BSBCRT511

UNIT RESULT SHEET
This form is used to record the student assessment Outcome/result for each assessment task in the Unit of
Competency. Student must complete the first section before submitting the assessment.
Students must complete all assessment tasks satisfactorily to be Competent (C) in the Unit of Competency.
The results will be updated within twenty-eight (28) days from your final submission date. Please check your
student portal regularly to make sure that your results are updated. If there are any discrepancies, please discuss
with the Trainer/Student Support Officer.
Student Use (Must Complete this section before complete assessment submission)
Student ID No GLE845025
Student Name Ngoc Tuan Dinh
Trainer/Assessor Name Sneh Sonani

Unit Code BSBCRT511
Unit Title Develop critical thinking in others
First Re-Assessment/ Late

Assessor Use Only
Submission Submission
Assessment
Assessment Method Assessment Outcome
Task
Assessment 1 Knowledge questions S NYS
Assessment 2 Project S NYS
Final Assessment Result for this unit: C / NYC

Assessor Comments:
Assessor:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided
appropriate feedback.
Assessor Name: Signature:Date: ___/___/_____
For electronic submissions only: By typing your name in the name / signature field, you are confirming the information as being accurate
Document: BSBCRT511 Assessment Tasks

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ASSESSMENT 1 – COVER SHEET
This cover sheet is to be completed by the assessor and used as a record of outcome of this assessment
task.
Student Name: Ngoc Tuan Dinh
Student ID No: GLE845025
Unit Code: BSBCRT511
Unit Title: Develop critical thinking in others
Assessment Task No: 1
Assessment Type: Knowledge test
Date of Submission: 07/12/2023
Student Declaration
By signing below, I acknowledge that I have been advised of the assessment requirements, choose
to be assessed and am aware of my rights and responsibilities. The work submitted here is my own
and does not include work that has been copied from another student or plagiarized except where
the work has been correctly acknowledged or as per the specific assessment task instructions.
Student Signature: ___NGOC TUAN DINH_____

Date: _07_/_12_/_2023_
For electronic submissions only: By typing your name in the name / signature field, you are confirming the information as being accurate.
Assessment Outcome
RESULT: S | NYS
S= Satisfactory |
NYS= Not Yet Satisfactory

ASSESSMENT 1
Question 1
Identify one characteristic for each critical thinking concepts listed below. Briefly explain how each characteristic
is used in each concept.
1. Clarity: Expressing ideas in a manner that is clear and easy to understand

2. Accuracy: Being free from errors, mistakes or distortion
Critical Thinking Characteristic Explanation on How Each Characteristic is Used in Each Concept
Concept
Clarity Distinct The ideas need to be well thought and must not be similar to
others.
Accuracy Correct Critical thinking needs to be correct when it comes to gathering

the details. It includes the theories, information, etc.
Question 2
Identify one characteristic for each critical thinking approach listed below. Briefly explain how each
characteristic is used in each approach.
1. Analysis
2. Synthesis
3. Evaluation
Critical Thinking Characteristic Explanation on How Each Characteristic is Used in Each

Approach Approach
Analysis Objective The approach was made without internal or external

influences.

Synthesis Open-minded This approach allows critical thinkers open mind to be willing to
accept ideas and to be willing to try new things.
Evaluation Impartial This approach allows the critical thinkers’ thoughts including
positive and negative aspects.
Question 3
Bounce Fitness is a premier fitness centre with four centres across Australia. Its head office is currently located in
Cairns, Queensland. Access the link below to learn more about Bounce Fitness.
Bounce Fitness Homepage: https://bouncefitness.precisiongroup.com.au/
Identify three business objectives of Bounce Fitness. Access Bounce Fitness’ business objectives in the link below.
Business Objectives and KPI: https://bouncefitness.precisiongroup.com.au/infrastructure/business-strategy-

and-planning-documents/
1. Providing clients a varied selection of exercises every week

2. Addressing all customer complaints received through all channel within 48hours
3. Enhancing client attendance rates by 20%
Question 4
Identify the three communication processes used in Bounce Fitness. Briefly explain the procedures for
each identified process. Access the link provided below to access Bounce Fitness’s Communication
Processes.
Communications Process
https://bouncefitness.precisiongroup.com.au/policies-and-procedures/administrative-policy-
procedures/
1. Setting daily reminder: Sending reminders to relevant staff through their Bounce Fitness
account. Then follow up with a call.
2. Contacting staff members in the event of a delivery:
- If no payment or proof of identity is required then the reception staff is to leave a message for
the relevant staff.

- In cases requiring proof of identity or payment, reception staff must promptly contact the
relevant staff through a tagged slack message.
3. Contacting staff members in the event of a missed phone call:
- Reception staff is to send a private skype message to the relevant staff member.
- Reception staff should ensure the use of a private conversation setting when sharing client
details with the relevant staff.
Question 5
Answer the guide questions below about Bounce Fitness’ On the Job Training Plan. Access the link below to
answer the guide question.
On the Job Training Plan
https://bouncefitness.precisiongroup.com.au/policies-and-procedures/human-resource/
a. Identify one reason why the task must be presented to the trainee
To make sure the trainee understands what to do and why.
b. Identify one reason why the trainer must try out the trainee’s performance
To be sure that the trainee has learnt the correct method.
c. Identify one reason why the trainer does a follow-up.
To give the trainee self-confidence.
Question 6
Answer the guide questions below about Bounce Fitness’s Personal Development Procedure. Access the link
below to answer the guide questions.
Personal Development Procedure
https://bouncefitness.precisiongroup.com.au/policies-and-procedures/human-resource/
a. Describe the appraisal process.
It is a formal process allows staff to discuss their performance with their managers and their managers
to identify any areas of improvement.
b. Briefly explain the training courses available for personal and managerial skills.
All staff will have access to training courses, including Interpersonal skills, Customer care, and Stress
Management. These courses will provide staff the support to develop and enhance their skills.
c. Identify how employees can participate in an external course of study.
By applying to the Human Resources and should be supported by the relevant individual center
managers.

Question 7
Briefly describe how each learning environment listed below may be used in an organisation.
a. Classroom Learning: This is the conventional way which includes seminars, tutorials, orientations,
trainings, etc.
b. Distance Learning: It is done using training software such as a Learning Management System. It is also
convenient for staff to use at their own time.
Question 8
1. Identify two learning systems that can be used for the listed organisational learning environment.
2. Briefly describe how each learning system is used in an organisation.
a. Classroom Learning
- Training sessions: By engaging in group discussions.
- Workshops: Providing staff hands on practice/ consultation
b. Distance Learning
- Webinars: Undertaken through a software.
- Teleconferences: Flexible and staff can engage at convenient times.
Question 9
Complete the table below:
§ Identify two requirements for the legislation below that are related to Bounce Fitness’ Customer
Relationship Management Policy and Procedures.
§ Briefly explain how the identified requirements are related to the Bounce Fitness procedure.
Access the links below:

§ Customer Relationship Management Policy and Procedures
https://bouncefitness.precisiongroup.com.au/policies-and-procedures/customer-relationship-
management/
§ Privacy Act 1988
https://www.legislation.gov.au/Series/C2004A03712
Legislation Requirement Explanation

To identify the purpose of why
a. For organizations to ensure
the information is collected
that the information
collected is accurate and
complete.
Privacy Act 1988
To avoid using information from
b. To protect customer’s
previous trainings.
information
Question 10
Complete the table below:
§ Identify two requirements for the legislation below related to Bounce Fitness’s staff recruitment policy.
§ Briefly explain how the identified requirements are related to the policy.
Access the links below to assist you in answering this question:

§ Staff Recruitment Policy
https://bouncefitness.precisiongroup.com.au/policies-and-procedures/human-resource/.
§ Equal Employment Opportunity (Commonwealth Authorities) Act 1987
https://www.legislation.gov.au/Series/C2004A03429
Legislation Requirement Explanation
To respect and value various

a. Inform employees of the
cultures.
contents of the program and
Equal Employment the results.
Opportunity
(Commonwealth To value all employees and cater
b. Confer responsibilities for
Authorities) Act 1987 to their requirements and make
the development and
necessary considerations.
implementation of the
program.
Question 11
Access Bounce Fitness’ Market Research Procedure in the link below. Complete the table in the following page
by:
a. Identify one source that can provide additional information related to the procedure.

b. Record the source of your information.
c. Answer the questions that follow to assess the reliability of your source.
Market Research Procedure
https://bouncefitness.precisiongroup.com.au/policies-and-procedures/marketing-policy-
procedures/
Criteria Questions to answer to help you evaluate each source.
§ Does the source provide valid information for your research?

Accuracy
§ Is the content authored and published by a reputable and

Authority qualified organisation or person?
§ Who is the intended audience?

Audience
§ Is the information appropriate for the intended audience?
§ Is the source relevant to your procedure?

Relevance
§ Is the information provided in this source biased?

Likelihood of bias
Title: Do Market research
Source: Business Victoria

https://business.vic.gov.au/business-information/marketing-and-sales/increasing-sales-through-
marketing/do-market-research
Criteria Explanation
Does the source provide valid information for your research?

Accuracy Yes, the article provides sufficient information on what is a market
research and how to do one.
Is the content authored and published by a reputable and qualified
organisation or person?
Authority The owner of the article is Business Victoria – a website is published
by the State Government of Victoria, Australia, and is managed by the
Department of Jobs, Skills, Industry and Regions (DJSIR)

Who is the intended audience?
The audience are those in the business and marketing industry..
Is the information appropriate for the intended audience?
Audience
Yes, Business Victoria provides information, support and resources
to help business owners develop essential skills and understand their legal
obligations
Is the source relevant to your research topic?
Relevance The process is quite the same with those of the Bounce Fitness
though the ones in the Fitness are more specified to their organization.
Is the information provided in this source biased?

Likelihood of bias The article clearly defines each step of the process and isn’t biased
as he also explains the consequences of not faulting down the line.
Based on your evaluation, is this source reliable or not? Tick Yes or No.
YES
o NO
Explain why or why not:

Because it helps the reader to understand in detail the importance of how a market research is
undertaken the appropriate processes that are followed.
Question 12
Access Bounce Fitness’ Bomb Threat Procedures in the Emergency Evacuation Plan and Implementation
Procedures in the link below. Complete the table in the following page:
a. Identify one source that can provide additional information related to the bomb threat procedure.
b. Record the source of your information.
c. Answer the questions that follow to assess the reliability of your source.
Emergency Evacuation Plan and Implementation Procedures
https://bouncefitness.precisiongroup.com.au/policies-and-procedures/whs-and-emergency/
Access Bounce Fitness’ Market Research Procedure in the link below. Complete the table in the following page
by:
d. Identify one source that can provide additional information related to the procedure.

e. Record the source of your information.
f. Answer the questions that follow to assess the reliability of your source.
Title: Bomb, Chemical and Biological Incidents
Source: Australian Federal Police - AFP

https://www.police.act.gov.au/sites/default/files/PDF/bizsafe-factsheets.pdf
Criteria Explanation
As a reader the source has provided additional information can be useful not
Accuracy only to the Bounce Fitness bur to all other organizations as it gives a laid out
in detail information on how to respond to such situations.
The file is been published by Australian Federal Police - Australia’s national
policing agency
Authority
It caters for all types of working environment which helps all business and for
those newly starting on how the procedures need to be undertaken
Audience
Bounce Fitness follows the same procedures which makes it sync with the
Relevance procedures of this file
The information in the file isn’t biased as it only helps not only the business
Likelihood of bias working environment but also the small business in other industries to
respond appropriately by following the relevant procedures.
Based on your evaluation, is this source reliable or not? Tick Yes or No.
YES
o NO
Explain why or why not:

This file was very useful as it had enough information to understand the procedures and processes of how
to respond in such a situation. It laid out each step and explains in detail the importance of following them.

