STUDENT

GUIDE

BSBCRT511
DEVELOP CRITICAL
THINKING IN OTHERS
 Contents

Overview 3
Topic 1: Assessing critical thinking skills in others 4
Topic 2: Training others in creative thinking 15
Topic 3: Developing others through application 21
 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.

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 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.

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 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.

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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.

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 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.

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 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.

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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.
Take notes and keep them for future reference.

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.
Take notes and keep them for future reference.

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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 into
 Pareto principle
different parts, considers how
they relate to one another  Cause-effect diagrams
and identifies any further
 SWOT analysis
actions that may be required.
 Benchmarking

 Financial analysis

Interpretation Interpretation uses the results  Qualitative data interpretation

of analysis to form a view/
 Quantitative data interpretation
understanding/conclusion of
the situation.  Statistical modelling

 Surveys

 Graphical representation

Reasoning Reasoning outlines clarity of  Flow charts

thought and rationale as you
 Case comparison
navigate information.

Synthesis Synthesis looks at the  Questioning

similarities, differences and
 Inferring
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 truth, (currency, relevance, authority, accuracy,
relevancy and accuracy. and purpose)

 Spectrum of authority

Table 1: Features of critical thinking skills

Activity: Reflect

Are there any specific tools/techniques relevant to your field of interest or workplace?

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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

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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
Take notes and keep them for future reference.

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.

Activity: Brainstorm

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

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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

Take notes and keep them for future reference.

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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

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 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.

Figure 2: Learning cycle – topic 2

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?

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 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/
Take notes and keep them for future reference.

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.
Take notes and keep them for future reference.

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?

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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  team building exercises

processes
 experimentation
 individual and team training
 information collection and transfer.
 regular informal feedback

Activity: Brainstorm

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

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 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
Image by Fauxels on Pexels
need?)

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 opportunity Description

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

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Formal learning opportunity Description

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.

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 content is
response 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

Activity: Read

Read the article on informal learning opportunities at work:

Article: https://www.skillshub.com/informal-learning-examples/
Take notes and keep them for future reference.

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.

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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
Take notes and keep them for future reference.

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.

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 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.

Figure 3: Learning cycle – topic 3

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 cashflow analysis prior to budget
discussions).
It can also be applied to solve problems (both the simple and hard ones).

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 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 safe to
perspectives into account contribute

 Round-table discussions

 Suggestion box

 Informal feedback

 Surveys (internal and external)

Use a variety of information  Develop positive stakeholder relationships

sources
 Templates

 Appropriate data access

Set aside any of your own  Disclosure requirements

personal opinions and biases and
 Debating sessions
show empathy

Show creativity  Suggestion box

 Brainstorming sessions

 Workplace competitions

 Hackathons

Foresight to consider the impact  Built into templates

of your decision on the people
 Exposure to a range of environments (e.g. visit to
and things around you
aged-care facility).

Table 3: Applying critical thinking characteristics

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 Activity: Brainstorm

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).
Take notes and keep them for future reference.

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.

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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).

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.

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 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?

Activity: Brainstorm

Brainstorm as many ways you can think of to collect feedback from individuals and
teams on the creative thinking opportunities you’ve provided.
Take notes and keep them for future reference.

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.

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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/
Take notes and keep them for future reference.

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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