-133004244013BSBCRT611
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-133004244013BSBCRT611
Apply critical thinking for complex problem solving
Learner Workbook
00BSBCRT611
Apply critical thinking for complex problem solving
Learner Workbook
Table of Contents TOC o "1-3" h z u
Table of Contents PAGEREF _Toc74686621 h 1Assessment instructions PAGEREF _Toc74686622 h 3Assessment requirements PAGEREF _Toc74686623 h 6Candidate Details PAGEREF _Toc74686624 h 7Assessment BSBCRT611 - Apply critical thinking for complex problem solving PAGEREF _Toc74686625 h 7Case and Context Scenario PAGEREF _Toc74686626 h 8Activities PAGEREF _Toc74686627 h 24Activity 1A PAGEREF _Toc74686628 h 24Activity 1A checklist for assessor PAGEREF _Toc74686629 h 25Activity 1B PAGEREF _Toc74686630 h 26Activity 1B checklist for assessor PAGEREF _Toc74686631 h 27Activity 1C PAGEREF _Toc74686632 h 28Activity 1C checklist for assessor PAGEREF _Toc74686633 h 29Activity 1D PAGEREF _Toc74686634 h 30Activity 1D checklist for assessor PAGEREF _Toc74686635 h 31Activity 1D Observation checklist for assessor PAGEREF _Toc74686636 h 32Activity 2A PAGEREF _Toc74686637 h 34Activity 2A checklist for assessor PAGEREF _Toc74686638 h 35Activity 2B PAGEREF _Toc74686639 h 36Activity 2B checklist for assessor PAGEREF _Toc74686640 h 37Activity 2C PAGEREF _Toc74686641 h 38Activity 2C checklist for assessor PAGEREF _Toc74686642 h 39Activity 2D PAGEREF _Toc74686643 h 40Activity 2D checklist for assessor PAGEREF _Toc74686644 h 41Activity 2D Observation checklist for assessor PAGEREF _Toc74686645 h 42Activity 3A PAGEREF _Toc74686646 h 44Activity 3A checklist for assessor PAGEREF _Toc74686647 h 45Activity 3B PAGEREF _Toc74686648 h 46Activity 3B checklist for assessor PAGEREF _Toc74686649 h 47Activity 3C PAGEREF _Toc74686650 h 48Activity 3C checklist for assessor PAGEREF _Toc74686651 h 49Summative Assessments PAGEREF _Toc74686652 h 50Section A: Skills Activity PAGEREF _Toc74686653 h 51Section B: Knowledge Activity (Q & A) PAGEREF _Toc74686654 h 52Summative Assessments: Section B checklist PAGEREF _Toc74686655 h 54Summative Assessments: Section C checklist PAGEREF _Toc74686656 h 58Competency record to be completed by assessor PAGEREF _Toc74686657 h 59Rules of evidence justification PAGEREF _Toc74686658 h 60Instructions to Learner
Assessment instructionsOverviewPrior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task.
Written workAssessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
Address each question including any sub-points
Demonstrate that you have researched the topic thoroughly
Cover the topic in a logical, structured manner
Your assessment tasks are well presented, well referenced and word processed
Active participationIt is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
PlagiarismPlagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learners exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
Presenting any work by another individual as one's own unintentionally
Handing in assessments markedly similar to or copied from another learner
Presenting the work of another individual or group as their own work
Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
CollusionCollusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action.
Competency outcomeThere are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).Once the learner has completed all the assessments for this unit of competency, the learner will be awarded Competent (C) or Not Competent (NC) for the relevant unit of competency.
Confidentiality
The college will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.
Assessment appeals processIf you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal via the complaint and appeal form which is available on the college website.
Recognised prior learningLearners will be able to have their previous experience or expertise recognised on request.
Special needsLearners with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.
