4559304122420BSBCRT511 Develop critical thinking in others
4559304122420BSBCRT511 Develop critical thinking in others
Assessment Kit
00BSBCRT511 Develop critical thinking in others
Assessment Kit
Copyright 2022
Australian Institute of Management Education and Training
All rights reserved
Version: 1.0
Date Modified: 11/02/2022
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Disclaimer:
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CONTENTS
TOC o "1-2" h z t "Heading 2 Blue,2,Heading 2 Red,2,Heading 2 Orange,2,Heading 2 Purple,2,Heading 2 Pink,2" Assessment Information PAGEREF _Toc95644788 h 4Competency Being Assessed PAGEREF _Toc95644789 h 4Assessment Process PAGEREF _Toc95644790 h 5Progress Checklist PAGEREF _Toc95644791 h 6Assessment Coversheet PAGEREF _Toc95644792 h 7Leader/Manager Support and Communication PAGEREF _Toc95644793 h 8Assessment Requirements PAGEREF _Toc95644794 h 9Glossary of Instructional Words PAGEREF _Toc95644795 h 10Knowledge Questions PAGEREF _Toc95644796 h 11Assessment Tasks PAGEREF _Toc95644797 h 13Assessment Task 1 PAGEREF _Toc95644798 h 14Assessment Task 2 PAGEREF _Toc95644799 h 20Assessment Task 3 PAGEREF _Toc95644800 h 24Appendix 1 PAGEREF _Toc95644801 h 26Appendix 2 PAGEREF _Toc95644802 h 27
Assessment InformationCompetency Being AssessedThis Assessment Kit has been aligned against the following unit of competency from the Business Services Training Package:
BSBCRT511 Develop critical thinking in others
Assess individual and team critical and creative thinking skills
Establish an environment that encourages the application of critical and creative thinking
Monitor and improve thinking practices
For a full view of this unit of competency please visit: https://training.gov.au/Training/Details/BSBCRT511
Assessment ProcessThe assessment is designed to help you gather evidence of your competence against the requirements of the unit of competency (as outlined above) while applying your learning in the workplace. Your evidence may take a variety of forms and must be:
Authentic your own work
Valid related to the competency
Sufficient appropriate quantity and quality
Current recent proof of your skills and knowledge
When should I submit this assessment?
The recommended timeframe for completing your assessment is recorded on your Training Plan.
Use this assessment kit to complete your responses, attaching additional evidence and documentation as appropriate. Please ensure all additional documents are clearly labelled so that your assessor understands the relevance to specific parts of the assessment.
Assessment Submission and Feedback
Submit your assessment online via myAIM. Once submitted, your assessment will be assessed and feedback returned to you via myAIM.
Upon completion of all the assessment requirements you will receive an overall assessment of Competent or Not Yet Competent for the unit of competency.
If further work is required to achieve an assessment of Competent, you will be given one (1) opportunity to resubmit your work, hence a total of two (2) formal submission attempts.
Upon successful completion and being deemed competent, you will be eligible for a Statement of Attainment. If you are enrolled in a full qualification, you will be issued with a Certificate and Transcript upon successful completion of all of your units.
Video evidence
You may be required to submit video evidence for part of this assessment. Ideally you will upload your video evidence to YouTube (as a private link) and supply the link to your assessor. Seek permission from any participants that are involved and ensure they are aware of the purpose of the video, i.e. to assess your competence in a task.
Technical tools for completing this assessment
To complete this assessment you need access to a computer with internet and word processing and spreadsheet software, plus other relevant programs to develop documentation as required. You may also need a smart phone or other audio/video recording device.
Progress ChecklistComplete? Item
Read and ensure you understand the AIM Student Handbook. Particularly in terms of your rights and responsibilities. Access the Student Handbook on the AIM website.
Read the assessment information, particularly the competency being assessed
Complete the cover sheet
Plan your leader/manager support communications
Answer the knowledge questions within this assessment kit
Complete the tasks within this assessment kit
Compile your complete submission, ensuring that all additional documents and attachments are appropriately labelled. Also ensure any media submissions such as video and audio are prepared.
