and development policy
Written instructions – Email, Newsletters, Memos
Activity 2 – Formal and informal learning opportunities
Identify main differences between formal and informal learning opportunities (at
least 5)
Formal learning Informal learning
31
Activity 3 – Agile thinking
Instructions
Divide the class into different teams with 4 to 5 members in each team.
Each team is given with a stack of papers.
The main goals for the teams are to build airplanes from papers.
Each member of the team can make only one-fold at a time and pass the
piece of paper to the next player.
The airplanes are counted only if they fly a minimum distance determined by the
assessor.
The game is divided into three sprints – three minutes to plan, three minutes to
build and test and three minutes for retrospective sessions.
Before the game starts, teams should discuss and give a count of how many
airplanes they can produce within the time. This helps to evaluate themselves
during reviews.
On completion of this activity, it helps the student to understand different aspects of

agile thinking including collaboration, sprints, and agile retrospective.
Activity 4 – Lateral thinking
Instructions:
Students are given with two riddles.
The time given to solve each riddle is 10 minutes.
Riddle 1
32
A man was to be sentenced, and judge told him – “You can make a statement. If it
is true, I will sentence you to 4 years in prison. If it is false, I will sentence you to six
years in prison”.
After the man made the statement, judge has decided to let him free, what would
have the man said?
Riddle 2
Imagine you are standing 6 feet away from a door. With each move you will be
able to travel half the distance to the door. How many moves is required to reach
the door?
These riddles, helps students to understand “change of perspective” to solve the

problems.
Reference links
Topic Link
Models of Reading Link:

creative and
critical thinking http://actionm.com/creative-thinking-model
http://www.directedcreativity.com/pages/WPModels.html
Video Link:
https://www.youtube.com/watch?v=GmqTnRq03dA
https://www.youtube.com/watch?v=8-V4voD_E5A
Features of Reading Link:

creative and
critical thinking https://teachingcommons.lakeheadu.ca/16-characteristics-
practices critical-thinkers
https://www.insightassessment.com/article/characteristics-of-
strong-critical-thinkers
Video Link:
https://www.youtube.com/watch?v=0JwY4RrWfuw
33
https://www.youtube.com/watch?v=6OLPL5p0fMg
Formal and Reading Link:

informal learning
opportunities https://raccoongang.com/blog/difference-between-formal-
and-informal-learning/
https://www.brainshark.com/ideas-
blog/2012/February/informal-vs-formal-learning-difference
Video Link:
https://www.youtube.com/watch?v=oEcy8G_1kcA
https://www.youtube.com/watch?v=K1Q8UaApwtc
Blue sky thinking Reading Link:
https://ideadrop.co/idea-management/beauty-blue-sky-
thinking/
https://charlestonpr.com/blue-sky-thinking-innovation/
Video Link:
https://www.youtube.com/watch?v=3rzAnIXaxfg&t=10s
https://www.youtube.com/watch?v=jYdNpGcEqC4&t=9s
34
3 Establish an environment for critical and creative

thinking
To develop critical thinking in others, it is essential to create an environment that
encourages critical and creative thinking; where the behaviours related to critical
thinking are considered as a part of organisational culture.
Figure 32: Environment for critical and creative thinking
It is essential to build and support a culture that stimulates critical and creative
thinking.
3.1 Analyse current organisational systems
The current organisational systems including existing workplace objectives, processes

and resources are analysed to identify gaps or barriers to critical thinking. In order to
analyse the organisational systems, it is essential to collect reliable information
relevant to workplace procedures.
3.1.1 Sources of reliable information on workplace procedures
The information relevant to analyse the current organisational systems may be

collected from –
a) Consumer research
Consumer research is a part of the market research that helps to identify the
inclination, motivation and purchasing behaviour of the consumers. This technique
helps the organisation to understand the information about what customer needs
and their psychology.
35
Figure 33: Consumer research
This information helps the organisation to understand the changes that need to be
done to their products and services, increase customer satisfaction and boost
business.
b) Customer service surveys
Customer service survey is an instrument that helps organisations to measure