Assessment requirementsAssessment can be:
Direct observation
Product-based methods e.g. reports, role plays, work samples
Portfolios annotated and validated
Questioning.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit, you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
Candidate DetailsAssessment BSBCRT611 - Apply critical thinking for complex problem solvingPlease complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for BSBCRT611 - Apply critical thinking for complex problem solving.
Name: _____________________________________________________________
Learner ID: ______________________________________________________________
Email:_____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another persons work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.
Signed:____________________________________________________________
Date:07.11.2021
If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another persons work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
Learner 1:____________________________________________________________
Signed:____________________________________________________________
Learner 2:____________________________________________________________
Signed:____________________________________________________________
Learner 3:____________________________________________________________
Signed:____________________________________________________________
Case and Context ScenarioInstructions: Read the scenario below and then complete the activity according to instructions provided in the task. You will refer to the case scenario to complete your activities.
About JoyfoodsJoyfoods Australia Pty Ltd is a family-owned Australian company, established by a passionate team over 13 years ago. The business has grown to be a medium-sized-enterprise, specialising in the manufacture of snack foods and breakfast cereal/muesli products.Joyfoods delivers a range of health-oriented products to the Australian market via supply to proprietary and private label brands. The business offers flexible manufacturing services to external clients catering for low and high volume product lines. The business prides itself on being responsive to market opportunities and works strategically with trade partners to achieve quality-driven success.Organisations policy and general code of conduct:
GENERAL CONDUCT ITEMS
1. Discrimination against other employees or guests.
2. Dishonesty or discourtesy.
3. Not cooperating with fellow employees or management or insubordination (not following directions.)
4. Fighting, threatening bodily injury to another employee or guest.
5. Any type of horseplay.
6. Verbal or physical confrontation with another employee or with a guest.
7. Violation of Company drug or alcohol policy.
8. Having a firearm or weapon on the premises except where permitted by law.
9. Eating, chewing gum, using cell phone or taking breaks in food-serving areas.
10. Smoking anywhere on JACK IN THE BOX property.
11. Unethical conduct, including but not limited to falsifying timecards, manipulating VOG results and parking cars.
12. Behavior that the Company reasonably believes is harassment or otherwise inappropriate.
13. Misrepresentation or concealment of a material fact on employment application.
14. Failing to report policy or rule violations.
15. Failure to cooperate in an investigation.
16. Violation of Food Safety Policies and Procedures.
CASH CONTROL
1. Unauthorized taking of money, food or property from the restaurant or from a fellow employee.
2. Eating food that has not been paid for or giving out free food or drinks to anyone.
3. Failure to ring up a sale in its entirety.
4. Failure to adhere to restaurant cash-handling procedures.
5. Coming up over or short in a cash drawer.
6. Vandalism or damage of Company property.
7. Leaving back door of restaurant open or unlocked: exiting/entering through back door at beginning or end of shift or after dark. 8. Permitting visitors in work area or in dining room after closing, without consent of Assistant Manager or Restaurant Manager.
ATTENDANCE, SCHEDULED WORKING HOURS/TIMEKEEPING
Your attendance is extremely important to the success of the Company. We expect employees to strive for perfect attendance and to arrive for work on time. We recognize that, on occasion, you may not be able to come to work or need additional time before you arrive. Sickness and other emergencies cannot always be anticipated and may require you to miss all or part of your work day. If you cannot report to work as scheduled, you must notify your manager as soon as possible. If your need for time off is foreseeable, you must provide as much notice as possible. If your need for time off is not foreseeable, you must provide as much notice as practicable, but in no event less than four (4) hours prior to your normally scheduled starting time. Of course, if you cannot contact [e.g., your supervisor] yourself, you must have someone do it for you. When you contact your immediate supervisor you must let them know for how long you will be out and when you expect to return or, as the case may be, arrive for work. You must submit documentation for absences due to illness of three (3) days or more. Generally, you must provide a document from your doctor or other recognized health care provider that would justify your absence. Likewise, you will need to provide documentation justifying your return to work. Excessive absences, or lateness and excessive patterns of absences or lateness may lead to disciplinary action, up to and including termination. If you are absent from work for two (2) consecutive days without notice, the company will consider that you have voluntarily resigned your position.