Question 13
Complete the following information by identifying:
§ Your current workplace industry. (If you currently do not have a workplace, use the industry you are
familiar with.)
§ Identify the best practice used in the identified industry to instruct others on critical and creative thinking
methods.
§ One workplace task in your industry that uses each method: Critical Thinking and Creative Thinking using
Scaffolding and Brainstorming respectively..
§ One way of applying your identified industry’s best practice to teach others on how to perform each
identified workplace task.
Current workplace industry Australian Tutoring Centre
Industry best practice to instructing Scaffolding and role modelling
Type of Thinking Method Workplace Task Application of Industry Best Practice to

Teach the Workplace Task Using the
Method
Critical thinking Scaffolding Positive interactions Have team members ask more open-ended
with children questions
Creative thinking Brainstorming Discussions on better Through discussions, welcome wild ideas
ways to enhance and build upon other’s ideas
children’s learning
Question 14
a. Critical Thinking Skills

§ Identify at least one team building activity that will promote the development of each critical
thinking skill-
o Problem Solving Skill
o Consider Alternatives
§ Briefly explain how each team building activity identified promotes each critical thinking skill
b. Creative Thinking Skills
§ Identify at least one team building activity that will promote the development of each creative
thinking skill-
o Thinking Outside the Box

o Brainstorm for solutions
§ Briefly explain how each team building activity identified promotes each creative thinking skill
Critical Thinking Skills Team Building Activity for Brief Explanation of How Each Activity Promotes
Critical Thinking a Team’s Critical Thinking Skills
Problem Solving Skill Clarify, Ideate, Develop and It helps to generate and innovate solutions
implement
Consider Alternatives Idea generation It helps to put your thoughts into actions and
further reflect on them.
Creative Thinking Skills Team Building Activity Brief Explanation of How Each Activity Promotes
for Critical Thinking a Team’s Critical Thinking Skills
Thinking Outside the Box Ideate Explore ideas that challenge the questions
Brainstorm for solutions Formulate solutions. Identify resources that are needed to implement
Transition from ideas to the solutions and actions
solutions.
Question 15
a) Critical Thinking Skills

• Briefly explain an action that you can do in the workplace that will help an employee develop
the critical thinking skills listed below
o Research
o Avoid Assumptions
b) Creative Thinking Skills

• Briefly explain an action that you can do in the workplace that will help an employee develop
the creative thinking skills listed below.
o Imagine Possibilities
o Open-mindedness
Critical Thinking Skills Brief Explanation of an Action in the Workplace That Will Help Develop
Each Critical Thinking Skill
Research This is the preparation stage where you gather all the relevant
information
Avoid Assumptions While gathering your information, you avoid errors and assumptions
Creatve Thinking Skills Brief Explanation of an Action in the Workplace That Will Help Develop
Each Critical Thinking Skill
Imagine Possibilities By restating problems as questions, you bring forth multiple possibilities so
that you can generate better ideas and solutions to the problem
Open-mindedness Being open-minded paves the way for more ideas to be generated rather
than being judgmental or biased.

ASSESSMENT 2 – COVER SHEET
This cover sheet is to be completed by the assessor and used as a record of outcome of this assessment
task.
Student Name: Ngoc Tuan Dinh
Student ID No: GLE845025
Unit Code: BSBCRT511
Unit Title: Develop critical thinking in others
Assessment Task No: 2
Assessment Type: Project
Date of Submission: 07/12/2024
Student Declaration
By signing below, I acknowledge that I have been advised of the assessment requirements, choose
to be assessed and am aware of my rights and responsibilities. The work submitted here is my own
and does not include work that has been copied from another student or plagiarized except where
the work has been correctly acknowledged or as per the specific assessment task instructions.
Student Signature: ______NGOC TUAN DINH____________

Date: __07__/__12___/__2023___
For electronic submissions only: By typing your name in the name / signature field, you are confirming the information as being accurate.
Assessment Outcome
RESULT: S | NYS
S= Satisfactory |
NYS= Not Yet Satisfactory

RTO # Error! Unknown document property name. | CRICOS #
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Assessment 2 – Project
Part 1. Assess the Individual and Team Critical and Creative Thinking Skills
Part 1TATask Overview Case Study Overview
This part of the project requires you to identify knowledge gaps within teams and individuals and facilitate
learning opportunities to address these gaps. Specifically, you are required to:
§ Research models of critical and creative thinking
§ Develop questions to identify individual and team knowledge gaps
§ Facilitate formal and informal learning opportunities for addressing identified gaps
§ Articulate key features of critical and creative thinking concepts to relevant personnel
§ Collect feedback from individuals and teams on critical and creative thinking opportunities.
Part 1 Case Study Overview

Welcome to Bounce Fitness
You are the center manager for Bounce Fitness Cairns. There are two teams of fitness trainers that directly
report to you, Team A and Team B, with two members in each team. As the centre manager, you are in charge
of overseeing this branch’s performance, including the performance of all its employees.
Fitness trainers of Team A handle one-on-one classes with their clients. The special feature of these classes is
that each training plan is catered specifically to each client’s needs and capabilities. These trainers are in charge
of creating training plans that are appropriate for each of their clients. They also keep track of their clients’
fitness records which helps them adjust training plans depending on their clients’ progress.
Fitness trainers of Team B handle the different fitness classes that Bounce Fitness. Each class has an attendance
of 10 to 25 clients. As part of handling group classes, Team B fitness trainers must be knowledgeable on proper
exercise and nutrition should their clients ask them for advice.
To help improve your employees’ performance, you decide to see how well members of each team know their
tasks. Based on your findings, you intend to organise learning opportunities to help the fitness trainers perform
better.
Task 1.1 Research on Critical and Creative Thinking Models

SIMULATED ASSESSMENT INSTRUCTIONS

1.Conduct research on information about critical and creative thinking. Record your responses in the
Critical and Creative Thinking Research Form provided within this workbook.
Complete the following sections of the form with the information you have researched:
a. Models
§ Identify two models:
0. At least one model of critical thinking
1. At least one model of creative thinking
§ Define critical or creative thinking according to the model
§ Briefly explain how each model can be applied to a workplace setting
Brief explanation of how the model might be used in any workplace setting
b. Concepts
§ Identify the following
0. At least two critical thinking concepts
1. At least two creative thinking concepts
Concepts refer to ideas or theories that fall under critical or creative thinking.
Examples of critical thinking concepts can be viewed from the link below:
http://www.netuni.nl/courses/p4c/uploads/File/Critical-thinking-concepts.pdf
§ Define each concept identified.
§ Identify at least one characteristic of each concept identified.
§ Briefly explain how each concept can be applied to a workplace setting
c. Approaches
§ Identify the following:
0. At least two approaches used for critical thinking
1. At least two approached used for creative thinking
Approaches refers to methods used to conduct critical or creative thinking.
Approaches identified must be applicable to a workplace setting.
§ Define each approach identified
§ Briefly explain how each approach can be applied to a workplace setting
d. Source Log
List at least three sources used to complete this research task. You can list either print sources
or online sources.
§ For print sources, record the title and author of the source.
§ For online sources, record the title and link to the webpage.
Where possible, information researched and identified for this task must be relevant to a workplace.
Submit the completed Critical and Creative Thinking Research Form templates to your assessor.
Learner Name: NGOC TUAN DINH

Workplace/Organisation: Bounce Fitness
Date 07/12/2023
I. Critical Thinking
A. Model

Name of Model: The Three-Stage Model
Definition of Critical Thinking It is a process whereby critical thinkers can ask meaningful questions.
According to the Model The Three Stage Model which has the following stages: analysis,
evaluation, description.
Application of Model to Workplace They already know to identify the problem and seek relevant
Setting: information.
B. Concepts
Application to Workplace
Concept Definition of Concept Characteristic
Setting
Expressing ideas in a Distinct Generating new ideas which
1. Clarity
manner that is clear isn’t similar to others.
and easy to understand
Being free from errors, Correct Being accurate and correct

2. Accuracy
mistakes or distortion. when collecting and
gathering data.
C. Approaches
Approach Definition Application to Workplace Setting
It is the ability to carefully The need to be curios when
1. Analysis
examine something. accepting information and be
observant of the whole picture.
Synthesis studies the combination The ability to be flexible and open

2. Synthesis
of parts to form a whole. minded when gathering relevant
data.
II. Creative Thinking
A. Model
Name of Model: The Wallas Model

Definition of Creative Thinking The model is where the information is prepared, reflected upon, a
According to the Model creative response is formed and lastly where the data is
implemented.
Application of Model to Workplace Generating new and creative ideas.

Setting:
B. Concepts
Concept Meaning of Concept Characteristic Application to Workplace
Setting
Evolution improves Open-minded When existing projects are
1. Evolution
pre-existing idea by examined to make them
creating new ideas better.
from them.
Combining two or Creative Combine two projects to

2. Synthesis
more existing ideas make one design.
to form one new
design.
C. Approaches
A group of people try to pool in Through discussions or Round-
1. Brainstorming
their ideas spontaneously to solve robin where each participant gets
their probems. a turn to voice out their opinion.
A unique perspective of looking at Through discussions where ideas

2. Lateral thinking
a problem to generate ideas or are generated and shaped into
solution. workable solutions.
III. Source Log
1. https://www.designreview.byu.edu/collections/graham-wallas-the-creative-process

2. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-
creative-thinking/learning-continuum/
3. BSBCRT511-Learner book
Task 1.2 Develop Questions About Team Knowledge

1. Access and review the document from the link below:
Fitness Trainer Tasks Guidelines
https://bouncefitness.precisiongroup.com.au/supplementary-files/critical-thinking-problem-solving-
bsbcrt511/
Each team has a corresponding task with guidelines found in the following sections of the document:
a. Team A’s task is based on Developing a Personal Fitness Plan section
b. Team B’s task is based on Giving Advice on Proper Nutrition section
2. Locate the Questions Log template provided within this workbook. Use the Questions Log to develop
questions that will assist in identifying the knowledge gaps of each team in line with their corresponding
tasks.
Questions to be developed for each team must be based on their corresponding tasks outlined in the
Fitness Trainer Tasks Guidelines.
Questions must ask about how, what, why, when, and where. (e.g., When are pre-screening tests done?
What can be tracked by using the records from a fitness test?)
3. Complete two Questions Logs – one for each team that you will work with. For each Questions Log:
a. Develop at least one set of questions for each team to answer as a group.
§ Write at least five to seven questions about the team’s task.
§ Write the benchmark answer next to each question created.
Write these under the Questions for the Team section of the Questions Log.
b) Develop at least one set of questions for at least one individual team member from each team
to answer
For the purpose of this assessment, this is the team member with the least experience. You may
refer to the character brief in Task 1.3 of this assessment for guidance.
§ Write at least five to seven questions about the team’s task.
Questions developed for the selected individual must differ from the questions
developed for the team. However, these must correspond to the Fitness Trainer Tasks
Guidelines.
§ Write the benchmark answer next to each question created.