customer’s level of satisfaction with their products and services. It gives insights to
make better decisions. Customer service surveys are one of the effective ways for
the organisation to maintain a record on how customers are feeling.
Figure 34: Customer service surveys
This helps organisations to turn negative customer experiences around and improve
the overall product and service to delight more customers, leading to better loyalty,
high sales and better employee retention.
c) Environmental scans
Environmental scanning is the process of gathering information about events and

their relationships within an organisation’s internal and external environment.
Environmental scans help organisation to assess its developments and understand
36
the factors that contribute to its success and monitor external and internal
environments.
Figure 35: Environmental scan
d) Organisational frameworks
Organisational frameworks provide individuals and organisations with a bench mark

to measure their capabilities. Organisational framework consists of hierarchy of
objectives that needs to be developed by taking up different projects and
processes. The framework provides the structure to integrate financial planning,
tracking the project, reporting and monitoring the performance indicators.
Figure 36: Organisational frameworks
e) Sales data
Sales data provide an understanding of the organisation’s competition, amount of

revenue generated by the organisation and the amount that can be generated in
the future.
37
Figure 37: Sales data
f) WHS data
WHS data helps an organisation to identify hazards and control risks much before
the occurrence of an incident that may cause injury or illness. Maintaining records of
WHS data helps the organisation to manage the health and safety of the teams and
individuals easily. WHS data helps to understand the safety measures taken by the
organisation for its employees.
Figure 38: WHS data
3.1.2 Existing workplace objectives, processes and resources
Ensure that the existing workplace objectives and processes must develop and
support a culture for critical thinking and required resources must be made
available. Analyse the current organisational system and processes and ensure that
organisations promote the following objectives, processes and resources conducive
to creative thinking.
38
3.1.2.1 Workplace objectives and processes
Ensure that organisational workplace objectives and processes should encourage

an environment that promotes a culture of creative thinking.
a) Diversity and inclusion
Figure 39: Diversity and inclusion
Organisations with diversity and inclusive culture have a competitive advantage

over others. Diversity and inclusive workforce are a pool of talent, bringing in
different perspectives and fosters creativity. It provides a platform for the team to
expand their knowledge by communicating with each other. When members of the
diverse team view things in a different way, they identify new and different
opportunities.
b) Staff empowerment
Figure 40: Staff empowerment
Staff empowerment has a positive impact on employee efficiency, job satisfaction

and helps to increase their efforts to create innovation, by increasing their
competency. Employee competency is increased by providing employees with
required education and resources to enhance their knowledge and improve their
creativity and innovation.
39
c) Continuous improvement
Figure 41: Continuous improvement
Organisational practice of continuous improvement involves regular evaluation and

improvement of practices and processes to ensure that they are effective, efficient
and relevant. Continuous improvement supports creative and critical thinking.
Organisations that focus on continuous improvement try to identify new and
innovative ideas for improving processes and practices to increase effectiveness
and efficiency
d) Rewards
Figure 42: Rewards
One of the powerful tools that supports creativity and innovation is rewards and
recognition. Employees want to be recognised and rewarded for their ideas and
initiatives. Rewards motivates the employees to express their ideas and provide
feedback on ideas. Not every idea is implemented. Develop a culture where even
ideas that are not considered, are rewarded. This enables the employees feel that
even their ideas are valuable.
3.1.2.2 Resources
To create an environment that promotes creative and critical thinking, organisations

need to identify and allocate relevant resources. Resources may include –
40
a) Financial resources
Figure 43: Financial resources
Creative and critical thinking cannot happen without dedicated finances. An

appropriate portion of budgets should be kept aside for developing critical thinking
practices at workplace. Percentage of budget can be estimated after a thorough
analysis of costs incurred by earlier projects and practices of critical thinking and
previous years’ budgets for allocation of funds towards critical thinking practices.
b) Human resources
One of the greatest assets for critical and creative thinking is people. An
environment that promotes creative and critical thinking can be established by
hiring people who have required skills and knowledge to demonstrate creativity at
their work or by developing critical thinking skills of the existing employees.
Figure 44: Human resources
c) Training and development
Develop different training programs that allows employees to identity skills and
knowledge they require to improve on their creative and critical thinking and to
develop the skills. Provide employees with training programs to improve on their
existing skills and learn new skills and enhance their knowledge required for critical
thinking.
41
Figure 45: Training and development
3.1.3 Gaps or barriers to critical thinking
An environment that promotes creative and critical thinking can be developed only
when the gaps or barriers to critical thinking are identified and strategies are
developed to overcome the barriers.
Figure 46: Gaps to critical thinking
Some of the gaps or barriers to critical thinking are -
Lack of knowledge – To conduct creative and critical thinking, it is essential to