1. Failure to report to work on a scheduled day or time without proper notice.
2. Walking off the job or leaving assigned work position or tasks without proper cause and prior permission.
3. Conducting personal business without authorization during work hours, including use of phone for personal reasons except in an emergency.
4. Taking breaks other than at assigned times or without permission of shift supervisor.
5. Failure to record all time worked on the timekeeping system.
6. Working off the clock.
Brodie's LawVictorias anti-bullying legislation, known as Brodies Law, commenced in June 2011 and made serious bullying a crime punishable by up to 10 years in jail. Brodies Law was introduced after the suicide of a young woman, Brodie Panlock, who was subjected to relentless bullying in her workplace.Brodies Law forced Joyfoods to think more about the impact of workplace bullying and the effect that it can have on employees. There was a human factor that needed to be considered, as well as a financial impact where the company could be fined for allowing workplace bullying to occur.
IssuesInstruction: Please refer to Anti-Discrimination Act 1991 and Guide to the Work Health and Safety Act 2011.
Note: This is the extraction of the legislation from Queensland (as examples). Trainers and assessors can search for the same legislation in other states in accordance with student cohorts/locations.
Reference:
Anti-Discrimination Act 1991 (Qld). Retrieved from https://www.legislation.qld.gov.au/view/pdf/inforce/current/act-1991-085
24520245100
Note: This is the extraction of the legislation from Queensland (as examples). Trainers and assessors can search for the same legislation in other states in accordance with student cohorts/locations.
Reference:
Guide to the Work Health and Safety Act 2011 (Qld). Retrieved from https://www.worksafe.qld.gov.au/__data/assets/pdf_file/0023/22289/guide-to-work-health-and-safety-act-2011.pdf
1) In discussions with the Leadership team, it was noted that the production managers were really experienced and efficient in the area of dealing with staff issues. However, issues were arising with new managers who were trying their best but who just didnt have the experience of the production manager and other middle level managers.
2) It was also noticed that there was lack of knowledge amongst employees and manager regarding cultural diversity. With growing diversity in workplace, risk of discrimination or bullying increases if employees are not are of cultural diversity.
3) Lack of training regarding reporting hazard which was leading to an increasing number of workplace accidents. Employees were also reluctant to follow workplace health and safety procedure.
Actions taken to address workplace bullying according to organisation policy:Support and trainingJoyfoods had to ensure that the Leadership team got the support that they needed to deal with emotional issues of their staff. They sought the help of Victorian Chamber of Commerce and Industry training services to assist staff in the area of leadership but with a special focus on dealing with and identifying emotional issues of staff and recognising and acting on bullying.Joyfoods also ran an internal training session to help staff identify bullying behaviour and to reiterate what is expected of them and their managers in order to prevent it. This included training to ensure all managers lead by example with positive behaviours like respectful language, which leads to a respectful culture within the workplace.
Security camerasJoyfoods also installed security cameras at the work site. These were installed for both food safety and occupational health and safety reasons and have helped immensely in dealing with investigations that have occurred in relation to workplace bullying.
ChallengesAddressing workplace bullying and ensuring that you have Towards Zero approach takes time and determination. Even if the best efforts are placed to train staff, there can always be situations that have to be addressed.Some staff and managers thought that the training wasnt for them or disregarded it, believing that it was a waste of their time. When senior management explained that they could be found criminally liable and get a 10 year sentence or a substantial fine, it became much clearer why this was essential for the business.
Leadership
Joyfoods leadership team were able to provide a very supportive environment for staff and make tough decisions when needed. The team were communicative and collaborative throughout the training process ensuring that staff were clear around the behavioural expectations of the workplace.All new and existing staff are advised of Joyfoods values and the aim to get Towards Zero.