Save this assessment document with the following name:
Surname_firstname_AK_BSBCRT511
Save additional documents with the following name:
Surname_firstname_AK_BSBCRT511_tasknumber_documenttype
For example:
Smith_Jane_AK_BSBCRT511_Task2.2.a_report
Submit your assessment on myAIM
Assessment CoversheetUnit of competency:
BSBCRT511 Develop critical thinking in others
Name: Email:
Your Postal Address:
Telephone: Mobile:
Organisation:
A brief description of your organisation: A brief description of your team/department: A brief description of your role: Declaration:
I have read and understand the information contained within the Student Handbook
All responses and evidence submitted here are my own work and contain no material written by another person, except where due reference is made
I understand that the Australian Institute of Management Education and Training will retain information relating to my assessment and not disclose it to third parties without my permission, with the exception of my employer on request (where my employer is financing my course) and AIM service providers (such as my assessor) acting in confidence on my behalf.
This declaration can be signed electronically by Participants (your name typed in full).
Participant Signature: Date:
Leader/Manager Support and CommunicationHaving the support of your leader/manager will assist you in completing your assessment and applying your learning back into the workplace.
Communication with your Leader/Manager Participant Comment Leader/Manager Comment
Review your experience of the training Discuss the assessment requirements and its applicability to the workplace Identify the resources and support needed to complete the assessment Agree a plan of action for successful completion within the timeframes Discuss your satisfaction with the training and assessment process Participant
Name: Date: Leader/Manager
Name: Date:
Assessment RequirementsYou must satisfactorily complete all assessment items in this Assessment Kit to achieve competency for this unit. Use the Glossary of Instructional Words for specific direction.
Assessment Items Assessment Item Definition
Knowledge Questions Knowledge questions requiring responses in the spaces provided.
Assessment Tasks Practical assessment activities and evidence requirements for each assessment task.
Your Submission: Acknowledge any information you have used (websites, books etc.) by referencing the original source. For more information about how to reference, please refer to the AIM Harvard Referencing Guide.Please remove any private or sensitive information from your evidence by blacking it out. This includes any personal information identifying individuals or confidential business information.
You have two attempts to submit your assessment within your period of enrolment. Where these are deemed not sufficient, your nominated Trainer and Assessor may negotiate an alternative way for you to submit evidence for competence to be assessed.
What to Submit: Before you submit your work please ensure you have clearly named and labelled your documents. Refer to the Progress Checklist in this assessment kit for how to name your documents.
What to Keep: Prior to submitting your assessment, please save a back-up copy of your Assessment Kit, assessment documents and all additional evidence.
This will be used should your submission not reach AIM for whatever reason.
Appeals: Your right to Appeal an Assessment Decision is set out in the Student Handbook.
Glossary of Instructional WordsYour assessment uses a range of instructional words, such as compare and list. These words will guide you to the level of detail you must provide in your answers. When the instructional words are used, each student must provide at least three to four sentences (a paragraph) as a response. Use the below glossary to guide you on interpreting the words, detail and word count across this assessment.
Analyse This means you should break an issue down into its component parts, discuss and show how they relate. You should discuss the issue in detail and methodically.
Define This means you should explain the meaning or interpretation of a term or concept in your own words, including any qualities which are essential to understanding.
Describe This means you should outline the most noticeable qualities or features of an idea, topic or the focus of the question.
Discuss This means you must point out the important issues or features, key points, possible interpretations, and debate through argument. You should provide reasons for and against.
Evaluate This means you must judge or calculate the quality, importance, amount, or value of something. You must provide an in-depth answer with as much detail as possible.
Explain This means you need to make something clear or show your understanding by describing it or providing information about it. You will need to make clear how or why something happened or is the way it is.
Identify You must recognise something and indicate who or what the required information is. The length of the answer should be guided by what you are being asked to identify.
List You must record short pieces of information in a list form, with one or two words, or sentences on each line.
Outline You must give a brief description of the main facts or sequence of events about something. The length of the response should be guided by what you are required to outline. As long as you include the main facts or points, then thats enough.
Summarise You must expressthe most important facts or points about something in short and concise form.
Additional resources for your assessment including templates, tables and visuals will located directly after each task. Templates can be presented in line with the task or in a separate referenced document.