Write these under the Questions for the Individual Team Member section of the Questions
Log.
2. Leave the following columns in the template blank:
§ Answered Correctly
§ Comments/Remarks
These will be completed in Task 1.3 of the assessment.
Submit two partially completed Question Logs to your assessor.
Completed By: Ngoc Tuan Dinh

Date: 07/12/2024
Team: Team A
Questions for the Individual Team Member

Answered
Correctly?
Question Benchmark Answer If yes tick the Comments/Remarks
box. If not,
leave blank.
Through communication with
1. What are the ways to
clients, emails and other social
promote a fitness plan?
media platforms.
Understand their needs before

2. What happens when
stating organization
customers don’t comply?
requirements.
The qualified trainers in the

3. Who are the people
premises.
directly involved in
providing training?
Given a fixed time, date and a

4. How are general
tour around the Bounce Fitness.
orientations conducted?

By measuring their inputs on a
5. How do you keep a track
weekly basis.
of records?

Date: 07/12/2024
Team: Team B

Answered
Correctly?
Question Benchmark Answer If yes tick the Comments/Remarks
box. If not,
leave blank.
Through communication with
clients, emails and other social
promote a healthy diet
media platforms.
plan?
Understand and learn about the

2. What happens if the diet
different types of bodies and
plan doesn’t suit all types
how each plan would cater to
of bodies?
them.
The qualified trainers who are

also qualified in providing diet
advice too.
providing diet advice?
Given a fixed time, date and a

4. Is the diet plan catered
tour around the Bounce Fitness,
for each individual
clients will be provided a
specifically?
checklist covering all information
about their types of food
requirements and preferences.

After gathering information from
5. How do you create
the checklists, diet plans and
individual diet plans?
other dietary requirements will
be created according to the
individual.
Task 1.3 Meeting with Teams to Identify Knowledge Gaps

1. Conduct two separate meetings with Team A and Team B to identify their knowledge gaps:
a. One meeting must be with all members present for each team
b. One meeting must be with the selected individual member from each team
2. Enlist the assistance of at least four volunteers to undertake the role of the members of Team A and
Team B. Each team must have at least two members.
Discuss with your volunteers the roles they will undertake. Ensure that they are able to participate
throughout the end of this Practical Assessment.
3. Access the following documents from the link provided below:
a. Meeting with Team A Character Brief
b. Meeting with Team B Character Brief
https://bouncefitness.precisiongroup.com.au/supplementary-files/critical-thinking-problem-
solving-bsbcrt511/
Review these character briefs with your volunteers to understand the roles they will undertake for the
meeting.
4. Locate the Observation Form provided within this workbook. The Observation Form outlines all the
skills you need to demonstrate in this task. Review the document to ensure the demonstration of the
skills specified during each meeting with all team members from each team present.
5. Review the instructions here and the skills outlined in the Observation Form. Arrange a time with your
assessor to observe you in conducting each separate meeting with all team members present for each
team. Provide your assessor with two copies of the Observation Form. Discuss all requirements of the
task with your assessor and prepare these before the team meeting.
Your assessor must complete two Observation Forms – one for each team meeting observed.
If direct observation is not possible, record the role play activity in a video. Ensure to obtain permission first from
persons involved before doing so.
6. Conduct the meetings for each team.
a. Hold the first meeting with all team members from each team present. During each meeting,
you must:
§ Ask the team members the questions you developed in the Questions Developed for
the Team section of the Questions Log from Task 1.2.

§ If the team is able to correctly answer the question, tick the box in the Answered
Correctly column. If not, leave it blank.
§ Write specific comments on questions that team is unable to answer correctly in the
Comments/Remarks column.
b. Hold the second meeting with Fitness Trainer 2 of each team. During each meeting, you must:
§ Ask the team member the questions you developed in the Questions for the Individual
Team Member section of the Questions Log from Task 1.2.
§ If the team member is able to correctly answer the question, tick the box in the
Answered Correctly column. If not, leave it blank.
§ Write specific comments on questions that team member is unable to answer
correctly in the Comments/Remarks column.
Comments or remarks recorded for each question answered incorrectly will assist you in completing Task
1.4
7. Submit the following to your assessor:
§ Two completed Questions Logs – one for each team
Keep a copy of the two completed Questions Logs to be used in Task 1.4.
Video recordings of each team meeting conducted (ONLY if assessor is not available for direct observation)
Questions for the Individual Team A Member

Answered
Correctly?
Question Benchmark Answer Comments/Remarks
If yes tick the box. If
not, leave blank.
Through communication Both team members
with clients, emails and knew the importance of
promote a fitness
other social media communication.
plan?
platforms.
Understand their needs Team members knew

2. What happens when
before stating organization that a general briefing is
customers don’t
requirements. required.
comply?
The qualified trainers in the Both trainers who are

premises. qualified in the field.
providing training?

Given a fixed time, date and Clients are given a tour
4. How are general
a tour around the Bounce and a briefing about the
orientations
Fitness. whole program. Team
conducted?
members are aware of
the procedures.
By measuring their inputs Team members lacked
5. How do you keep a
on a weekly basis. knowledge on how to
track of records?
keep records and
observe clients. Need
more support.
Questions for the Individual Team B Member

Answered
Correctly?
Question Benchmark Answer Comments/Remarks
If yes tick the box. If
not, leave blank.
Through communication Team is quite innovative
with clients, emails and in advertising the need
promote a healthy diet
other social media for a better lifestyle on
plan?
platforms. all social platforms and
modes of
communication.
Understand and learn about Team members need to
2. What happens if the
the different types of bodies upgrade knowledge on
diet plan doesn’t suit
and how each plan would different dietary
all types of bodies?
cater to them. requirements.
The qualified trainers who Both team members are

are also qualified in aware of their roles.
providing diet advice too.
providing diet advice?
Given a fixed time, date and Team members need to

4. Is the diet plan catered
a tour around the Bounce analyze and learn about
for each individual
Fitness, clients will be the different body
specifically?
provided a checklist requirements of their
covering all information clients. E.g. the different
about their types of food ailments in a client.
requirements and
preferences.

After gathering information Need to upgrade their
5. How do you create
from the checklists, diet knowledge in
individual diet plans?
plans and other dietary understanding the right
requirements will be nutrition for different
created according to the clients.
individual.
Task 1.4 Create a Learning Plan

1. Review each teams’ and individuals’ responses in the completed Questions Log from Task 1.3.
2. Access the Learning Plan templates located within this workbook. Complete one Learning Plan for each
team. For each Learning Plan, you must:
a. Review the team’s responses from the completed Questions Log from Task 1.3.
Based on the results of each discussion from Task 1.3, identify the following for each section
of the Learning Plan:
§ Team section:
o At least one knowledge gap that can be addressed by a formal learning
opportunity
Formal learning opportunities occur in structured and organised
environments such as classrooms. The learning content is also already pre-
determined.
o At least one knowledge gap that can be addressed by an informal learning
opportunity
Informal learning opportunities occur in settings that are not structured and
organised.
o Identify the specific learning opportunities you intend to facilitate for each
team to address each identified knowledge gap. Ensure that there is:
• At least one formal learning opportunity
These can include:
• Conducting workshops
• Conducting training sessions
• At least one informal learning opportunity
These can include:
• Conducting consultations
• Watching tutorial videos
• Participating in forums
o Select a date when you plan to facilitate the learning opportunity.

o Identify your expected learning outcomes after each learning opportunity
has been facilitated.
§ Individual section
o Identify at least one knowledge gap based on their incorrect answers.
o Determine if the knowledge gap will be addressed by either a formal or
informal learning opportunity
o Identify the specific learning opportunity you intend to facilitate to address
the knowledge gap.
The specific learning opportunity must correspond with your response of
whether it will be a formal or informal learning opportunity.
o Select a date when you plan to facilitate the learning opportunity
o Identify your expected learning outcomes after each learning opportunity
has been facilitated.
3. Leave the following sections of the template blank:
§ Date Implemented
§ Actual Outcome
§ Assessor’s Signature
§ Assessor’s Declaration
These columns will be completed after the learning opportunities are implemented in the later tasks.
4. Submit two partially completed Learning Plans, one for each team, to your assessor.
Task 1.4 Learning Plan

Date: 07/12/2023
Team A
Team
Assessor’
Type of Planned Expected Date
Knowledge Learning Actual s
Learning Implementat Learning Implement
Gap Opportunity Outcome Signatur
Opportunity ion Date Outcome ed
e
Formal Conducting 09/12/2023 To be able 10/12/2023 Participants
1. Maintain
learning training to track learnt and
ing
sessions. clients identified
records
progress ways of easily
and
and tracking
keeping
communica clients
track of
progress and
clients’
progress te it to keeping
. them. records on a
weekly basis.
Informal Participating 09/12/2023 Have a 10/12/2023 Participants

2. Develop
learning in forums better were given
knowled
understand the
ge on
ing on opportunity to
health
nutrition learn and
and
and how it build their
nutrition
caters to understanding
subject
different on nutrition
types of and healthy
bodies. eating.
Task 1.5 Facilitate Formal Learning Opportunities

1. Review the knowledge gaps to be addressed by a formal learning opportunity from the partially
completed Learning Plans from Task 1.4.
2. Locate the Session Plan template provided within this workbook. Complete one Session Plan for each
formal learning opportunity you will facilitate. Each Session Plan must include the following:
a. Date
Identify when you completed the Session Plan
b. Session Title
Identify the title of your session. Session Title must correspond to what you intend to address in
each session.
c. Session Length
Identify the target overall duration of the session to be facilitated.
d. Participants
Identify the participants of each formal learning opportunity you will facilitate.
e. Knowledge Gap
Identify at least one knowledge gap that you aim to address for each formal learning opportunity
based on your responses in the Learning Plan from Task 1.4.
f. Learning Objective
Identify at least one learning objective for each formal learning opportunity. Learning Objectives
are your purpose for facilitating the formal learning session.
g. Introduction
§ Grab Attention
Identify at least one activity you intend to conduct to begin the session. These can be activities
that allow all participants to get to know each other as well as yourself.