Benefits and outcomesJoyfoods now handle complaints and issues in a fast and efficient way. Matters are dealt with quickly and decisively and staff are reassured that the senior management will not tolerate bullying and that the environment is safe for everyone.
Other benefits include:
Lower incidence of workplace bullying
Increase in awareness of bullying behaviour with all staff, including management.
The ability to handle workplace bully complaints fast and efficiently if they arise.
Respecting all parties involved in the process.
Clear communication to affected parties.
Recommendations, considerations and lessons learnedHuman Resources staff and managers need to model positive behaviour and instil a respectful culture in the workplace. They need to lead by example.
The right training and support for staff is vital to increase the awareness of bullying behaviour and to prevent bullying.
Managers need to learn how to deal with issues promptly and confidentially and be supported by their workplace to do this effectively.
Managers need to be supported to follow through with disciplinary action and/or training as necessary.
ActivitiesActivity 1AObjective To provide you with an opportunity to identify complex issue for resolution within scope of job role and in consultation with relevant stakeholders
Refer to the case scenario and complete the following questions:
Identify relevant stake holder. List at least 2 internal and 2 external stakeholder.
Identify and discuss the issue in the case scenario.
Explain how you can resolve the issue in discussion with relevant stakeholders.
Activity 1A checklist for assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learners name Assessors name Amit Pandya
Unit of Competence
(Code and Title) BSBCRT611 - Apply critical thinking for complex problem solving
Date(s) of assessment Did the learnerIdentifytwointernal andtwoexternal stakeholders?
Yes No
(Please circle)
Did the learnerdiscuss theworkplaceissue in thegivenscenario?
Yes No
(Please circle)
Did the learnerexplain howtoresolve the issueand discuss withstakeholders?
Yes No
(Please circle)
Comments
Provide your comments here:
The learners performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment: Activity 1BObjective To provide you with an opportunity to document task objectives and risks involved in pursuing identified issue
Refer to the case scenario and complete the following questions:
As per the issue identified in Activity 1A, prepare document which will record tasks objective and the risks of pursuing the issues you have identified.
Identified issues Action required Person responsible Objectives Possible risk which may occur if action is not carried out
Activity 1B checklist for assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learners name Assessors name Amit Pandya
Amit Pandya BSBCRT611 - Apply critical thinking for complex problem solving
BSBCRT611 - Apply critical thinking for complex problem solving Did the learner prepare document which will record tasks objective and the risks of pursuing the identified issues? Yes No
(Please circle)
Comments
Provide your comments here:
The learners performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Activity 1CObjective To provide you with an opportunity to research legislative frameworks and organisational policy or procedures applicable to identified issue
Refer to the case scenario and complete the following questions:
Research and identify at least 2 legislative frameworks and 2 organisational policy or procedures and discuss how they are applicable to identified issue.
Activity 1C checklist for assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learners name Assessors name Amit Pandya
Unit of Competence
(Code and Title) BSBCRT611 - Apply critical thinking for complex problem solving
Date(s) of assessment Did the learneridentify at leasttwolegislative frameworks andtwoorganisational policy or procedures applicable to identifiedissue? Yes No
(Please circle)
Comments
Provide your comments here:
The learners performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Activity 1DObjective To provide you with an opportunity to calculate required resources and present to relevant stakeholders
Refer to the case scenario and complete the following questions:
Calculate and identify the resources required to initiate the activities you have discussed in 1B.
Discuss how you will communicate your requirement for resources with the relevant stakeholder to obtain the resources.
Present your idea to the relevant stakeholder (classmate(s)). Prepare a PowerPoint presentation to present your idea to relevant stakeholders regarding required resources.. Assuming your classmates are the relevant stakeholder, you will present the presentation in class which will be observed by your assessor. Instruction for the presentation given below:
Instruction for preparing presentation: -
Maximum no. of slides is 10.
Maximum 5 minutes per student to present.
Font size 32 36 for Heading and 22 24 for Body.