Knowledge QuestionsInformation for students
Knowledge questions are designed for you to demonstrate your understanding of information presented during the program delivery. Answer in the spaces provided and refer to the Glossary of Instructional Words for specific direction and requirements.
Question 1
In your own words, explain the terms critical and creative thinking. (30 50 words)
Critical thinking Creative thinking Question 2
Identify three ways in which an organisation can create an environment that supports workplace learning. (three bullet points)
Question 3
Identify and describe two organisational systems that can support workplace learning. (30 50 words)
Question 4
Identify three items of regulation, legislation or codes of practice and explain how they can influence workplace policies and procedures. (50 100 words)
1.
2.
3.
Question 5
Identify and describe two sources of reliable information that can be used to inform or improve workplace procedures. (30 50 words)
Question 6
Identify and describe three industry best practices for teaching critical and creative thinking methods. (50 100 words)
Question 7
A common approach to critical thinking involves analysis, synthesis and evaluation. Explain these terms. (50 100 words)
Analysis Synthesis Evaluation
Assessment TasksInformation for Students
You are required to demonstrate your skill and knowledge by working through each assessment task and submitting evidence as and when requested.
These assessment tasks should be based on your organisation or one you have researched.
Acknowledge any information you have used (websites, books etc.) by referencing the original source. For more information about how to reference please refer to the AIM Harvard Referencing Guide.
Before you submit your work please ensure you have named and labelled your documents as per the Progress Checklist. Your assessor needs to know what document relates to which task.
Prior to recording any video evidence have each participant complete the Training Consent for Recording Form
Assessment video evidence will require you to upload your video to YouTube. Watch this How to to get started.
Upload your video presentation directly to YouTube
Select the video to be unlisted in YouTube
Provide the URL link to the video in your submission.
Note: Any organisational documentation presented as evidence for this assessment will be treated as commercial in confidence.
Assessment Task 1For this and subsequent Tasks, you will need to work with a team of at least three people. Ideally this will involve your own team or one you work closely with on a regular basis. Alternatively, if you do not have direct access to a team you can select to do one of the following:
Engage with members of a team outside your normal work area (i.e. another department or function within your workplace).
Arrange to conduct your assessment activities within a local small business.
Conduct your assessment activities with members of a community group or association with common goals and interests.
Assess Critical and Creative Thinking
a. Undertake research to explore and compare three models/frameworks for critical and creative thinking. Use the table on the following page to summarise your findings.
Provide links to information sources and/or copies of documentation you have reviewed during your research.
Method/Framework 1 Method/Framework 2 Method/Framework 3
Name of method/framework and links to information sources. Is the method/framework based on critical or creative thinking? Explain your response. Outline key features of the model/framework. In what types of situation/context would this model/framework be useful? Why? Identify two scenarios where the model/framework could improve thinking practice with the members of your chosen team. 1.
2.
1.
2.
1.
2.
b. Meet with your team to discuss the importance of critical and creative thinking. Specifically, you need to cover:
Critical and creative thinking concepts you have been learning about (you can include your research from part a of this Task).
Key features of critical and creative thinking models and approaches relevant to the teams context.
How critical and creative thinking contributes to team objectives, processes and use of resources.
Your meeting should last between 20 and 30 minutes, allowing for team member questions and participation. As evidence for this Task you must provide:
An email inviting the team members to the meeting.
An agenda that includes a list of items to be introduced/discussed.
A reflection (in the space below) of how the meeting went.
c. Develop a survey, self-assessment or series of interview questions (10 15) that can be used to assess the critical and creative thinking skills of your team. Your questions should be split between individual skills and team-based skills and should incorporate a simple rating system that will provide baseline data for you to make your assessment on. For example:
Instructions to user: Consider the statements that follow and determine how often (or not) you demonstrate the skill. Rating
Individual Skills Often Some-
times Rarely
I am inquisitive and make a point of learning new ideas and perspectives. I consider cause and effect and use it to evaluate problems and propose solutions. Instructions to user: Consider the statements that follow and determine how often (or not) your team demonstrates the skill. Rating
Team Skills Often Some-
times Rarely
My team is great at brainstorming ideas and findings solutions to problems we encounter. My team draws on their collective knowledge and prior experience to make team-based decisions. Have your team members respond to the questions and include these as evidence for this Task.
d. Meet with your team to discuss the roles of critical and creative thinking in the achievement of team goals. Discuss their individual and collective responses to the critical and creative thinking survey/self-assessment/interview questions and determine for each team member two current strengths and two potential areas for development. Follow this by determining at least one team-based strength and one development opportunity that the team could benefit from exploring.