§ Learning Outcome
Identify at least one task or activity that the participants should be able to do at the end
of each formal learning opportunity.
§ Check Prior Knowledge
Identify at least one activity to determine how much the participants already know about
the topic of the session
h. Body
§ Content Outline
Outline the planned content for the session. This will include all the topics you intend to
discuss during the session.
Content outline in this section must include:
o All topics to be discussed to address knowledge gap identified for each
formal learning opportunity
o The following topics from Task 1.1:
• At least two critical thinking concepts
• At least two creative thinking concepts
• Application of critical thinking to workplace setting
• Application of creative thinking to workplace setting
Application of both critical and creative thinking must be
contextualised to the context of the session (e.g., how to apply
critical thinking to conducting pre-screening)
§ Assessment
Identify at least one activity you plan to conduct during the session to check on the
participants’ learning.
This can include:
o A short paper-and-pencil test
o An identification game
i. Conclusion
§ Summarise
Outline three to five key points you included in your discussion based on your outline in
the Content Outline section.
Identify the time frames you intend to allocate for each section.
The total time for all the time frames for each section should be the same as the amount of time you
identified for the Session Length.
3. Locate the Observation Form provided within this workbook. The Observation Form outlines all the skills
you need to demonstrate in this task. Review the document to ensure the demonstration of the skills
specified during each formal learning opportunity.
assessor to observe you in conducting each formal learning opportunity.
Provide them with one copy of the Observation Form for each formal learning opportunity to be
facilitated. Your assessor must complete one Observation Form for each formal learning opportunity
conducted.

If direct observation is not possible, record the role play activity in a video. Ensure to obtain permission
first from persons involved before doing so.
5. Prepare for each formal learning opportunity you intend to conduct. This includes preparing any
additional material you intend to use (e.g. charts or diagrams) or creating resources (e.g., PowerPoint
presentation) that will be used during each formal learning opportunity to be conducted
6. Arrange a time with each team and selected individual team member to facilitate the formal learning
opportunity.
7. Facilitate the formal learning opportunities.
During each formal learning opportunity, you must:
a. Locate the Attendance Sheet provided within this workbook. You must have one copy for each
formal learning session.
Have your participants sign the attendance sheet to confirm their attendance. They must include
their handwritten signature.
b. Access the Session Plan you completed for each formal learning opportunity. Facilitate each
formal learning opportunity following the Session Plan you prepared
c. Ask each participant questions throughout the session to gauge their learning
8. After conducting each formal learning session, access the partially completed Learning Plans from Task
1.4. Complete the following sections on each Learning Plan:
a. Date Implemented
Record the actual date each formal learning opportunity was conducted.
b. Actual Outcome
Briefly explain if the participants for each formal learning opportunity were able to successfully
learn knowledge presented during each session. You may refer to the outcome of the
‘Assessment’ section of your Session Plan for your reference.
9. Have your assessor sign the Assessor’s signature column in each Learning Plan for each formal learning
opportunity conducted. This is to confirm that you facilitated each formal learning opportunity based on
your responses in each Learning Plan. Assessor’s signature must be handwritten.
Your assessor will complete the Assessor’s Declaration Form in Task 1.6.
Do not submit the Learning Plans yet. You will submit the completed Learning Plans after completing
Task 1.6.
10. Submit the following documents to your assessor:
§ Accomplished Session Plans for each formal learning opportunity facilitated
§ Completed Attendance Sheets for each formal learning opportunity facilitated
Number of submissions for the Session Plan and Attendance Sheet must correspond to the
number of formal learning opportunities conducted as identified in each of your Learning Plans.
However, at least one Session Plan and at least one Attendance Sheet must be submitted for
each team.
Video recording of each formal learning opportunity conducted (ONLY if assessor is not available for
direct observation)
Name: Ngoc Tuan Dinh Date: 09/12/2023

Session Title: Maintaining records Training Session Length: 2 hours
session Identify target overall
duration of the
session
Participants: Team A / Two team members
Knowledge Gap: Maintaining records and keeping track of client’s progress
Learning Objective: To be able to track clients’ progress levels and communicate it to them
Introduction Time
Grab Attention “ICE-BREAKERS”- Learn about other participants in the 15 mins
Identify an activity that training sessions, their experience and how they can
will help participants contribute to each other’s professional growth.
get to know everyone in
the learning
opportunity
Help to build interaction, communication and knowledge
on the relevant topic.
Learning Outcome
Check Prior Brief discussion including question and answers on the 15 mins
Knowledge relevant topic.
Identify at least one
activity to determine
how much participants
already know about the
topic of the session

Body Time
To identify various strategies on keeping and maintaining 1 hour
Content Outline records.
Outline here the
To build professional communication skills
planned content of the
session
Assessment An MCQ questionnaire. 10 mins

Outline all activities to One on one interaction with mentor.
be conducted to check
what the participants
have learned during the
session
Conclusion Time
Building professional communication helps to develop 5 mins
Summarise positive attitudes towards clients. Maintaining records
Outline at least three to
helps clients learn of their improvements and goals. Record
five key points of your
keeping also build clients confidence in trying new
discussion.
challenges.
Attendance Sheet
Learner Name: Ngoc Tuan Dinh
Session Title: Maintaining records Training session
Team: Team A
Date of Learning Session: 10/12/2023 – 12/12/2023
Name Handwritten Signature
Ngoc Tuan Dinh
Ngoc Tuan Dinh
Ngoc Tuan Dinh
Ngoc Tuan Dinh

Ngoc Tuan Dinh
Task 1.6 Facilitate Informal Learning Opportunities

1. Review the knowledge gaps to be addressed by an informal learning opportunity from the partially
completed Learning Plans from Task 1.4.
skills specified during each meeting with all team members from each team present.
assessor to observe you in conducting each informal learning opportunity.
Provide them with one copy of the Observation Form for each informal learning opportunity to be
facilitated. Your assessor must complete one Observation Form for each informal learning opportunity
conducted.
4. Arrange a time with each team and the selected individual team member to facilitate the informal
learning opportunity.
5. Facilitate the informal learning opportunities identified in each of the Learning Plans. For each informal
learning opportunity, you must:
a. Brief participants about the informal learning opportunity.
§ Discuss with each team and/or individual they can expect to happen during each
§ Discuss each knowledge gap that will be addressed in each informal learning
opportunity with each of the teams and/or individual team member.
b. Address the knowledge gaps by providing information the participants are expected to learn
by the end of the informal learning opportunity:
This can include, but are not limited to, the following:
§ Providing detailed instructions to help the participants better perform their tasks after
the learning opportunity
§ Defining terms and providing detailed explanations
§ Giving additional resources participants can access to gather more information
You must submit supplementary evidence of facilitating each informal learning opportunity.
Supplementary evidence to be submitted must show that the learning opportunity has been facilitated.
It must include:
§ Details about the knowledge gaps

§ How the learning opportunity addressed each knowledge gap
Evidence will vary depending on the specific informal learning opportunity conducted, and can include,
but are not limited to the following:
§ Meeting minutes
§ Discussion notes
6. After conducting each informal learning opportunity, access the partially completed Learner Plans from
Task 1.4. Complete the following sections on each Learning Plan:
a. Date Implemented
Record the actual date each informal learning opportunity was conducted.
b. Actual Outcome
Briefly explain if the participants for each informal learning opportunity were able to
successfully learn knowledge presented during each session.
7. Have your assessor sign the Assessor’s signature column in each Learning Plan for each formal learning
opportunity conducted. This is to confirm that you facilitated each informal learning opportunity based
on your responses in each Learning Plan. Assessor’s signature must be handwritten.
Have them sign the Assessor’s Declaration Form found at the end of the Learning Plan.
You must submit at least one copy of the following documents for each informal learning opportunity
facilitated in this task.
§ Supplementary evidence for each informal learning opportunity conducted
§ Two completed Learning Plans

§ Video recording of informal learning opportunities (ONLY if assessor is not available
for direct observation)
Discussion notes on Informal learning

Topic- Understanding the importance of nutrition and healthy eating.
Trainer introduced himself and commenced the session with a small play activity.
Participants were given the opportunity to learn, analyze and understand the differences in body types leading
to various bodily requirements.
Participants were also made to understand the nutrition in each food and the organizing of a balanced diet in
healthy eating.
During the session, questions were raised relating to the topic which further helped all participants gain better
understanding of the relevant topics.
Task 1.7 Collect Feedback on Learning Opportunities

1. To complete this task, you must conduct two separate meetings with Team A and Team B.
skills specified during each meeting.
assessor to observe you in conducting each meeting.
Provide two copies of the Observation Form. Your assessor must complete one Observation Form for
each meeting conducted.
4. Arrange a time to meet with each of the two teams to collect feedback on the learning opportunities
facilitated.
5. Access the Meeting Minutes template provided within this workbook. You will record your discussion
with each team here.
6. Conduct the meeting for each team to gather their feedback on each of the learning opportunities
facilitated.
a. Formal learning opportunity conducted in Task 1.5
b. Informal learning opportunity conducted in Task 1.6
Discussion points include, but are not limited to, the following:
§ Identify what they liked about the learning opportunities
§ Identify what they did not like about the learning opportunities
§ Discuss whether they think the learning opportunities were facilitated well or not
Record the result of your discussion in the Meeting Minutes.
7. Have each attendee sign beside their name in each Meeting Minutes after each meeting. All signatures
must be handwritten.
8. Submit two completed Meeting Minutes to your assessor.
Date: 12/12/2023 Time: 1 pm Location: Bounce Fitness

Purpose of the To receive feedback from the participants of their perspective towards the training
meeting sessions.
Facilitator Ngoc Tuan Dinh
Notetaker Ngoc Tuan Dinh
Attendees Ngoc Tuan Dinh
Please sign beside your 2 Team members from Team A and B
name after the
meeting.
Agenda Item 1 Formal Learning Opportunity

Discussion towards how Team A member has progressed towards his
goal of understanding the need to keep records of his clients.
Discussion
Discuss with the Team

Brief introduction of the whole picture of Team A’s strengths and the area of improvement. Understanding
from the Team’s perspective and responding likewise to support their future engagement with clients.
Discussion with Individual Team Member

Team member discussed the positive impact the training had on him and how it has helped him experience
the different ways maintaining records of his current and new clients. Communication has been better after
the professional communication training and the participant would like to enroll in further support courses.
Agenda Item 2 Informal Learning Opportunity

Discussion on team member B’s progression towards developing
knowledge on nutrition.
Discussion

Describing to team of the general picture of Team B failing to upgrade their knowledge despite having to
advice clients on their nutrition levels.
As it is quite an important task and involves great learning team member has offered to participate in forum
training sessions to further upgrade his knowledge.