Uses formal vocabulary which appropriate to context to discuss and confirm recommendations.
Interprets, analyses, and presents numeric and financial information with the aid of graph, chart, and other infographic visual aids.
Activity 1D checklist for assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learners name Assessors name Amit Pandya
Unit of Competence
(Code and Title) BSBCRT611 - Apply critical thinking for complex problem solving
Date(s) of assessment Did the learner calculate and identify the resources required to initiate the activitiesdiscussed in 1B? Yes No
(Please circle)
Did the learner discuss communication methodswith the relevant stakeholder to obtain the resourcesrequired? Yes No
(Please circle)
Comments
Provide your comments here:
The learners performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment: Feedback to learner:
Learners signature Assessors signature Amit Pandya
Activity 1D Observation checklist for assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Activity 1D Presentation task
For each attempt, assessor to indicate if observations were conducted in:
1 FORMCHECKBOX in class FORMCHECKBOX a simulated exercise 2 FORMCHECKBOX in class FORMCHECKBOX a simulated exercise
The student is required to demonstrate ALL components from the list below Assessment Reassessment Comments
Date: Date: Did the student:Tick S NS S NS Assessor must record observations in sufficient detail to demonstrate their judgement of the students performance against the criteria
1 Provide feedback as a role-play scenario:
Engage in and encourage two-way conversation
Ask open questions which related to required resources
Listen to their partners feedback
Uses formal vocabulary which appropriate to context to discuss and confirm recommendations.
Interprets, analyses, and presents numeric and financial information with the aid of graph, chart, and other infographic visual aids.
Identify and discuss recommendations for improvement that can be incorporated.
Maintained appropriate tone, body language and eye contact with audience.
Demonstrated appropriate time management.
Prepared the PowerPoint with appropriate format. FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX All task criteria must be satisfactorily demonstrated by the student. The task has been confirmed:
FORMCHECKBOX Satisfactory FORMCHECKBOX Not Satisfactory
Assessor comments/recommendations for future training/action in cases where the student has not satisfactorily achieved all criteria:
Assessor Declaration: I declare that I have observed the student perform this task. The task has been conducted as per the assessment procedures and the instructions provided for this assessment task. I have provided appropriate feedback to the student.
Assessor Name: Assessor Signature:
Activity 2AObjective To provide you with an opportunity to facilitate ideation session with relevant stakeholders
Refer to the case scenario and complete the following questions:
1. Develop a plan of brainstorming session. Describe how you will conduct and facilitate a brainstorming session with relevant stakeholder to determine actions/activities to resolve the identified issue.
2. Refer to your presentation task and facilitate a discussion session after your presentation to generate idea for efficient resource utilization. A guidance on how to facilitate a session is provided below:
3. Form a group of 2 4 as instruct by the trainer. You are required to brainstorm about actions or activities that can solve the issues. The group members are required to take turn in leading the session.
Activity 2A checklist for assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learners name Assessors name Amit Pandya
Unit of Competence
(Code and Title) BSBCRT611 - Apply critical thinking for complex problem solving
Date(s) of assessment Did the learner discussstepsto conductabrainstorming session with relevant stakeholder to determine actions/activities to resolve the identified issue? Yes No
(Please circle)
Can the learner lead conversation in the brainstorming discussion? Yes No
(Please circle)
Did the learner use listening and questioning technique in the discussion? Yes No
(Please circle)
Comments
Provide your comments here:
The learners performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment: Activity 2BObjective To provide you with an opportunity to evaluate formulated solutions for advantages and limitations using critical thinking techniques
What do you understand by critical thinking skills?
2. Give least 2 workplace advantages and 2 disadvantages of critical thinking. Please provide examples to justify the advantages and disadvantages.
3. List 2 actions/activities that you will use to solve the identified issue from the case scenario.
List advantages and disadvantages of each activity by using critical thinking technique.