Summarise the meeting using the following table.
Team member 1 Team member 2 Team member 3
Strength 1:
Strength 1:
Strength 1:
Strength 2:
Strength 2:
Strength 2:
Development opportunity 1:
Development opportunity 1:
Development opportunity 1:
Development opportunity 2:
Development opportunity 2: Development opportunity 2:
Team as a collective
Strength 1:
Development opportunity 1:
e. Undertake research (internally or externally) to identify at least two learning opportunities (one for an individual, one for the team as a whole) that could be used to develop your team members critical and creative thinking practices. Use the table below to record your findings. Provide links to information sources and/or copies of documentation you have reviewed during your research.
Learning opportunity 1:
Name of learning opportunity and links to information sources Description of the learning opportunity/ activity/ intervention Who is this opportunity for (i.e. one or all team members?) Why is this opportunity/ activity/ intervention applicable for developing critical/creative thinking skills in this teams context? Learning opportunity 2:
Name of learning opportunity and links to information sources Description of the learning opportunity/ activity/ intervention Who is this opportunity for (i.e. one or all team members)? Why is this opportunity/ activity/ intervention applicable for developing critical/creative thinking skills in this teams context? f. Implement the learning opportunity you identified for the team as whole. Afterwards, reflect and respond to the following questions:
How well did the team engage with the opportunity? Were there any barriers to participation, and if so, how did you address them?
What benefits did the team gain from the opportunity?
What did they learn about each other and themselves?
What (if anything) could have improved the experience?
What has completing this Task taught you about your own critical and creative thinking practices?
Summary of what to submit for Task 1:
Written response for part a and copies of supporting documentation (research) where applicable
Meeting invitation, agenda and written response to part b
Copies of survey/self-assessment/interview question responses from all team members for part c
Written response to part d
Written response for part e and copies of supporting documentation (research) where applicable
Written response to part f
Assessment Task 2Establish an Environment for Critical and Creative Thinking
a. For this part of the Task you will need to consult with a variety of stakeholders to identify, analyse and understand aspects of the organisational system that either support or supress critical and creative thinking.
You will need to actively engage in dialogue, using questioning and listening skills to gather views and opinions that help to define any barriers to creative and critical thinking practices.
Use the following table to collate, consolidate and summarise your findings.
Aspect of the organisational system How it supports critical and creative thinking How it may create barriers to critical and creative thinking
Leadership (the vision, values, behaviours and attitudes of leaders) Structure (flat versus hierarchical structures and the value assigned to different working groups) Roles (the extent to which roles, responsibilities and accountabilities are defined and understood) Culture (positivity, productivity, trust, empathy, appreciation, psychological safety etc.) Communication (the extent to which there is openness, transparency and free flow of information across teams and functions) Policies and procedures (complex versus simple, rigid versus flexible etc.) Teamwork (the extent to which there is collaboration and cooperation rather than fixed and insular agendas) Legislative context (heavily regulated and constrained by rules versus free to experiment, explore and to try new things) b. For this part of the Task you will develop a Problem Solving Process to help the organisation to address the critical/creative thinking gaps and barriers identified in part a. This should be a broad process that can be used by teams in most work contexts. You can develop your process in any format of your choice, or you can use the below template to assist you.