understand on skills of critical thinking such as analysis, evaluation and
interference is a barrier to application of critical thinking.
Lack of willingness – As the future of creative ideas and critical thinking practices
are uncertain, employees does not encourage creative and critical thinking
practices.
Resistance to change – Critical and creative thinking brings need for a change.
Employees does not want to change as they are well versed and accustomed to
certain practices, which they do not want to change.
42
Group thinking – In group thinking, employees does not have their own opinion or
decision, they cannot formulate their own thoughts, opinions and ideas.
Social conditioning – The habit of thinking within the comfort zone restricts to
think outside the spectrum considering various social conditions. Social
conditioning barriers to critical and creative thinking include stereotype and
monotonous thinking.
Biases nature – Person with biased nature does not allow the person to make fair
and transparent decisions. Person with biased nature fails to use logical
reasoning and experience.
3.2 Develop processes to create a safe environment
An optimal learning environment for critical thinking is essential to establish a safe

environment and shared understanding of expectations. An understanding of how
to create a conducive learning climate is of paramount importance for critical
thinking.
Figure 47: Create a safe environment for critical thinking
3.2.1 Features of industry best practice towards creative and critical

thinking
The following are some of the best practices to develop critical and creative
thinking methods.
a) Hire and promote critical thinkers
One of the best practices to develop critical and creative thinking in the
organisation is to hire individuals who already have required creative and critical
thinking skills. Hiring talented critical thinkers in the organisation helps to promote
critical thinking skills to others.
43
b) Develop a culture of learning
Create a culture where behaviours related to critical thinking become a natural part
of the organisational culture. Culture that supports critical thinking can be built and
supported by –
Incorporating “lessons learned” discussions. This provides employees with an

opportunity to look back and analyse the areas where critical thinking might
have been helpful to improve decision-making and completion of the project.
Create an environment where employees are encouraged to share their ideas

and provide feedback on other’s ideas.
Develop a protocol for decision-making that includes and encourages critical-

thinking for idea generation.
c) Avoid jumping to conclusions
Allow employees to approach a problem by developing a common understanding

of the problems or challenges and do not encourage employees to jump to
conclusions. This can be achieved by -
Asking more questions about the issue or problem
Decide and define the outcomes, and then develop solutions to reach
outcomes
Avoid overthinking, as overthinking may slow down problem-solving and

decision-making process.
d) Create internal forums
Develop and create forums, where employees can address their issues and discuss
about their problems. These help to generate new ideas for their own problems and
to the problems of others. Internal forums allow for collaborations to develop
solutions to workplace problems.
e) Leadership development
Leadership development and teamwork helps to build critical thinking strengths of

the employees and encourage a change in the thinking process and skills sets of the
employees. New behaviours of employees enable them to view the problem from a
broader perspective.
44
3.2.2 Characteristics of organisational learning environments
Different processes required to create a safe environment for critical and creative
thinking approaches can be effectively developed, only when there is a clear
understanding of the key characteristics of organisational learning environments.
Figure 48: Organisational learning environment
Learning environments should offer development opportunities not only to meet the
needs of the individual but also of the business.
a) Ideas come from a divergent source
New ideas come from a variety of sources. Solutions are identified only after
discussing about the feasibility and effectiveness of each of the idea.
b) Use different learning models
Learning environments allows employees to use different learning models such as

inquiry-based learning, project-based learning, direct instructions, peer-to-peer
learning, training, mentoring, coaching etc.
c) Provide opportunities for practice
Provides opportunities to practice by allowing employees to reapproach to ideas

from different angles.
d) Encourage activities that support learning
Organisational learning environment encourages different activities that support

learning such as team collaborations, job rotations, training and development
45
programs, conducting sessions to improve critical thinking skills like brainstorming and
mind mapping, allow employees to participate in decision-making.
e) Develop intrinsic motivation
Feeling good about themselves is an intrinsic motivator to employees and develops

positive actions. Actions and behaviours are consistent with thoughts. Employee
experiences about themselves are based on their actions. Allowing employees to
change a negative thought to a positive can produce creative ideas.
3.3 Facilitate opportunities for team members
Creative and critical thinking can be developed by facilitating opportunities for the
team members to apply critical thinking skills to workplace problems. Different
approaches can be used to facilitate team members with the opportunity to apply
critical thinking skills –
a) Involve the team in ideation session
Ideation session helps to develop creative and effective solutions to the workplace
issues or problem. The employees are free to explore creative and genuine ideas
during the ideation session.
Figure 49: Team ideation session
Some of the ideation techniques that provides critical thinking opportunities are –
Brainstorming
Mind mapping
Brain writing
Analogies
Reverse thinking
46
b) Encourage collaboration
Figure 50: Team collaboration
Bring in teamwork and collaboration to engage employees in critical thinking skills.

Collaboration allows the team members to work with different teams. This provides
the team member an opportunity to learn new skills and knowledge and apply
critical thinking skills to solve issues or problems.
c) Include professional development
Professional development activities allow employees to enhance their critical

thinking skills and apply them at their workplaces. Professional development
activities include training programs, coaching and mentoring, attending professional
conferences.
d) 6Ds process of problem-solving
Develop and involve the team members in 6 Ds process of problem – solving. The 6
Ds encourages the team to develop and practice creative and critical thinking skills.
Figure 51: 6 Ds process
Define – Define the question by asking questions to clarify, focus and understand
the problem
Discover – Discover the nature and different aspects of the problem
Dream – Brainstorm to identify different solutions to the problem
47
Design – Design the solution by analysing the feasibility of all the possible solutions
Deliver – Deliver the product/ process by implementing the solutions
Debrief – Debrief the implementation of the solution.
Involving the team members throughout the 6 Ds process facilitates opportunities to

apply critical and creative thinking skills.
3.4 Provide feedback to team members
High performing teams with higher levels of critical thinking skills can be developed
by providing effective feedback to the team members on their performance of the
tasks.
Feedback helps the team feel motivated and engaged in their work. It helps them
to understand organisational standards. A right mix of positive feedback and
constructive criticism helps to feel proud of their accomplishments while
understanding and identifying the skills they need to develop.
3.4.1 Strategies to provide effective feedback
Ensure that feedback provided will help their teams to reach to the next level of
success and develop their skills and knowledge which helps them to improve their
critical thinking skills.
Figure 52: Provide feedback
The feedback that helps to develop their team members should be –
a) Provided frequently
As performance is an on-going activity, feedback has to be provided frequently to

accurately track the performance of the employees. Frequent reviews are useful for
the team to develop their knowledge and skills as frequent reviews provide
48
concrete personal feedback that is in tune with the organisational goals and have
an impact on the employee performance.
b) Positive and specific feedback
When providing feedback to team members on the performance of the tasks

ensure that –
It is focused – For any feedback to be effective, it should be relevant to the team

member’s roles and tasks they do.
It is not negative – Ensure that feedback is positive and negative feedback

should be provided as a constructive feedback, which helps the employees to
improve their skills and knowledge.
c) Personalised feedback
In order to make the team members feel that organisation cares about their
personal development, personalise the feedback approach. Personalised feedback
with meaningful and thoughtful discussions help to initiate a desire to succeed in the
organisation by enhancing their skills and knowledge and developing critical
thinking skills.
d) Let others know it
Positive feedback can be provided in different ways – verbal and/or email. While
providing feedback, make sure that everyone can see it. This motivates other
employees to improve on their work and receive similar feedback.
e) Provide positive feedback eventually
By providing positive feedback to the team members, when they deserve it, makes
everyone feel that they are an important part of the team and motivates to
enhance their performance.
To provide effective feedback to the team members, leaders should make it as

frequent discussion, useful, timely that helps the employees perform better and
improve their skills and knowledge.
3.4.2 Types of feedback
There are different types of feedback which leaders can use to provide feedback to
employees that helps to enhance their skills and knowledge. Feedback can be
either oral and descriptive, informal and formal, evaluative and descriptive.
49
Figure 53: Types of feedback
Informal feedback – It is the most frequent form of feedback. It is provided on a

day-to-day basis and is provided on daily activities of the team members.
Formal feedback – Formal feedback is a part of structured assessment. It is

usually provided by peers and supervisors.
Formative feedback – Formative feedback is usually for learning. It is about the

progress of the learner at a particular time during acquisition of a new skills. It
gives the experience of performing the task, leading to continuous improvement
and engagement.
Summative feedback – It measures performance against a standard and the

performance is explained by providing a grade or feedback.
3.4.3 Feedback models
There are several different models of giving effective feedback to the team
members on their performance of tasks, to help improve their skills and knowledge.
Feedback sandwich - Feedback sandwich starts and concludes with positive

feedback and the critical feedback is sandwiched between two positive
feedbacks.
Chronological fashion – Chronological fashion feedback focuses on reflecting

observations chronologically and reiterate the events that occur during the
session back to the team member.
Pendleton model – In this model, the feedback provider checks whether the
team members want feedback and is ready for feedback. In this model, a safe
environment is created by highlighting positives and then advises on how to
improve and develop a mutually agreed action plan.
50
Activity 5 - Feedback
Develop feedback phrases for the employees on their performance of tasks for the
following categories – (at least 5 under each category)
A. Exceeds expectations
B. Meets expectations
C. Needs improvement
51
D. Feedback phrases for self-evaluation
Activity 6 – Strategies to overcome critical thinking barriers
Identify and brief about different strategies to overcome the following barriers to
critical thinking –
Barriers to critical thinking Strategies to overcome barriers
Lack of knowledge
Lack of willingness
Resistance to change
Group thinking
Social conditioning
52
Activity 7 – 6 Ds process of problem solving
Identify key critical thinking questions under each stage, used for solving problems.
(At least 3 questions for each stage)
Define
1.
2.
3.
Discover
1.
2.
3.
Dream
1.
2.
3.
Design
1.
2.
3.
Deliver
1.
2.
53
3.
Debrief
1.
2.
3.
Reference links
Topic Link
Barriers to critical Reading Link:

thinking
https://wabisabilearning.com/blogs/critical-thinking/critical-
thinking-barriers
https://www.marketing91.com/barriers-to-critical-thinking/
Video Link:
https://www.youtube.com/watch?v=vloOuzkdX3Y
https://www.youtube.com/watch?v=mu1HNbTqzvY
Organisational Reading Link:

learning
environment https://www.zenefits.com/workest/what-is-organizational-
learning/
http://www.knowledge-management-
tools.net/organizational-learning.html
Video Link:
https://www.youtube.com/watch?v=40meQNZl3KU
https://www.youtube.com/watch?v=UhFBhJDwIs0
Provide feedback Reading Link:

to team members
https://www.pmi.org/learning/library/provide-feedback-
54
project-team-members-7323
development/positive-feedback-examples
Video Link:
https://www.youtube.com/watch?v=QUBlho9SQlU
https://www.youtube.com/watch?v=L8Mh3bikqS4
55
4 Monitor and improve thinking practices

Learning to think critically is one of the most important skills required by employees.
In today’s global and rapidly changing environment, employees need to do more
than their tasks. They need to be critical thinkers who can be able to collect
information, analyse, compare, contrast, make inferences and generate higher
order thinking skills.
After facilitating the team members with the opportunity to apply critical thinking
skills, they are allowed to apply and implement their critical thinking skills at
workplace. To ensure continuous improvement and effective application of critical
thinking, leaders need to monitor and suggest team members on how to improve
critical thinking practices.
4.1 Collect and analyse feedback on creative and critical

thinking opportunities
Feedback from individual and teams are received, collected and analysed to
obtain a clear understanding, monitor and to improve creative thinking practices.
4.1.1 Collect feedback
While collecting feedback, it is important to consider what you need to receive the
feedback.
Figure 54: Collect feedback
While collecting feedback –
Be open to the feedback
Demonstrate active listening
56
Stages of collecting feedback
When receiving feedback, a person goes through three stages – react, reflect and
respond. For any feedback to be useful, it is important to analyse feedback.
React - Manage emotional reactions and concentrate on listening to feedback

on thinking practices and ensure better understanding of other person’s views
and expectations.
Reflect – Be honest with self-performance in facilitating opportunities to practice

critical thinking and analyse what is expected to do and how can it be done
next time.
Respond - Accept the feedback and focus on improvement options and

solutions. Negotiate and agree to address the challenges faced in developing
critical thinking in others.
4.1.2 Methods to collect feedback
There are different methods to collect feedback. Leaders has to select the most
appropriate method to collect feedback on creative and critical thinking
opportunities from the team.
Figure 55: Methods to collect feedback
a) Feedback surveys
Feedback surveys are the most common methods to collect feedback. Team
members are asked to fill out the survey forms on critical thinking practices. They are
one of the most efficient sources of collecting feedback.
b) One-on-one
One-on-one interviews are one of the personal methods to engage with the team.
This method is used to provide feedback on some of the sensitive topics, problems or
issues, which cannot be discussed in group.
57
c) Team meetings
Feedback can be collected by holding regular team meetings. Team meetings are
one of the most effective methods to collect feedback. Team meetings encourage
employees to provide feedback without any fear and hesitation.
d) Suggestion box
Suggestion boxes can be adopted to collect feedback on the creative and critical
thinking practices. Suggestion boxes allows team members to share their feedback
which can be provided by other methods.
4.1.3 Analyse feedback on creative and critical thinking opportunities
The feedback collected from the team members on creative and critical thinking
opportunities is analysed to suggest improvements on the thinking practices.
Figure 56: Analyse feedback
Feedback is analysed by –
a) Order by sentiment
Feedback collected would be both positive and negative. The first step in feedback
analysis is to organise the comments based on sentiments. This organising helps to
identify what actions can be continued and what actions needs to be addressed.
b) Group the comments into categories and sub-categories
The feedback collected is grouped into categories and sub-categories. For

instance, comments can be categorised by issues that deal with culture, idea
generation, process and leadership. This helps to identify how to approach and
address each of the issues related to critical thinking practices.
c) Summarise and develop rectification action plans
Once the comments are grouped into different categories, they are summarised to
draw conclusions. This helps to key to the issue or problems. Based on the
58
summarised issue or problem, an action plan is created to address the feedback

from team on critical thinking practices.
4.2 Identify additional support required for teams and individuals
Team leader or the manager should identify those who require additional support
and help to improve critical thinking practices and enhance critical thinking skills.
Figure 57: Provide additional support to teams
Identify additional support required for the teams and individuals, which can be
provided by –
a) Training
When it comes to critical thinking practices, team leaders should not overlook the
virtue of training. Training helps to enhance required skills and knowledge and
improves on thinking practices of the individual and teams. Training programs are
designed based on the skills and knowledge which an individual need to be
developed.
b) Coaching and mentoring
Training when combined with coaching and mentoring provides opportunities to

enhance required skills and knowledge. Coaching helps to build interpersonal skills
and develop relations with other team members. Coaching helps to improve
specific skills and behaviour. Mentoring facilitates an expert to help the teams and
individuals to sharpen their skills in a positive way.
c) Implement an open-door policy
By having an open-door policy, members of the team who need support can
approach and request for feedback, advice and share concerns. This helps the
leader to resolve issues and challenges faced by the team, immediately and
59
effectively. This provides inputs on how to develop their skills and knowledge to
improve their thinking practices.
4.2.1 Lead team and individuals to develop critical and creative

thinking skills
Figure 58: Lead teams and individuals
Additional support required can be provided by effectively leading team and

individuals to develop creative and critical thinking skills. Leading a team and
individuals in the direction of creative and critical thinking involves –
a) Conducting ideation sessions
Ideation session is conducted to generate more and innovative ideas and helps to
improve on creative and critical thinking skills. Ideation session for developing critical
thinking skills can be developed by –
Brainstorming sessions
Mind mapping
Brainwriting
SCAMPER model
Reverse thinking
b) Creative and critical thinking techniques
Encourage employees to practice and participate in problem-solving and decision-

making. Also inspire them to use different creative and critical thinking techniques
like –
Observation
60
Open-mindedness
Awareness
Introspection
Biases
Decisiveness
Consultation
Collaboration
4.3 Develop recommendations for improvements in future

learning arrangement
After identifying and providing additional support required for teams and individuals
to improve their thinking practices, recommendations are provided on required skills
and knowledge in accordance with relevant legislation and organisational policies.
4.3.1 Recommendations for improvement
Based on the feedback received and on the additional support provided,

improvement recommendations for teams and individuals are developed for future
learning arrangements.
Figure 59: Improvement recommendations
Some of the recommendations to improve critical thinking learning are –
To achieve a deep understanding of the concepts. Well-designed training

programs helps team and individuals to develop skills of inquiry, analysis,
synthesis, evaluation and problem-solving.
Learning principles and programs should be developed considering the

feedback from the teams and individuals on their performance of the tasks.
61
Develop learning programs for individuals and team to develop self-motivation

and self-monitoring.
Provide access to the learning content. This enables the teams and individuals to
learn effectively.
Strengthen relationships with the individuals and among the members of the
team. Consider incorporating different tools and techniques that help to stay
connected with the team.
Reference links
Topic Link
Collect and Reading Link:

analyse feedback
https://www.saplinghr.com/blog/8-ways-to-collect-
employee-feedback
https://inside.6q.io/4-killer-methods-to-collect-employee-
feedback/
Video Link:
https://www.youtube.com/watch?v=6Rq8oH_u2qw
https://www.youtube.com/watch?v=RouOIYAedus
Lead teams to Reading Link:

develop critical
thinking https://www.zarvana.com/how-to-building-your-teams-
critical-thinking-skills/
https://bizfluent.com/info-7908678-critical-thinking-skills-
team.html
https://www.clarizen.com/empowering-teams-by-fostering-
critical-thinking-skills/
Video Link:
https://www.youtube.com/watch?v=0hoE8mtUS1E
https://www.youtube.com/watch?v=1QJ2vNJPWa0&t=231s
62
Improve critical Reading Link:

thinking
development/how-to-improve-critical-thinking
https://www.insperity.com/blog/critical-thinking-skills/
Video Link:
https://www.youtube.com/watch?v=m2eINI4WXkc&t=67s
https://www.youtube.com/watch?v=x0vUsxhMczI
63
5 References
Emily Stevens, (Nov 2020). What is design thinking? A comprehensive beginner’s
guide. CareerFoundry.
Wade C., (1995) Using writing to develop and assess critical thinking. Teaching of
psychology, Vol.22, No.1, pp.24-28.
https://www.careermetis.com/benefits-critical-thinking-workplace/
http://training.hr.ufl.edu/resources/LeadershipToolkit/job_aids/SystematicProcessfor
CriticalThinking.pdf
https://www.designorate.com/steps-effective-critical-thinking/
https://www.indeed.com/career-advice/career-development/how-to-improve-
critical-thinking
https://www.bryq.com/blog/critical-thinking-interview-questions/
https://www.eaglesflight.com/blog/how-to-promote-critical-thinking-in-the-
workplace
https://www.teachthought.com/learning/10-characteristics-of-a-highly-effective-
learning-environment/
https://www.educationcorner.com/building-a-positive-learning-environment.html
https://www.indeed.com/career-advice/career-development/positive-feedback-
examples
https://slack.com/intl/en-in/blog/collaboration/high-performing-teams-feedback-
tips
https://www.kazoohr.com/resources/library/constructive-feedback-examples
https://officevibe.com/blog/employee-feedback-examples
https://resources.workable.com/tutorial/skills-gap-analysis
https://humber.ca/continuing-education/credentials/certificate-of-
achievement.html
https://www.thebalancecareers.com/tap-the-power-of-internal-training-1919298
https://www.insala.com/blog/6-benefits-of-coaching-for-individuals
64
http://www.whatishumanresource.com/mentoring
https://www.limestonelearning.com/blog/2019/12/19/2020-learning-training-
development-conferences
https://www.mmu.ac.uk/media/mmuacuk/content/documents/human-
resources/a-z/guidance-procedures-and-
handbooks/Job_Shadowing_Guidelines.pdf
https://www.universalclass.com/articles/business/what-are-sprint-meetings.htm
https://www.psychologytoday.com/us/blog/thoughts-thinking/201901/5-barriers-
critical-thinking
https://www.marketing91.com/barriers-to-critical-thinking/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5709796/
https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-
quality-and-accreditation/strong-start-great-teachers/refining-practice/feedback-
to-students/types-of-feedback
https://www.employeepedia.com/manage/reviews/7998-critical-thinking-40-useful-
performance-feedback-phrases
https://resources.workable.com/tutorial/skills-gap-analysis
https://www.trainingjournal.com/articles/features/how-identify-employee-
knowledge-and-skills-gaps
https://www.skillsyouneed.com/ips/feedback.html
https://risepeople.com/blog/collect-analyze-apply-employee-feedback/
https://www.nap.edu/read/10129/chapter/13#199
https://www.techlearning.com/tl-advisor-blog/8
https://www.toppr.com/guides/commercial-knowledge/business-
environment/environmental-scanning/
https://www.rnids.rs/en/principles/organisational-framework
* All images are taken from Google and Clipart
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Develop critical thinking

No licensing, legislative or certification requirements apply to this unit at the time

1.2 Benefits and importance of critical thinking ...................................................... 3

1.3 Develop critical thinking in others ....................................................................... 5

1.4.2 Fair Work Act 2009 ........................................................................................................ 8

1.4.3 Work health and safety (WHS) legislation ................................................................. 8

2.1.2 Blue sky thinking .......................................................................................................... 13

2.1.3 Creative problem solving .......................................................................................... 14

2.1.4 Design thinking............................................................................................................ 15

2.1.5 Lateral thinking ........................................................................................................... 16

2.1.6 Systems thinking .......................................................................................................... 17

2.2 Develop questions to identify individual and team knowledge gaps........... 18

2.2.2 Questions to identify individual and team knowledge gaps ............................... 21

2.3 Facilitate formal and informal learning opportunities ..................................... 22

2.3.2 Informal learning opportunities................................................................................. 24

2.4.2 Communicate key features to relevant personnel ................................................ 30

3 Establish an environment for critical and creative thinking ................. 35

3.1.2 Existing workplace objectives, processes and resources ...................................... 38

3.1.3 Gaps or barriers to critical thinking .......................................................................... 42

3.2 Develop processes to create a safe environment .......................................... 43

3.2.2 Characteristics of organisational learning environments...................................... 45

3.3 Facilitate opportunities for team members ...................................................... 46

3.4.2 Types of feedback ..................................................................................................... 49

4 Monitor and improve thinking practices ................................................ 56

4.1.2 Methods to collect feedback .................................................................................. 57

4.1.3 Analyse feedback on creative and critical thinking opportunities ..................... 58

4.3 Develop recommendations for improvements in future learning

1 Understand critical thinking

Figure 1: Critical thinking

The risks of poor decision-making and problem-solving can be reduced by hiring

1.1 Introduction to critical thinking

A person with critical thinking skills –

Understands links between the ideas

Determine relevance and importance of ideas

Approach the problem in a consistent and systematic way

1.1.1 Critical thinking process

Figure 2: Critical thinking process

This can be achieved through the following steps –

1.2 Benefits and importance of critical thinking

Critical thinking brings in the following benefits to the organisation –

Figure 3: Benefits of critical thinking

a) Maintain effective leadership

Critical thinking helps people involved in the management to comprehend different

Critical thinking involves everyone in the process of problem-solving and making

c) Different approaches to problem solving

Critical thinking skills enables to be aware of different approaches to solve a

e) Resolve workplace conflicts

1.2.1 Importance of critical thinking

Critical thinking is important for the following reasons –

Figure 4: Importance of critical thinking

Essential to solve problems related to technology, innovation and information,

Helps to improve presentation skills and ability to comprehend.

Provides tools for self-evaluation and self-reflection.

Critical thinking helps to establish opinions based on facts.

1.3 Develop critical thinking in others

Figure 5: Develop critical thinking in others

Leaders can develop critical thinking in others, by allowing the employees to

Figure 7: Develop foresight

Figure 8: Active listening

Develop questioning skills among employees by allowing them to ask questions to

e) Evaluate existing evidence

Figure 10: Evaluate existing evidence

1.4 Relevant legislation