Activity 2B checklist for assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learners name Assessors name Amit Pandya
Unit of Competence
(Code and Title) BSBCRT611 - Apply critical thinking for complex problem solving
Date(s) of assessment Did the learnerdemonstrateunderstanding ofcritical thinking skills in workplace? Yes No
(Please circle)
Did the learner discuss at least 2 workplace advantages and 2 disadvantages of critical thinking with examples? Yes No
(Please circle)
Did the learner list advantages and disadvantages for the 2 actions/activities they selected? Yes No
(Please circle)
Comments
Provide your comments here:
The learners performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment: Activity 2CObjective To provide you with an opportunity to apply decision-making processes to select most viable solution
1. What steps will you follow for your decision-making process to select most feasible solution. (The learner must give example(s) that link to the case scenario).
Activity 2C checklist for assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learners name Assessors name Amit Pandya
Unit of Competence
(Code and Title) BSBCRT611 - Apply critical thinking for complex problem solving
Date(s) of assessment Did the learner discuss the steps to critical thinking for effective decision-making process to select most feasible solution? Yes No
(Please circle)
Comments
Provide your comments here:
The learners performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Activity 2DObjective To provide you with an opportunity to prepare a brief on proposed solution according to organisational policy and present to key stakeholders
Refer to the case scenario (Joyfood) and your answer to Activity 1A question 3 where you have identified issues in the case scenario and discussed how you can resolve the issues. Based on your response to activity 1A question 3 complete the following questions:
1. Prepare a brief on your proposed solution and follow relevant organisation policies from the case scenario. You will follow the following structure:
2. Prepare a PowerPoint presentation and present the proposed solution to key stakeholders.
Instruction for preparing presentation: -
Maximum no. of slides is 10.
Maximum 5 minutes per student to present.
Font size 32 36 for Heading and 22 24 for Body.
Uses formal vocabulary which appropriate to context to discuss and confirm recommendations.
Interprets, analyses, and presents numeric and financial information with the aid of graph, chart, and other infographic visual aids.
Activity 2D checklist for assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learners name Assessors name Amit Pandya
Unit of Competence
(Code and Title) BSBCRT611 - Apply critical thinking for complex problem solving
Date(s) of assessment Did the learnerprepare a brief on proposed solution according to organisational policy? Yes No
(Please circle)
Did thelearnerprepare a PowerPoint presentation to present the proposed solution to key stakeholders? Yes No
(Please circle)
Did the learner follow companys instruction on PPT format? Yes No
(Please circle)
Did the learner use clear language in the presentation? Yes No
(Please circle)
Comments
Provide your comments here:
The learners performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Activity 2D Observation checklist for assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Activity 1D Presentation task
For each attempt, assessor to indicate if observations were conducted in:
1 FORMCHECKBOX in class FORMCHECKBOX a simulated exercise 2 FORMCHECKBOX in class FORMCHECKBOX a simulated exercise
The student is required to demonstrate ALL components from the list below Assessment Reassessment Comments
Date: Date: Did the student:Tick S NS S NS Assessor must record observations in sufficient detail to demonstrate their judgement of the students performance against the criteria
1 Provide feedback as a role-play scenario:
Engage in and encourage two-way conversation
Ask open questions
Listen to their partners feedback
Uses formal vocabulary which appropriate to context to discuss and confirm recommendations.
Interprets, analyses, and presents numeric and financial information with the aid of graph, chart, and other infographic visual aids.
Identify and discuss recommendations for improvement that can be incorporated.
Maintained appropriate tone, body language and eye contact with audience.
Demonstrated appropriate time management.
Prepared the PowerPoint with appropriate format. FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX FORMCHECKBOX All task criteria must be satisfactorily demonstrated by the student. The task has been confirmed:
FORMCHECKBOX Satisfactory FORMCHECKBOX Not Satisfactory
Assessor comments/recommendations for future training/action in cases where the student has not satisfactorily achieved all criteria:
Assessor Declaration: I declare that I have observed the student perform this task. The task has been conducted as per the assessment procedures and the instructions provided for this assessment task. I have provided appropriate feedback to the student.