Problem Solving Process
Purpose statement [provide brief explanation of why this process exists]
Problem solving steps [list the steps for teams to follow to solve a problem, e.g. Step1: clearly articulate the problem]
Ground rules [list and describe the rules that participants will agree to follow when solving problems, e.g. Rule 1: everybodys ideas and opinions will be heard and valued equally]
Critical thinking techniques [list and describe the techniques that can be used to understand the problem, e.g. Technique 1: using reflection to identify, assess, question and challenge assumptions about the problem]
Creative thinking techniques [list and describe the techniques that can be used to generate creative solutions to the problem, e.g. Technique 1: use brainstorming with PostIt notes one idea per PostIt, no limits on number of ideas, all ideas welcome ideas are grouped into themes]
Evaluation techniques [list and describe the techniques that can be used to assess the suitability of solutions and enable the team to reach consensus on solving the problem, e.g. Technique 1: Cost-benefit analysis assessing whether the reward of implementing the selected solution outweighs the costs involved to implement it]
c. Test the usefulness of your problem-solving process by using it to solve two problems (actual or possible) faced by your team. You will lead the sessions with the same team you worked with in Task 1 of this assessment.
Note: You will need to arrange for one of your sessions to be video recorded and submitted as evidence with your submission.
Your Assessor will be looking for evidence of how you:
Engage team members in the process
Articulate the ground rules and gain agreement
Facilitate open, respectful and inclusive communication
Follow your process as intended
Encourage and promote critical and creative thinking with the team to explore the problem and generate possible solutions
Evaluate solutions, facilitate consensus and make decisions
Provide feedback to team members on their contribution and performance in the problem-solving process.
d. Provide a summary of your experiences with the two sessions conducted in part c.
Session 1
What was the problem? How was it identified? How well did the team engage in the process? How well did the team perform in applying critical and creative thinking techniques? How well did the environment support the process? How easily did the team reach consensus? What could you have done differently? Session 2
What was the problem? How was it identified? How well did the team engage in the process? How well did the team perform in applying critical and creative thinking techniques? How well did the environment support the process? How easily did the team reach consensus? What could you have done differently? Summary of what to submit for Task 2:
Written response for part a
Copy of Problem Solving Process for part b
Completed consent forms for all participating team members and link to video evidence for part c
Written response to part d
Assessment Task 3Monitor and Improve Thinking Practices
a. For this part of the Task you will need to gather feedback from your team members on their experience of working with you to learn about, assess, develop and apply critical and creative thinking in the workplace. You can gather feedback through:
Individual or team surveys
Informal interviews
Pre-defined feedback forms
Audio or video recorded feedback discussions.
To meet the requirements of this Task, you must obtain feedback from all three team members.
Attach audio, video or written materials as evidence for this Task.
b. Analyse the feedback gathered in part a and answer the following questions:
What trends or themes can you see in the feedback?
What does the feedback suggest about your performance in guiding others to develop their critical and creative thinking skills?
What did team members find most valuable about the process?
What did team members find least valuable?
What further support could/do team members need to enhance and improve their critical and creative thinking?
What improvements could be made to enhance future learning opportunities for the development of the teams critical and creative thinking practice? (Make at least two recommendations).
Summary of what to submit for Task 3:
Audio, video or documented evidence of team member feedback for part a
Written responses to part b
End of Assessment
Appendix 1Instructions for uploading an unlisted video to YouTube.
Set up a YouTube or Google Account
Watch this How to video
Upload your video presentation directly to YouTube
Select the video to be unlisted in YouTube
Provide the URL link to the video in your submission.
Appendix 2Consent Form0-12509500
Australian Institute of Management Education and Training Consent for Recording Form
I understand that (Insert student name) ___________________________________________
is in the process of obtaining a (insert qualification or course) __________________________________________________________________________
with the Australian Institute of Management Education and Training (AIMET).
As part of the assessment, students are required to show evidence of competence in various areas using video, audio and photo recordings. The primary focus of this activity is on the individual student and their actions; however, I understand I may also appear in the recordings submitted as evidence by the student.
I agree to these recordings being solely used for the purpose of assessment and will only be viewed by the student, their assessor and, if necessary, an assessment review panel or equivalent.
I understand that:
Any personal information will be treated in accordance with the Privacy Act 1998.
Recordings will be kept for a minimum of 6 months and may be uploaded privately to YouTube so that the student can share it with their assessor. This video will not be able to be viewed by the public.
All workplace information will be treated as commercial-in-confidence.
90170143510I (insert your name) ________________________________consent to be recorded in the way explained above.
Signature: _____________________________________________
Date: _________________________________________________
0I (insert your name) ________________________________consent to be recorded in the way explained above.
Signature: _____________________________________________
Date: _________________________________________________