Participant feels confident and has gained a better understanding towards the relevant subject.
Desires to further enroll in another support session to keep upgrading knowledge on the subject.
The forum discussion has helped team member learn about other participants experiences and knowledge to
implement in Bounce fitness.
Part 2. Establish an Environment That Supports Critical and Creative Thinking

Task Overview
This part of the project requires you to establish an environment that support critical and creative thinking.
Specifically, you are required to:
§ Analyse current organisational systems to identify gaps and barriers to critical thinking
§ Develop processes that create a safe environment for critical and creative thinking approaches
Part 2 Case Study Overview
Bounce Fitness Systems
You’ve reviewed that the task of each team allows them to practice their critical and creative thinking
skills. You want to ensure that these skills are supported by the current systems Bounce Fitness has in
place. You are aware that most of Bounce Fitness’s systems have not been reviewed or updated for a
while now. You decide that this would be a good time to look over the systems and check for necessary
changes or updates to make to improve Bounce Fitness’s processes.

You choose two systems to review that would be applicable to both your teams:
The first system is the Performance Management System. Bounce Fitness’ performance management
system puts into place an annual review for all employees. The organisation uses a forced ranking
system for its employees. In this system, there is a set percentage that tells how many employees can
be classified for each group.
Each employee’s performance is reviewed against their key performance indicators (KPIs). These KPI
differ per employee, depending on their role and responsibilities.
The second system is the Customer Relations Management System. This system contains a process to
handle client complaints. Clients are encouraged to fill out a complaint form for documentation. These
forms are then forwarded to the concerned department to be resolved. If clients are becoming
emotional enough that they might be disrupting others, employees may offer the client with a $10.00
gift card to Bounce Fitness services as an apology for the inconvenience.
Bounce Fitness employees are also encouraged to recommend the product or service of the month to
their clients. This is to introduce them to new products and services that the clients might be interested
in..
Task 2.1 Analyse Organisational Systems

1. Access and review the following documents from the links provided to complete this task:
§ Business Objectives and KPIs
https://bouncefitness.precisiongroup.com.au/infrastructure/business-strategy-and-planning-
documents/
§ Performance Management System
§ Customer Relations Management System
http://bouncefitness.precisiongroup.com.au/supplementary-files/critical-thinking-problem-
solving-bsbcrt511/
2. Locate the Organisational Systems Analysis Report provided within this workbook.
3. Complete the Organisational Systems Analysis Report. To complete the report, you must:
a. Identify at least one relevant business objective for each of the following Bounce Fitness
Systems:
§ Performance Management System
§ Customer Relations Management System
b. Briefly explain the relevance of the identified business objectives to each Bounce Fitness
system.
c. Analyse the processes found within the Performance Management System and the Customer
Relations Management System documents.
For each system, you must:

§ Determine if there are steps in the processes for each system that encourages
employees to practice critical or creative thinking
§ Identify steps in processes that are in place that seem to hinder the practice of critical
or creative thinking
§ Determine if a process is lacking a step in order for Bounce Fitness employees to fully
practice critical or creative thinking
d. Identify either gaps or barriers in each system based on your analyses of each system:
§ If you identify barriers, identify at least two barriers for each system analysed:
Barriers are anything that hinders employees from exercising critical or creative
thinking methods.
o At least one barrier to critical thinking methods
Critical Thinking methods focus on analysing options and ideas, synthesising
existing information, and making judgements on the value of something.
o At least one barrier to creative thinking methods
Creative Thinking methods focus on generating ideas, considering alternative
options of actions and assessing actions
§ If you identify gaps, identify at least two gaps to critical thinking methods for each
system analysed
Gaps refer to something that is missing from the processes that prevents employees
from fully practicing critical thinking methods.
e. Identify at least two resources used to implement each Bounce Fitness system.
Responses in this task will be used for Task 2.2.
4. Submit the completed Organizational Analysis Report to your assessor.
Name: Ngoc Tuan Dinh

Workplace/Organisation Bounce Fitness
Date Completed: 09/12/2023
Business Objectives
System Relevant Business Objective Relevance of Business Objective to
the System
Implementation of an Appraisal Staff can discuss their performance
1. Performance
process. with their managers formally and
Management System
managers can also identify areas for
staff to improve.
The communication process. It helps to address the gaps and

2. Customer Relations
barriers that may hinder the
Management System
completion of business objectives.
Performance Management System

Identify either at least two barriers or at least two gaps:
1. Attribution or self-serving bias where people give credit for their success and blame others for their
failures.
2. Motivational block which does not allow a person to move forward.
Organisational Resources
1. https://bouncefitness.precisiongroup.com.au/wp-content/uploads/2020/10/business-objectives-
key-performance-indicators-v1.0.pdf
2. https://bouncefitness.precisiongroup.com.au/policies-and-procedures/human-resource/
Customer Relations Management System

1. Convenience thinking when someone doesn’t make an effort to find the truth.
2. Immovable forces where people are resistance to new ideas and find it difficult for potential change.
1. https://bouncefitness.precisiongroup.com.au/wp-content/uploads/2021/10/Customer-Relationship-
Management-Policies-and-Procedures-v1.2.pdf
2. https://bouncefitness.precisiongroup.cocm.au/wp-content/uploads/2020/11/customer-service-
policy.pdf
Task 2.2 Develop Processes for Critical and Creative Thinking

ASSESSMENT INSTRUCTIONS
1. Locate the Critical and Creative Thinking Processes template found within this workbook. Use this
template to record your responses for the following:
a. Access the completed Organisational Systems Analysis Report from Task 2.1. Review your
responses for the gaps and barriers identified.
Use the identified gaps and barriers to determine what kind of process would encourage
critical and creative thinking in the workplace.
b. Outline processes for creating a safe environment for practicing critical and creative thinking
approaches within Bounce Fitness:
§ At least one process must be relevant to critical thinking approaches
§ At least one process must be relevant to creative thinking approaches
Safe environment is defined as an environment that actively encourages the performance of
certain skills, in this case, critical and creative thinking approaches.
Ensure to include the following each process:
§ Team and individual team member’s feedback on the following from the Meeting
Minutes in Task 1.7
o Feedback on formal learning opportunity facilitated
o Feedback on informal learning opportunity facilitated
Incorporate the following based on the feedback received:
o Replicate what was said to have been done well during each learning
opportunity
o Include the changes and additional resources that might have been
identified as lacking in each learning opportunity
§ Include only steps that will facilitate the practice of critical and creative thinking in
others based on the gaps or barriers identified in Task 2.1
Ensure that the language used in the processes you will develop is clear and easily understandable for
the audience.
Submit the completed Critical and Creative Thinking Processes template to your assessor

Date 09/12/2023
Processes for Creating Safe Environments for Critical and Creative Thinking
Process for Critical Thinking:
Offer a fun and collaborative environment where employees are encouraged to question assumptions and
explore different ideas to generate solutions.

Process for Creative Thinking:
Offer safe space in the office where employees can relax and share thoughts and ideas without the watchful
eyes of the management. It can also be an outlet for them to encourage their creativity.
Part 3. Facilitate Opportunities for Application of Critical and Creative Thinking

Task Overview
This part of the project requires you to facilitate activities that will allow application of critical and creative thinking
in the workplace. Specifically, you are required to:
§ Facilitate opportunities for team members to apply critical thinking skills to workplace problems
§ Provide feedback to team members on performance of tasks
§ Collect feedback from individuals and teams on critical and creative thinking opportunities
§ Identify additional support required for teams and individuals
Case Study Overview

Workplace Problems
In the past few days, you have noticed the following workplace problems happening in your branch of Bounce
Fitness, Bounce Fitness Cairns:
Impatient Clients
One of your personal fitness trainer’s clients has expressed their lack of interest in the current exercises they are
performing because they are not seeing immediate weight loss results. They have requested that their personal
fitness trainer change some of the exercises that is currently part of his training plan. The fitness trainer has
approached you and the rest of Team A for help as this is the third time the client has asked that their training
plan be changed. The other members of Team A have also experienced clients who become impatient when they
do not see immediate results.
Trendy Classes
You notice that there are less clients attending the different in-house group classes offered by Bounce Fitness.
The current classes being offered are aerobic classes, circuit classes, and dance classes. These classes have been
offered to clients for more than a year now. When you asked one of the Team B fitness instructors to ask their
clients, the response they received was that it might be because the classes were not ‘trendy’ enough. You realise
that now would be a good time to introduce a new class to your clients.

Task 3.1 Create Action Plans to Address Workplace Problems
1. Identify the two workplace problems that must be addressed by Team A and Team B based on Part 3
Case Study Overview.
2. Locate the Action Plan provided within this workbook. Create one Action Plan for each team. For each
Action Plan, you must identify the following:
a. At least one workplace problem to be addressed by each team based on the Part 3 Case Study
Overview
b. At least two actions items to address each team’s workplace problem:
§ At least one action item must allow team members to demonstrate critical thinking
An action item for critical thinking would allow team members to conduct analysis,
evaluation, or synthesis of ideas to address the workplace problem.
§ At least one action item must allow team members to demonstrate creative thinking
An action item for creative thinking would allow team members to generate new ideas
to address the workplace problem.
b. Date when each action item will be implemented
c. Expected outcome when each action item has been implemented.
Do not write anything on the following sections. These will be completed in the later task after each
action item has been implemented:
a. Date Implemented
b. Actual Result
c. Assessor’s Signature.
d. Assessor’s Declaration
2. Submit the two partially completed Action Plans to your assessor.
Completed by Ngoc Tuan Dinh Workplace/Organisation Bounce Fitness
Team A Date Completed 14/12/2023
Workplace Impatient clients

Problem
Planned
Expected Date Assessor’s
Action Item Implementation Actual Result
Outcome Implemented Signature
Date
Critical Thinking: 12/12/2023 A fitness training 14/12/2023 Clients seem
Developing skills plan that is of appreciative and
training interest to all interested with the
clients. effort being put by
the trainers

Creative 12/12/2023 Clients feel 14/12/2023 Clients are pleased
Thinking: valued and there with the options
Encouraging is an increase in that are laid out
discussion and physical training and are being
debate participation. expressive towards
their goals.
Completed by Ngoc Tuan Dinh Workplace/Organisation Bounce Fitness
Team B Date Completed 14/12/2023
Workplace Decrease in attendance.

Problem
Planned
Date
Critical Thinking: 12/12/2023 Clients pleased 14/12/2023 Clients prefer the
Analyse the with the efforts new variety of
reason behind being taken and classes and options
the decrement in feel their they are receiving.
attendance interests are
through being catered to.
discussions.
Creative 12/12/2023 There will be an 14/12/2023 Through word of

Thinking: Hand increase in mouth more
out attendance clients have begun
questionnaires to attend the
to find out classes.
client’s interests.
Task 3.2 Apply Critical and Creative Thinking Skills to Workplace Problems
1. Implement each action item identified in the Action Plan from Task 3.1.
2. Arrange a time to meet with each team to facilitate the action items identified.
skills specified during the facilitation of each action item.
assessor to observe you in implementing each action item with each team. Provide them with two

copies of the Observation Form provided within this workbook. Your assessor must complete one
Observation Form for each team.
If direct observation is not possible, record the activity in a video. Ensure to obtain permission first from
persons involved before doing so.
5. When facilitating each action item for each workplace problem, you must:
a. Present the workplace problems from the Part 3 Case Study Overview to the team.
§ Present Team A with Problem 1: Impatient Clients
§ Present Team B with Problem 2: Trendy Classes
b. Implement each action item and come up with at least two solutions for the team’s problem:
§ One solution must be created using critical thinking
§ One solution must be created using creative thinking
b. Observe how the team applies both critical and creative thinking to the workplace problem.
Your observations of the team’s and individual members’ performance will be used in the later
tasks.
6. Complete the following columns in each Action Plan after implementing all action items for each team:
a. Date Implemented
Record the actual date each action item was conducted.
b. Actual Result
Describe if the team was able to achieve each anticipated result for each action item facilitated.
7. Have your assessor sign the Assessor’s signature column for each action item facilitated and the
Assessor Declaration Form in each Action Plan. Assessor’s signature must be handwritten.
8. Locate the Feedback Form provided within this workbook. Provide each team member from each team
a copy of the Feedback Form after implementing both action items. Instruct each team member to:
a. Record the task title for when the Feedback Form was completed
b. Identify the job role they are undertaking in this assessment.
c. Review each criteria listed in the Feedback Form
d. Provide feedback to how you facilitated the implementation of each action item. Place only
one tick mark per criteria for each area of facilitation. Team members should not leave
anything blank.
e. Provide at least one specific comment on how future learning opportunities can be improved.
Each comment provided must mention a specific aspect of your facilitation of action items. Each
team member must provide at least one suggestion on how that aspect can be improve in future
learning opportunities.
Keep a copy of each Feedback Form completed by each team members. These will be used in the later
tasks.
9. Submit the following documents to your assessor:
§ Two completed Action Plans – one for each team
§ At least four completed Feedback Forms
Video recordings of action items implemented (ONLY if assessor is not available for direct observation)
Task: Helping clients feel comfortable in their training.

Team Member: A
Date: 14/12/2023
INSTRUCTIONS TO THE VOLUNTEER
Rate the learner’s performance during the facilitation of your team’s action items. Tick only one rating per
rating criteria that you believe best represents the learner’s performance. Tick ‘N/A’ if the learner was not
able to demonstrate a rating criteria. Do not leave anything blank.
Provide additional comments or feedback on the learner’s performance on the space provided at the end of
this form.
Ratings
Areas of Facilitation Strongly Strongly N/A
Agree Disagree
Agree Disagree
Facilitator Knowledge
o o o o
1. Facilitator communicated information
clearly
o o o o
2. Facilitator was approachable for
questions or clarifications
o o o o
3. Facilitator was well-prepared
Information Presentation
o o o o
4. Information was presented logically
o o o o
5. All information needed to complete the
task was presented
Physical Resources
o o o o
6. Session materials/handouts were helpful
(if provided)
o o o o
7. The venue was comfortable
Provide at least one specific comment on how we can improve future learning opportunities.
Identify at least one aspect of how the actions items were facilitated that could be improved. Include a
suggestion on how each identified aspect can be improved in future opportunities.
Approach clients in a respectable manner to learn their wants and interests.
Task: Helping clients feel comfortable in their training..

Team Member: A
Date: 14/12/2023
this form.
Ratings
Agree Disagree
Agree Disagree
o o o o
clearly
o o o o
o o o o
o o o o
o o o o
task was presented
Physical Resources
o o o o
(if provided)
o o o o
Each client is different and takes time to adapt to an organization’s requirements.

Task: Implementing trendy classes.
Team Member: B
Date: 14/12/2023
this form.
Ratings
Agree Disagree
Agree Disagree
o o o o
clearly
o o o o
o o o o
o o o o
o o o o
task was presented
Physical Resources
o o o o
(if provided)
o o o o

Understanding the needs of clients could lead to better attendance and progress the business too.
Task: Implementing trendy classes.

Team Member: B
Date: 14/12/2023
this form.
Ratings
Agree Disagree
Agree Disagree
o o o o
clearly
o o o o
o o o o
o o o o
o o o o
task was presented
Physical Resources
o o o o
(if provided)
o o o o

Giving clients a variety of opportunities will encourage their participation.

Task 3.3 Provide Feedback to Teams

1. Arrange a time to meet with each of the two teams to provide feedback on their performance of each
action item implemented in Task 3.2.
skills specified during each meeting.
assessor to observe you in conducting the meetings.
Provide your assessor with two copies of the Observation Form. Your assessor must complete one
Observation Form for each team meeting.
4. Locate the Meeting Minutes template provided within this template. You will record your discussion
with each team here.
5. During each meeting, you must:
a. Provide feedback to each team member on their application of critical and creative thinking
skills during Task 3.2.
Discussion points can include, but are not limited to, the following:
§ Discuss if critical and creative thinking was properly used to address the workplace
problem.
§ Areas where the team member performed well
§ Areas where the team member did not perform well
b. Identify at least one additional support that can be provided to each of the following:
§ Each team
§ Each individual team member from each team
Additional support can include supplemental resources, or practices that can be implemented
when completing workplace tasks that require critical or creative thinking (e.g., think of all the
possible scenarios for a workplace problem and come up with solutions for each one to
practice creative thinking)
Record your discussion in the Meeting Minutes template. You must complete one Meeting Minutes
template for each team.
6. Have all the attendees sign beside their name in each Meeting Minutes after each meeting. All
signatures must be handwritten.
§ Two completed Meeting Minutes
§ Two video recording for each meeting conducted (ONLY if direct observation is not
possible)
Date: 14/12/2023 Time: 2 PM Location: Bounce Fitness

Purpose of the To discuss about the feedback received with regards to the impatient clients.
meeting
Attendees Team A members
Please sign beside your
name after the
meeting.
Agenda Item 1 Provide Feedback to the Team

Team members were encouraged to read the feedback and contribute
their thoughts on the whole issue. To further generate better ideas to
Discussion keep clients happy and contributing to the training programs run across
the fitness center.
Agenda Item 2 Additional Support for Team and Individuals

Discussion to further support and help relevant trainers
implement effective strategies to increase the participation and
Discussion contribution of clients.
Team
To enhance their understanding on the relevant topics, further build on their training skills as they cater to
the different clients.
The information has been successfully passed onto the clients and received for a better response.
Clients feel valued after their views have been taken into consideration.
Individuals

Trainers to develop patience and intelligence as they develop a bond with their clients and communicate in a
professionally effective way.
Clients are pleased with the way the trainers have laid out the different options for choosing.
Date: 14/12/2023 Time: 2 PM Location: Bounce Fitness

Purpose of the To implement Trendy classes.
meeting
Attendees Team B members
name after the
meeting.

To discuss the importance of providing clients a variety of options that is
of their interest.
Discussion This also increases the attendance and business scope of the center.

To identify areas of improvement towards implementing better options
of classes.
Discussion
Team

For the team to generate ideas on how to make the classes interesting and attention grabbing to the clients.
To make the classes cater to all the requirements of the clients.
Clients are happy with the team’s response to
Individuals
Trainers should be innovative in differentiating between their classes so that clients can choose between their
interests.
Trainers have made a successful effort and clients are happy.
Task 4.1 Analyse Feedback Collected

1. Review the responses provided by the teams and individuals in the Feedback Forms from Task 3.2.
2. Analyse the feedback collected from both teams using the Feedback Analysis Form provided within this
workbook. Complete the following section in the Feedback Analysis Form:
a. Team and Individual Feedback
§ Refer to the feedback collected in the Feedback Forms for each area of facilitation
listed below:
o Facilitator Knowledge
o Information Presentation
o Physical Resources
§ Count the total number of tick marks all team members marked for each criteria in
their completed Feedback Forms. Total number of tick marks must correspond to
the total number of team members of both teams.
§ Identify the aspects of facilitation that has majority of its ratings under either
‘Disagree’, ‘Strongly Disagree’, or ‘N/A’. Record them under Aspects for
Improvement
§ Record all the specific comments provided by the team members at the end of the
Feedback Forms in the Compiled Comments section
b. Facilitator’s Own Performance
§ Reflect on how you facilitated the action items for each team in Task 3.2 by
answering the two short questions in the Feedback Analysis Form:
o How would you describe how you facilitated the action items for both
teams?
o What are the areas you feel you need to improve on? Identify at least two
c. Areas for Improvement
§ Review the responses for the following:
o Under Team and Individual Feedback:
• Aspects for Improvement section
• Compiled Comments section
o At least two responses to the second question under Facilitator’s Own
Performance
§ Analyse the responses from each section to identify areas for improvement.
o Identify areas of your performance that is commonly mentioned across the
three sections
o Determine what needs to be changed for future opportunities
o Determine resources or processes you might need to include to improve
future opportunities
§ Identify at least three areas for improvement for future opportunities based on
your analysis of the responses from the three sections.
You may refer to the specific criteria under each aspect of facilitation to know the
specific area that you can improve on.
Responses for areas for improvement will be used to complete the next task.
3. Submit the completed Feedback Analysis Form to your assessor.

Date
TEAM AND INDIVIDUAL FEEDBACK
Disagree
Disagree
Strongly
Strongly
Agree
Agree
N/A
Aspect of Facilitation
1. Facilitator communicated information clearly
2. Facilitator was approachable for questions or

clarifications
5. All information needed to complete the task

was presented
Physical Resources
6. Session materials/handouts were helpful (if

provided)

Aspects for Improvement
Make the meeting more interactive so that attendees feel attentive and included.
Compiled Comments
The meeting on the whole was quite informative and covered all points of focus.
FACILITATOR’S OWN PERFORMANCE
1. How would you describe how you facilitated the actions item for both teams?
It was clear, precise and polite the way the contents of the meeting were delivered. All focus areas
were laid out in sequence allowing team members to contribute their thoughts and opinions
respectively.
2. What are areas you feel you need to improve on? Identify at least two.
a. Make it more interactive.

b. Describe their strengths first before focusing on areas of improvement so that encourages
team members.
AREAS FOR IMPROVEMENT
1. Understand all team members and their perspectives.
2. Analyse all situations before arriving at a conclusion.
3. Create more alternatives without deciding on one solution.

Task 4.2 Develop Recommendations for Future Learning Arrangements
1. To complete this task, you must review legislation and Bounce Fitness documents that will address the
areas for improvement identified in Task 3.4.
2. Review your responses in the Areas for Improvement section of the completed Feedback Analysis from
Task 4.1.
3. Locate the Recommendations Log provided within this workbook. Complete the log by identifying the
following:
a. Identify at least three of your responses for Areas for Improvement from the completed
Feedback Analysis from Task 4.1.
b. Identify at least one of each of the following that is relevant to each of your areas for
improvement:
§ At least one relevant legislation
You must identify legislation that is applicable to the state or territory you are located
in. These can include, but are not limited to, the following:
o Fair Work Act 2009
o Work Health and Safety Act 2011
§ At least one relevant Bounce Fitness policy and procedures documents. Use the link
below to access Bounce Fitness’s Policy and Procedures:
Policies and Procedures
https://bouncefitness.precisiongroup.com.au/policies-and-procedures/
These can include, but are not limited to, the following:
o Personal Development Policy and Procedure
o Staff Induction Policy and Procedure
o A legislation or policy and procedures document must be relevant to each
area for improvement identified. Documents become relevant if it contains a
requirement that will guide you on how to improve each of the areas for
future opportunities
Relevant legislation and policy and procedures document will vary depending on the areas of
improvement you have identified in Task 4.1.
You may ask for assistance from your assessor to identify legislation and policies and
procedures relevant to your areas for improvement.
c. Briefly explain how each identified legislation and policy and procedure document are relevant
to your areas for improvement
4. Submit a copy of the completed Recommendations Log to your assessor.

Date: 14/12/2023

Area for Improvement for Future Relevant Legislation/ Organisational Relevance of Legislation/ Policy to the
Opportunities Policy to Area for Improvement Recommendation
Equal Employment Opportunity Act So that fair work practices are
1. Effective workplace feedback
1987 undertaken in the organization.
Work Health and Safety Act 2011 Provide fair and effective workplace
2. Provide solutions not just
representation at all times
Work Health and Safety Act 2011 Provide a framework for continuous
3. Provide immediate feedback
progress and improvement for future
and follow up
higher standards.

Task 1.1 Critical and Creative Thinking Research Form
Learner Name:
Workplace/Organisation:
Date
I. Critical Thinking
A. Model
Name of Model:
Definition of Critical Thinking

According to the Model
Application of Model to Workplace

Setting:
B. Concepts
Application to Workplace
Concept Definition of Concept Characteristic
Setting
1.
2.
C. Approaches
1.
Document: BSBCRT511 Forms and Templates

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document property name. | Page 1 of 23
2.
II. Creative Thinking
A. Model
Name of Model:
Definition of Creative Thinking

According to the Model
Application of Model to Workplace

Setting:
B. Concepts
Concept Meaning of Concept Characteristic Application to Workplace

Setting
1.
2.
C. Approaches
1.

2.
III. Source Log
1.
2.
3.
4.
5.

Task 1.2 Questions Log
Completed By:
Date:
Team:
Questions for the Team
Answered
Correctly?
Question Benchmark Answer If yes tick Comments/Remarks
the box. If
not, leave
blank.
1.
2.
3.
4.
5.
Add additional rows as needed

Answered
Correctly?
Question Benchmark Answer If yes tick Comments/Remarks
the box. If
not, leave
blank.
1.
2.
3.
4.
5.

Task 1.4 Learning Plan
Completed By:
Date:
Team
Team
Type of
Learning Planned Expected Date Actual
Knowledge Learning Assessor’s
Opportunit Implement Learning Impleme Outcom
Gap Opportunit Signature
y ation Date Outcome nted e
y
1.
2.
Individual
Type of
Learning Planned Expected Date Actual
Knowledge Learning Assessor’s
Opportunit Implement Learning Impleme Outcom
Gap Opportunit Signature
y ation Date Outcome nted e
y
1.
2.
ASSESSOR DECLARATION
TO THE ASSESSOR

By signing in the spaces provided below, you are confirming that you have observed the learner, whose
name appears above, facilitate the learning opportunities outlined in the Learning Plan.
Assessor Name:
RTO Name:
Position:
Signature:

Task 1.5 Session Plan
Name: Date:
Session Title: Session Length:

Identify target overall
duration of the
session
Participants:
Knowledge Gap:
Learning Objective:
Introduction Time
Grab Attention
Identify an activity that
will help participants
get to know everyone in
the learning
opportunity
Learning Outcome
Check Prior
Knowledge
Identify at least one
activity to determine
how much participants
already know about the
topic of the session

Body Time
Content Outline
Outline here the
planned content of the
session
Assessment
Outline all activities to
be conducted to check
what the participants
have learned during the
session
Conclusion Time
Summarise
Outline at least three to
five key points of your
discussion.
Attendance Sheet
Learner Name:
Session Title:
Team:
Date of Learning Session:
Name Handwritten Signature

Task 1.7 Meeting Minutes
Date: Time: Location:
Purpose of the
meeting
Facilitator
Notetaker
Attendees

name after the
meeting.
Agenda Item 1 Formal Learning Opportunity
Discussion

Agenda Item 2 Informal Learning Opportunity
Discussion

Task 2.1 Organisational Systems Analysis Report
Name:
Workplace/Organisation
Date Completed:
Business Objectives
System Relevant Business Objective Relevance of Business Objective to

the System
1. Performance
Management System
2. Customer Relations
Management System
Performance Management System
1.
2.
1.
2.

Customer Relations Management System
1.
2.
1.
2.

Task 2.2 Critical and Creative Thinking Processes
Learner Name:
Date
Processes for Creating Safe Environments for Critical and Creative Thinking
Process for Critical Thinking:
Process for Creative Thinking:

Task 3.1 Action Plan
Completed by Workplace/Organisation
Team Date Completed
Workplace
Problem
Planned
Date
Critical Thinking:
Creative
Thinking:
TO THE ASSESSOR
By signing in the spaces provided below, you are confirming that you have observed the learner, whose
name appears above, implement each action item according to their responses in the Action Plan.
Assessor
Name:
RTO Name:
Position:
Signature:

Task 3.2 Feedback Form
Task:
Team Member:
Date:
Learner Name:

this form.
Ratings
Areas of Facilitation
Strongly Strongly N/A
Agree Disagree
Agree Disagree
1. Facilitator communicated information o o o o o

clearly
2. Facilitator was approachable for o o o o o

3. Facilitator was well-prepared o o o o o
4. Information was presented logically o o o o o
5. All information needed to complete the o o o o o

task was presented
Physical Resources
6. Session materials/handouts were o o o o o

helpful (if provided)
7. The venue was comfortable o o o o o


Task 3.3 Meeting Minutes
Date: Time: Location:
Purpose of the
meeting
Facilitator
Notetaker
Attendees
name after the
meeting.
Discussion

Discussion
Team
Individuals

Task 4.1 Feedback Analysis Form
Learner Name:
Date
TEAM AND INDIVIDUAL FEEDBACK
Disagree
Disagree
Strongly
Strongly
Agree
Agree
N/A
Aspect of Facilitation
1. Facilitator communicated information clearly
2. Facilitator was approachable for questions or

clarifications
5. All information needed to complete the task

was presented
Physical Resources
6. Session materials/handouts were helpful (if

provided)

Aspects for Improvement
Compiled Comments
FACILITATOR’S OWN PERFORMANCE
1. How would you describe how you facilitated the actions item for both teams?
2. What are areas you feel you need to improve on? Identify at least two.
a.
b.
AREAS FOR IMPROVEMENT
1.
2.
3.
Add more rows as needed.

Task 4.2 Recommendations Log
Completed By:
Date:
Area for Improvement for Relevant Legislation/ Relevance of Legislation/ Policy to the
Future Opportunities Organisational Policy to Recommendation
Area for Improvement
1.
2.
3.

Task 1.3 Observation Form (For Assessor’s Use Only)
INSTRUCTIONS TO THE ASSESSOR
The assessor is to observe the learner as they complete the assessment task and skill requirements
outlined in this Observation Form.
Before observing the learner:
§ Review and discuss with the learner the task instructions, and skill requirements which they need
to demonstrate to complete this assessment.
§ Ensure that the learner understands the requirements of the task and the skill requirements before
proceeding.
For this assessment, the learner is required to conduct a meeting for each team with all the team members
present. Prior to conducting each meeting, discuss with the learner to ensure that they have access to the
following:
A safe environment to conduct the meetings (please tick at least one):
r the workplace: Indicate location of assessment.

r a simulated workplace environment: Indicate location of assessment.
Assessment requirements (please tick all requirements found in the assessment environment):
r At least four volunteers undertaking the following roles:
r at least two Team Members from Team A
r at least two Team Members from Team B
r Questions Logs for each team
r Video camera or a mobile phone with video recording capabilities

Only if direct observation is not possible.
Continued on the next page.
Document: Error! Unknown document property name. Develop Critical Thinking in others
Your Role as the Observer/Assessor
You are required to observe the learner meet with each team and one member from each team to ask the
questions they had developed. The learner will provide you a copy of the Observation Form which you must
complete during the observation task.
Select the method of observation to be conducted:
r Direct observation
Assessor must be physically present in the assessment environment.
r Observation via video recording
Learner and the assessment requirements must be present in the video recording.
Complete the Observation Form for this task:

§ Observe the learner demonstrate each skill requirement outlined in the form as they undertake the
task.
§ Indicate the date when the observation is conducted.
§ Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill requirement
based on the criteria provided. Write objective feedback on how the learner demonstrated each
skill requirement based on your observation.
§ Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill
requirement. Write objective feedback including additional information on how the learner can
satisfactorily demonstrate this requirement for this task.
§ Provide an overall feedback on the learner’s performance to assist the learner in addressing any
areas of improvement.
§ Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.
Discuss any further queries about the task and associated requirements with the learner before
commencing.
Observation Form begins on the next page.
Observation Form
Learner Name:
Name of Workplace/
Organisation:
Task Title
Refer to task title.
Date of Observation:
Team:
Did the learner demonstrate the following during

Yes No Comments
the meeting with team members?
1. Clearly ask the questions developed to identify

the team’s knowledge gaps
Did the learner:

§ Rephrase the questions when team seems
unable to understand
§ Define certain words in the question to

help others understand the question
§ Explain the reasoning behind the correct

answer to point out why an answer may be
incorrect
2. Encourage others to participate in the discussion by:
a. Listening
Did the learner:

§ Repeat a question or statement heard to
encourage others to elaborate their
thoughts further
§ Paraphrase the main points of the

speaker’s message to show that you
understand what they are trying to say
b. Questioning
Did the learner:

§ Ask the open-ended questions
§ Ask the other to elaborate on their

response (e.g., ‘what do you mean by
that?’)
OVERALL FEEDBACK TO LEARNER
By signing here, I confirm that I have observed the learner, whose name appears above,
perform/demonstrate the skills outlined in this Observation Form during each meeting with all team
members present.
I further confirm that the information recorded on this Observation Form is true and accurately reflects
the learner’s performance during this task.
Assessor Name:
RTO Name:
Signature:
Date signed:
proceeding.
For this assessment, the learner is required to conduct the formal learning opportunities identified in each
Learning Plan for each team. Prior to conducting each formal learning opportunity, discuss with the learner
to ensure that they have access to the following:

r Attendance Sheets for each formal learning opportunity
r Session Plans for each formal learning opportunity

r Partially completed Learning Plans for each team

You are required to observe the learner as they facilitate each formal learning opportunity. The learner will
provide you a copy of the Observation Form which you must complete during the observation task.

task.
commencing.
Observation Form
Learner Name:
Name of Workplace/
Organisation:
Task Title
Participant:
Identify the participants of

each formal learning
opportunity

Yes No Comments
each formal learning opportunity facilitated?
1. Allocate time for each participant to get to

know everyone including themselves (e.g.,
conduct a short icebreaker at the start of the
session)
2. Use the following techniques to influence the opinions of others:
a. Inclusive Techniques
Did the learner:

§ Ask each team members a question to
give everyone an opportunity to answer
§ Go around the room to ask everyone

their opinion about a topic being
discussed
b. Collaborative Techniques
Did the learner:

§ Asks participants to discuss with their
peers about the topic being presented
§ Allows time for participants to discuss

amongst themselves for an answer to a
question
3. Clearly discuss all topics covered in the session

plan to participant team/individual
Did the learner:

§ Explain concepts clearly
§ Provide definitions and examples where

relevant or necessary
§ Follow logical sequence when

discussion and does not jump from
topic to topic
4. Ask open-ended questions to gauge the

participants’ learning as the session progresses
5. Adjusts method of explanation used to engage
participants when needed
Did the learner:

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

discussion and does not jump from topic
to topic
§ Avoids the use of jargons or technical

terms
§ Paraphrases statements
§ Asks the other speaker to elaborate on

their response (e.g., ‘what do you mean
by that?’)
perform/demonstrate the skills outlined in this Observation Form during each formal learning opportunity.
Assessor Name:
RTO Name:
Signature:
Date signed:
proceeding.
For this assessment, the learner is required to conduct the informal learning opportunities identified in each
Learning Plan for each team. Prior to conducting each informal learning opportunity, discuss with the learner
to ensure that they have access to the following:

r Additional resources the learner may need depending on the informal learning opportunity they
will facilitate
r Partially completed Learning Plans for each team

You are required to observe the learner conduct each informal learning opportunity for each team and
individual team members. The learner will provide you a copy of the Observation Form which you must

task.
commencing.
Observation Form
Learner Name:
Name of Workplace/
Organisation:
Task Title
Participant:
Identify the participants of each

Yes No Comments
each informal learning opportunity?
1. Allocate time for each participant to get to

know everyone including themselves (e.g.,
conduct a short icebreaker at the start of the
session)
2. Engage all participants in the learning opportunity by using:
Did the learner:


discussed
Did the learner:
§ Ask participants to discuss with their

peer about the topic being presented
§ Allow time for participants to discuss

question
3. Ask open-ended questions to gauge the

participants’ learning as the informal learning
opportunity progresses
4. Adjust method of explanation used to engage

participants when needed
Did the learner:
§ Prompt participants when participants

have difficulty to answer a question (e.g.,
providing hints, repeating the question)
§ Follow logical sequence when discussion

and does not jump from topic to topic
§ Avoid the use of jargons or technical terms
§ Paraphrase statements

that?’)
perform/demonstrate the skills outlined in this Observation Form during each informal learning
opportunity.
Assessor Name:
RTO Name:
Signature:
Date signed:
proceeding.
For this assessment, the learner is required to meet with all the team members from each team. Prior to
conducting each meeting, discuss with the learner to ensure that they have access to the following:
r Meeting Minutes for each team

You are required to observe the learner meet with each team to gather their feedback on the learning
opportunities facilitated. The learner will provide you a copy of the Observation Form which you must


task.
commencing.
Observation Form
Learner Name:
Name of Workplace/
Organisation:
Task Title
Team:

Yes No Comments
the meeting with the team?
1. Explain the purpose of the meeting to

participants clearly:
2. Elicit the feedback of others by:
a. Listening
Did the learner:

§ Repeat a question or statement heard to
encourage others to elaborate their
thoughts further
§ Paraphrase the main points of the

speaker’s message to show that you
understand what they are trying to say
b. Questioning
Did the learner:

§ Ask the other open ended questions

that?’)
perform/demonstrate the skills outlined in this Observation Form during each meeting.
Assessor Name:
RTO Name:
Signature:
Date signed:
proceeding.
For this assessment, the learner is required to facilitate each action item for each team. Prior to facilitating
the action items, discuss with the learner to ensure that they have access to the following:
A safe environment to facilitate each action item (please tick at least one):
r One partially completed Action Plan for each team

r Additional resources the learner may need to facilitate each action item

You are required to observe the learner facilitate the implementation of each action item for each team.
The learner will provide you a copy of the Observation Form which you must complete during the
observation task.

task.
commencing.
Observation Form
Learner Name:
Name of Workplace/
Organisation:
Task Title
Team
Start Date of Observation:
End Date of Observation:
Details of Observation
Did the learner demonstrate the
following during the facilitation of Yes No
action items for each team? Comments
1. Explain the workplace problem Observed by:

clearly to each team.
Initials:
Did the learner:
Date observed:
§ Introduce the persons involved

or affected by the problem
(e.g., client, fellow fitness
trainer)
§ Explain the situation in each Observed by:

workplace problem thoroughly
Initials:
by including the details of the
problem Date observed:
2. Present all the requirements of the

task the team members must fulfil
Did the learner:
§ Instruct team members to Observed by:

perform both action items using
Initials:
different thinking methods (i.e.,
must perform one action item Date observed:
using critical thinking and the
other using creative thinking)
§ Inform members that they Observed by:
must produce two solutions to
Initials:
each problem (i.e., one
solution using critical thinking Date observed:
and one solution using
creative thinking)
3. Adapt method for presenting

information depending on the venue
of the activities
Did the learner:
§ Project voice sufficiently Observed by:

throughout the room in the
Initials:
absence of a mic
Date observed:
§ Provide handouts to provide Observed by:

members with physical copies
Initials:
to allow them to look back on
requirements Date observed:
4. Encourage members to share their

own input
Did the learner:
§ Adopt a round robin discussion

Observed by:
approach to give all members a
chance to speak Initials:
Date observed:
§ Ask members one by one Observed by:

about what they think (e.g.,
Initials:
what do they think would be a
good solution, how should the Date observed:
team proceed with the task,
etc.)
§ Ask participants to discuss with Observed by:

their peer the answer to a
Initials:
question presented
Date observed:
Assessor Name:
RTO Name:
Signature:
Date signed:
proceeding.
For this assessment, the learner is required to provide feedback to all the team members from each team in
separate meetings. Prior to conducting each meeting, discuss with the learner to ensure that they have
access to the following:

r Meeting Minutes template

You are required to observe the learner meet with each team to provide feedback on their performance of
each action item in Task 3.2. The learner will provide you a copy of the Observation Form which you must

task.
commencing.
Observation Form
Learner Name:
Name of Workplace/
Organisation:
Task Title
Team:

Yes No Comments
the meeting with each team?
1. Begin the meeting by greeting each team

member (e.g., asking how each team member
has been lately)
2. Provide constructive feedback to team on performance
a. Recount the team’s performance
Did the learner:
§ Explain what the team did well
§ Mention specific examples of actions

which the team did well
§ Explain what may have caused the team

to not perform well
§ Point out moments during the activity

that led to the team not performing well
b. Give advice on how the team can perform better
Did the learner:
§ Present the team with alternative

actions that they could have done (e.g.,
‘could have set an order to the
discussion so everyone could have
participated’)
§ Share methods team can use to
improve on their performance (e.g.,
practice methods)
3. Ask open-ended questions to encourage team

members to answer
4. Answer all questions and questions and

clarifications of the team members
5. Use the following techniques to influence the opinions of others:
Did the learner:


discussed
Did the learner:
§ Ask participants to think of examples

with their peer
§ Allow time for participants to discuss

question
Assessor Name:
RTO Name:
Signature:
Date signed:

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UNIT RESULT SHEET

Student Name Ngoc Tuan Dinh

Trainer/Assessor Name Sneh Sonani

First Re-Assessment/ Late

Assessment 2 Project S NYS

Final Assessment Result for this unit: C / NYC

Document: BSBCRT511 Assessment Tasks

Student ID No: GLE845025

Unit Code: BSBCRT511

Unit Title: Develop critical thinking in others

Assessment Task No: 1

Assessment Type: Knowledge test

Date of Submission: 07/12/2023

Student Signature: ___NGOC TUAN DINH_____

Document: BSBCRT511 Assessment Tasks

1. Clarity: Expressing ideas in a manner that is clear and easy to understand

Accuracy Correct Critical thinking needs to be correct when it comes to gathering

Critical Thinking Characteristic Explanation on How Each Characteristic is Used in Each

Analysis Objective The approach was made without internal or external

Document: BSBCRT511 Assessment Tasks

Bounce Fitness Homepage: https://bouncefitness.precisiongroup.com.au/

Business Objectives and KPI: https://bouncefitness.precisiongroup.com.au/infrastructure/business-strategy-

1. Providing clients a varied selection of exercises every week

Document: BSBCRT511 Assessment Tasks

Document: BSBCRT511 Assessment Tasks

2. Briefly describe how each learning system is used in an organisation.

Access the links below:

Legislation Requirement Explanation

Document: BSBCRT511 Assessment Tasks

Access the links below to assist you in answering this question:

Legislation Requirement Explanation

To respect and value various

Document: BSBCRT511 Assessment Tasks

Criteria Questions to answer to help you evaluate each source.

§ Does the source provide valid information for your research?

§ Is the content authored and published by a reputable and

§ Who is the intended audience?

§ Is the source relevant to your procedure?

§ Is the information provided in this source biased?

Title: Do Market research

Source: Business Victoria

Does the source provide valid information for your research?

Document: BSBCRT511 Assessment Tasks

Is the information provided in this source biased?

Explain why or why not:

Document: BSBCRT511 Assessment Tasks

Title: Bomb, Chemical and Biological Incidents

Source: Australian Federal Police - AFP

Explain why or why not:

Document: BSBCRT511 Assessment Tasks

Current workplace industry Australian Tutoring Centre

Industry best practice to instructing Scaffolding and role modelling

Type of Thinking Method Workplace Task Application of Industry Best Practice to

a. Critical Thinking Skills

Document: BSBCRT511 Assessment Tasks

a. Critical Thinking Skills

b. Creative Thinking Skills

a) Critical Thinking Skills

b) Creative Thinking Skills

b. Creative Thinking Skills

Document: BSBCRT511 Assessment Tasks

Student ID No: GLE845025

Unit Code: BSBCRT511

Unit Title: Develop critical thinking in others

Student Signature: _NGOC TUAN DINH___

Student Signature: NGOC TUAN DINH______