Assessor Name: Assessor Signature:
Activity 3AObjective To provide you with an opportunity to develop a feedback register to systematically record feedback according to organisational requirements
Refer to your response of Activity 2D:
Explain how you will obtain feedback from stakeholders.
2. Discuss your method of systematically recording the feedback that you will obtain from your stakeholders.
3.Develop a feedback form that you will use to take stakeholder feedback on your proposed solution. (You may use www.jotform.com to build your feedback form). Also discuss where and how you will store clients feedback.
Activity 3A checklist for assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learners name Assessors name Amit Pandya
Unit of Competence
(Code and Title) BSBCRT611 - Apply critical thinking for complex problem solving
Date(s) of assessment Did the learnerdemonstrateobtainingfeedback from stakeholders? Yes No
(Please circle)
Did the learnerdemonstratemethod of systematically recording the feedback from your stakeholders? Yes No
(Please circle)
Comments
Provide your comments here:
The learners performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment: Activity 3BObjective To provide you with an opportunity to refine proposal based on analysis of feedback
Base on the feedback collected from audience, answering a question below:
Make changes/amendments to the proposed solutions after obtaining feedback from key stakeholder and provided the updated solution brief.
Activity 3B checklist for assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learners name Assessors name Amit Pandya
Unit of Competence
(Code and Title) BSBCRT611 - Apply critical thinking for complex problem solving
Date(s) of assessment Did the learnerdemonstrate how they would make changes/amendments to the proposed solutions after obtaining feedback from key stakeholder? Yes No
(Please circle)
Comments
Provide your comments here:
The learners performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment: Activity 3CObjective To provide you with an opportunity to seek necessary approvals to implement solution
1. Describe your process of seeking approval form relevant personnel.
2. Draft an email for your manager with the brief of amended proposal and seek approval.
Activity 3C checklist for assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learners name Assessors name Amit Pandya
Unit of Competence
(Code and Title) BSBCRT611 - Apply critical thinking for complex problem solving
Date(s) of assessment Did the learner demonstrateprocess of seeking approval form relevant personnel? Yes No
(Please circle)
Did the learner draft an email for manager to seek approval? Yes No
(Please circle)
Comments
Provide your comments here:
The learners performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment: Summative AssessmentsThe summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge, and performance may be termed as:
Skills skill requirements, required skills, essential skills, foundation skills
Knowledge knowledge requirements, required knowledge, essential knowledge, knowledge evidence
Performance evidence requirements, critical aspects of assessment, performance evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances). In some cases, skills will be demonstrated in writing, where the criteria fits.
It will demonstrate all of the skills required for this unit of competency your assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attach completed written answers, portfolios, or any evidence of competency to this workbook.
Section A: Skills ActivityObjective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate the following skills:
Skill Description
Learning Evaluates own performance to identify opportunities for improvement
Makes a range of critical and non-critical decision in relatively complex situations, taking a range of constraints into account
Numeracy Interprets, analyses and presents numeric and financial information to identify patterns and trends
Oral communication Identifies and articulates ideas and requirements clearly and persuasively using techniques appropriate to audience and environment
Participates in a verbal exchange of ideas and elicits the views and opinions of others by listening and questioning
Reading Gathers, interprets and analyses textual information when developing the proposal and monitoring operational performance
Writing Communicates relationships between ideas and information, matching style of writing to purpose and audience
Planning and organising Systematically gathers and analyses all relevant information and evaluates options in order to monitor performance and identify opportunities for improvement
Technology Uses main features and functions of digital tools to complete work tasks and access information
The foundation skills are covered in the Performance Activity for this unit.
Section B: Knowledge Activity (Q & A)Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
The candidate must be able to demonstrate knowledge to complete the tasks outlined in the elements, performance criteria and foundation skills of this unit, including knowledge of:
legislative frameworks and organisational policy or procedures applicable to identified workplace problem
critical and creative thinking techniques applicable to performance evidence
advantages and risks in the development of solutions for identified workplace problems
decision-making processes including barriers to effective decision-making
sources of relevant information to identified issue, including desk research and stakeholder consultations
organisational requirements for development and presentation of a brief and feedback register
approval process for workplace solution.
Answer each question in as much detail as possible.
1. Discuss 2 advantages and 2 risks in the development of solutions for identified workplace problems?
Question 2 Context Scenario for Question 2:
Consider, for example, a manager who is trying to decide between one of two possible marketing campaigns. The first is more conservative but is consistent with what the organization has done in the past. The second is more modern and edgier, and might bring much better results or it might be a spectacular failure. The manager making the decision will ultimately have to choose one campaign and see what happens, without ever knowing what the results would have been with the alternate campaign. That uncertainty can make it difficult for some managers to make decisions, because committing to one option means forgoing other options.
2. a) Based on the scenario above, discuss the decision-making process
b) Discuss at least 3 barriers to effective decision making relevant to the scenario and explain why you consider them as barrier to effective decision making according to the scenario?
3. Discuss at least 2 sources of relevant information to identify issues.
4. Discuss the critical thinking techniques applicable in workplace
Summative Assessments: Section B checklistThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learners name Assessors name Amit Pandya
Unit of Competence
(Code and Title) BSBCRT611 - Apply critical thinking for complex problem solving
Date(s) of assessment Did the learner discuss 2 advantages and 2 risks in the development of solutions for identified workplace problems? Yes No
(Please circle)
Didthe learner discuss the decision-making process and barriers to effective decision making? Yes No
(Please circle)
Did the learnerdemonstrateat least 2 sources of relevant information to identify issues? Yes No
(Please circle)
Did the learner demonstratethe critical thinking techniques applicable in workplace? Yes No
(Please circle)
Comments
Provide your comments here:
The learners performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment: Feedback to learner:
Learners signature Assessors signature Section C: Performance Activity
Address this complex workplace issue and use critical thinking to resolve the conflict. You are required to complete the following:
identify task objectives and risks involved with pursuing identified problem
research legislative frameworks and applicable frameworks for identified problem
calculate resources required for solution development process
develop strategy to facilitate others in idea generation for possible solutions
discuss how you will use feedback to revise solution to achieve stakeholder approval
Seek necessary approvals for the implementation of the solution. Demonstrate communication method to seek approval such as email, meeting, etc.
Summative Assessments: Section C checklistThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learners name Assessors name Amit Pandya
Unit of Competence
(Code and Title) BSBCRT611 - Apply critical thinking for complex problem solving
Date(s) of assessment Did the learneridentify task objectives and risks involved with pursuing identified problem? Yes No
(Please circle)
Did the learnerremonstratelegislative frameworks and applicable frameworks for identified problem? Yes No
(Please circle)
Did the learnercalculate resources required for solution development process? Yes No
(Please circle)
Did the learnerdevelop strategy to facilitate others in idea generation for possible solutions? Yes No
(Please circle)
Did the learnerdemonstratehowfeedbackwould beusedto revise solution to achieve stakeholder approval? Yes No
(Please circle)
Did the learner seek necessary approvals for the implementation of the solution? Yes No
(Please circle)
Did the learner demonstrate communication method to seek approval?
Yes No
(Please circle)
Comments
Provide your comments here:
The learners performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment: Competency record to be completed by assessorThis should be used by the trainer/assessor to document the learners skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if reassessment is required.
Learners name Assessors name Amit Pandya
Unit of Competence
(Code and Title) BSBCRT611 - Apply critical thinking for complex problem solving
Date(s) of assessment Has the learner completed all required assessments to a satisfactory standard? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit? Yes No
(Please circle)
Learner is deemed: Not yet competent Competent
Comments from trainer/assessor:
