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2508885-9227820STUDENT ASSESSMENT BOOKLETBSBCRT611Apply Critical Thinking for Complex
Problem Solving00STUDENT ASSESSMENT BOOKLETBSBCRT611Apply Critical Thinking for Complex
Problem Solving4328160656780500-609602349500
Table of Contents
TOC o "1-3" h z t "AA Head A,2,AA Banner Top Level,1,AA Banner Part Head,3" STUDENT ASSESSMENT BOOKLET PAGEREF _Toc102478056 h 1Assessment Overview PAGEREF _Toc102478060 h 3Assessment Task Summary PAGEREF _Toc102478061 h 3Assessment Documents PAGEREF _Toc102478062 h 4The CBSA Gender Balance Report (provided) PAGEREF _Toc102478063 h 4Assessment Task Cover Sheet PAGEREF _Toc102478064 h 4The Assessment Process and Your Rights PAGEREF _Toc102478065 h 6Submitting your Assessment Tasks PAGEREF _Toc102478066 h 6Assessment Attempts and Resubmissions PAGEREF _Toc102478067 h 6Assessment Outcomes PAGEREF _Toc102478068 h 6Plagiarism, Cheating and Collusion PAGEREF _Toc102478069 h 7Assessment Appeals PAGEREF _Toc102478070 h 7Reasonable Adjustment PAGEREF _Toc102478071 h 7Information About Assessment PAGEREF _Toc102478072 h 8Dimensions of Competency PAGEREF _Toc102478073 h 8Principles of Assessment and Rules of Evidence PAGEREF _Toc102478074 h 8Principles of Assessment PAGEREF _Toc102478075 h 8Rules of Evidence PAGEREF _Toc102478076 h 9Glossary of Instructional Task Words PAGEREF _Toc102478077 h 9Assessment Plan PAGEREF _Toc102478078 h 10Assessment Task Cover Sheet Assessment Task 1 PAGEREF _Toc102478079 h 11Assessment Task 1: Knowledge Questions PAGEREF _Toc102478080 h 13Assessment Task Cover Sheet Assessment Task 2 PAGEREF _Toc102478081 h 18Assessment Task 2 Section 1: Scope the Problem Solving Process PAGEREF _Toc102478082 h 20 Part A: Research the identified issue and the problem-solving process and develop a brief for the CBSA Board24
HYPERLINK l "_Toc102478083" Assessment Task 2 - Section 2: Lead the Solution Development Process PAGEREF _Toc102478083 h 27
Part B: Ideation Session Agenda PAGEREF _Toc102478084 h 28Part C: Facilitate an Ideation Session PAGEREF _Toc102478085 h 29Part D: Prepare a Brief PAGEREF _Toc102478086 h 29Part E: Feedback Register PAGEREF _Toc102478087 h 30Assessment Task Cover Sheet Assessment Task 3 PAGEREF _Toc102478088 h 31Assessment Task 3 Section 1: Present the Solution and Seek Feedback PAGEREF _Toc102478089 h 33Part A: Present the Solution PAGEREF _Toc102478090 h 34Part B: Seek and Record Feedback PAGEREF _Toc102478091 h 35Assessment Task 3 Section 2: Refine the Solution for Implementation PAGEREF _Toc102478092 h 36Part C: Reflect Self-Evaluation PAGEREF _Toc102478093 h 38Part D: Develop Corrective Action Plan and Seek Approval PAGEREF _Toc102478094 h 39
Assessment Overview
This Student Assessment Booklet includes all your assessment tasks for BSBCRT611 Apply critical thinking for complex problem solving.
Assessment Task SummaryThis unit requires you to complete four assessment tasks. You must satisfactorily complete all tasks to achieve competency for this unit.
Assessment Task Assessment Method Task Summary
Assessment Task 1;
Knowledge Questions Written Questions
Assessment Task 2
Section 1: : Scope the Problem Solving Process Report This task requires students to:
Part A: Research the identified issue and the problem-solving process and develop a brief for the CBSA Board.
Section 2: Lead the Solution Development Process Project and role-play This section consists of four parts:
Part B: Ideation Session Agenda
Part C: Facilitate an Ideation Session
Part D: Prepare a Brief
Part E: Feedback Register
Assessment Task 3: Section 1: Present the Solution and Seek Feedback Project and role-play This section consists of two parts:
Part A: Present the Solution
Part B: Seek and Record Feedback
Section 2: Refine the Solution for Implementation Project This section consists of two parts:
Part C: Reflect Self-Evaluation
Part D: Develop Corrective Action Plan and Seek Approval
Assessment Documents
Briefing Paper template(Provided)
The CBSA Gender Balance Report (provided)
Corrective Action Plan Template(provided)
Assessment Task Cover SheetAt the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task where you need to submit items for assessment, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task and will write this on the back of the Task Cover Sheet.
center635ASSESSMENT COVERSHEET
Student ID Student name Qualification Unit Title Unit Code Student Declaration
I declare that the answers I have provided are my own work.
I have kept a copy of my assessment, all relevant notes and reference material that I used as part of my submission.
I understand the consequences of falsifying documentation and plagiarism.
I understand how the assessment is structured.
I understand the performance criteria I am being assessed for.
I am aware of my appeal rights.
Student Signature: ______________________________________ Date: _____________________
SUBMISSION OUTCOME (Assessor use only)
Outcome
1st Attempt 2nd Attempt
Task 1 Written Questions S / NS S / NS
Task 2 Skills Assessment A S / NS S / NS
Task 3 Skills Assessment B S / NS S / NS
Overall result C / NYC C / NYC
Date assessed Assessor Name Assessor Signature Administrative use only
Entered onto Student Management Database ________________
Date ________________
Initials
International students: All completed student assessment items for this unit of competency will be securely retained by LEVEL UP for a period of six months from the date on which the judgment of competence is made.
00ASSESSMENT COVERSHEET
Student ID Student name Qualification Unit Title Unit Code Student Declaration
I declare that the answers I have provided are my own work.
I have kept a copy of my assessment, all relevant notes and reference material that I used as part of my submission.
I understand the consequences of falsifying documentation and plagiarism.
I understand how the assessment is structured.
I understand the performance criteria I am being assessed for.
I am aware of my appeal rights.
Student Signature: ______________________________________ Date: _____________________
SUBMISSION OUTCOME (Assessor use only)
Outcome
1st Attempt 2nd Attempt
Task 1 Written Questions S / NS S / NS
Task 2 Skills Assessment A S / NS S / NS
Task 3 Skills Assessment B S / NS S / NS
Overall result C / NYC C / NYC
Date assessed Assessor Name Assessor Signature Administrative use only
Entered onto Student Management Database ________________
Date ________________
Initials
International students: All completed student assessment items for this unit of competency will be securely retained by LEVEL UP for a period of six months from the date on which the judgment of competence is made.
The Assessment Process and Your Rights
Submitting your Assessment TasksWhen you have completed your assessment tasks, you will need to submit them, according to the instructions provided to you by your assessor or RTO.
If you are provided with a due date, you must make sure you submit your tasks in accordance with it. You may be required to apply for an extension if you require extra time, according to your RTOs policies and procedures.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you keep a copy of your tasks before you submit them. Your RTO will need to keep them as evidence and may not be able to return them to you.
Assessment Attempts and ResubmissionsYou have up to three attempts to complete each assessment tasks satisfactorily. If after the third attempt, you have not completed a task satisfactorily, your assessor will make alternative arrangements for assessment, which may involve additional training and time to consolidate your skills and knowledge.When you are required to resubmit, you may be required to:
resubmit incorrect answers to questions (such as for written tasks and case studies)
resubmit all or part of a project, depending on how the error affects the overall outcome of the task
redo a role-play after being provided with appropriate feedback about their original performance
be observed a second (or third) time undertaking any tasks or activities that were not completed satisfactorily the first time, after being provided with appropriate feedback.
When you are required to resubmit, youll be given a due date for your resubmission. For example, you may:
be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on
be provided with on-the-day feedback about their performance in a role-play and then redo the task immediately
need to redo workplace-based tasks (if applicable) during the same workplace visit or in a later observation you should discuss arrangements with the students supervisor to agree on a suitable time and date for reassessment.
All re-submissions will be conducted in accordance with the RTOs policies and procedures.
Assessment OutcomesEach assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). You must complete all tasks satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more of tasks are assessed as Not Satisfactory, you will be given an outcome for the unit of Not Yet Competent (NYC).
You will be given a total of three attempts to complete each task and achieve a Satisfactory outcome. In the case of resubmission, you will be given a date by which you will need to resubmit, and youll be given feedback about what needs to be addressed in your resubmission.
Plagiarism, Cheating and CollusionPlagiarism, cheating and collusion on assessments is not acceptable. Any incidence of this is considered academic misconduct. The definitions of each of these are below.
cheating seeking to obtain an unfair advantage in the assessment of any piece of work
plagiarism to take and use the ideas and/or expressions and/or wording of another person or organisation and pass them off as your own by failing to give appropriate acknowledgement.This includes material from any sources, such as staff members, other students, authors, texts, resources and the internet, whether published or unpublished
collusion unauthorised collaboration between students.
Where your assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, this will be addressed in line with the RTOs policies and procedures which may ultimately lead to your withdrawal or you needing to complete the whole unit again.
Assessment AppealsIf you dont agree with an assessment decision made, you have the right to appeal it. You may need to lodge your request for an appeal within a certain amount of time from the original decision being made. You will need to make your appeal in writing and follow your RTOs process for appeals. Refer to your Student Handbook for more information about our appeals process.
Reasonable AdjustmentA legislative and regulatory framework underpins and supports the delivery of vocational education and training across Australia. Under this framework, providers of vocational education and training must take steps to ensure that students with recognised disabilities have the same learning opportunities and same opportunities to perform and complete assessments as students without disabilities. Sometimes reasonable adjustments are made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of a student with a disability. An adjustment is reasonable if it can accommodate the students particular needs while also taking into account factors such as:
the views of the student
the potential effect of the adjustment on the student and others
the costs and benefits of making the adjustment.
RTOs are obliged by law to provide reasonable adjustments where required to ensure maximum participation of students with a disability.
Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption, it is not likely to be reasonable.
Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or process needs to be made on the basis of disability.
Information About AssessmentDimensions of Competency
To be competent, you must show your ability to perform effectively in a broad capacity. The dimensions of competency ensure the person being assessed has the skills to perform competently in a variety of different circumstances. To be competent, you must demonstrate the following:
Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and practical skills, and these are usually described in the performance criteria.
Task Management Skills: These are skills in organising and coordinating, which are needed to be able to work competently while managing a number of tasks or activities within a job.
Contingency Skills: The skills needed to respond and react appropriately to unexpected problems, changes in routine and breakdowns while also performing competently.
Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position, location and with others. These skills may be described in the range of variables and underpinning skills and knowledge.
Principles of Assessment and Rules of Evidence
Assessment must be conducted in accordance with the rules of evidence and principles of assessment. The following definitions of these terms are taken from the Australian Skills Quality Authoritys Users guide: standards for registered training organisations (RTOs) 2015.
Principles of Assessment
Validity: Any assessment decision of the RTO is justified, based on the evidence of performance of the individual learner. Validity requires:
assessment against the unit(s) of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance
assessment of knowledge and skills is integrated with their practical application
assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations
judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements.
Reliability: Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.
Flexibility: Assessment is flexible to the individual learner by:
reflecting the learners needs
assessing competencies held by the learner no matter how or where they have been acquired
drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.
Fairness: The individual learners needs are considered in the assessment process. Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learners needs. The RTO informs the learner about the assessment process and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary.
Rules of EvidenceValidity: The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and associated assessment requirements.
Sufficiency: The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgement to be made of a learners competency.
Currency: The assessor is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be from the present or the very recent past.
Authenticity: The assessor is assured that the evidence presented for assessment is the learners own work.
Glossary of Instructional Task WordsYour assessment tasks use a range of instructional words throughout them such as compare and list. These words will guide you as to the level of detail you must provide in your answers. Some questions will also tell you how many answers you need to give for example, Describe three strategies Use the below glossary to guide you on interpreting the words in the tasks.
Analyse This means you should break an issue down into its component parts, discuss them and show how they relate. You should discuss the issue in detail and methodically.
Compare This means you should describe the similarity or differences between two or more things, ensuring you also discuss the relevance of the differences. You may also be asked to contrast, as in compare and contrast, which means you are also focusing on the dissimilarity.
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.
Examine This means you must look at, or consider, the item or subject carefully and in detail to discover something about it. You will need to provide a detailed response with key points and features. You should provide a response with as much detail as possible, but a minimum of one or two paragraphs in length. Examine is similar to analyse.
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.
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.
Assessment PlanThe following outlines the assessment requirements for this unit. You are required to complete all assessment requirements outlined below to achieve competency for this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
Assessment Tasks Due Date
Assessment Task 1 Written Questions Assessment Task 2 Section 1: Scope the Problem Solving Process Section 2: Lead the Solution Development Process Assessment Task 3 Section 1: Present the Solution and Seek Feedback Section 2: Refine the Solution for Implementation Agreement by the student
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment? Yes No
Have you read and understood the RTOs policies and procedures related to reassessment? Yes No
Do you understand the requirements of this assessment? Yes No
Do you agree to the way in which you are being assessed? Yes No
Do you have any special needs or considerations that must be made in preparation for this assessment? If yes, what are they?
__________________________________________________________________ Yes No
Do you understand your rights to appeal the decisions regarding assessment? Yes No
Student Name: __________________________________________________
Student Signature: _______________________________________________Date: _______________
Assessor Name: _________________________________________________
Assessor Signature: ______________________________________________Date: _______________
Assessment Task Cover Sheet Assessment Task 1Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.
Name: Date of submission: Unit: BSBCRT611
No. of pages in submission: Assessor to complete
Assessment Task Number and Title Satisfactory/Not satisfactory Date Is this a reassessment? Y/N
Assessment Task 1: Knowledge Questions STUDENT DECLARATION
I __________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of the RTOs policies, disciplinary action may be taken against me.
Student Signature: _______________________________________________Date: _______________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the students file with the evidence.
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Assessor Signature: _____________________________________________________________________
Assessor Name: ________________________________________________________________________
Date: _______________
Assessment Task 1: Knowledge Questions
1905top00Task summary This is an open book written assessment.
There are a few questions and some questions have sub-parts.
You must answer all questions and their parts correctly to achieve a satisfactory outcome for this task.
lefttop00Resources and equipment required Access to your learning materials
Access to a computer, printer and the internet
Access to Microsoft Word (or a similar program)
lefttop00Where and when this task will be completed You will complete this task in your own time, or you may be provided with time in class to complete it (where applicable)
You will be advised of the due date for this task.
lefttop00What happens if you get something wrong? If your assessor marks any of your answers as incorrect or insufficient, they will make arrangements with you for resubmission. Your assessor may ask you some questions verbally to check your understanding, or you may need to provide new written responses to the questions that were answered incorrectly. Your assessor will give you a due date by which this must be provided.
lefttop00Task instructions This is an open book written assessment you can use your learning materials as reference.
You must answer all questions and their parts correctly to achieve a Satisfactory outcome for this task.
Refer to the Glossary of Instructional Task Words for descriptions of instructional words to guide you in the level of response required in each question.
1905top00Submission requirements Your answers to each question
Question AUTONUMLGL * Arabic e
List at least three policies that could be used to address workplace issues.
Question AUTONUMLGL * Arabic e
List at least two Australian legilsations (full title with their year) that could be used to address workplace issues.
Question AUTONUMLGL * Arabic e
List at least five critical and creative thinking techniques you may have used in Task 1 to Task 4 above.
Question 4
List and describe three types of risk that may occur when developing solutions to complex issues.
Question 5
What are the advantages of resolving complex issues as soon as they arise?
Question 6
Describe at least two decision-making processes.
Question 7
List at least five barriers to effective decision-making, and explain how would you overcome them.
Question 8
List at least five sources of information you may use to resolve an identified workplace issue.
Question 9a
List three organisational requirements that may apply to the development of a brief.
Question 9B
What is the importance of feedback register? How often it should be updated?
Question 10
Explain how you might seek approval for a proposed solution.
Assessment Task Cover Sheet Assessment Task 2Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.
Name: Date of submission: Unit: BSBCRT611 Apply critical thinking for complex problem solving
No. of pages in submission: Assessor to complete
Assessment Task Number and Title Satisfactory/Not satisfactory Date Is this a reassessment? Y/N
Assessment Task 2
Section 1: Scope the Problem Solving Process Section 2: Lead the Solution Development Process STUDENT DECLARATION
I __________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of the RTOs policies, disciplinary action may be taken against me.
Student Signature: _______________________________________________Date: _______________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the students file with the evidence.
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Assessor Signature: _____________________________________________________________________
Assessor Name: ________________________________________________________________________
Date: _______________
Assessment Task 2 Section 1: Scope the Problem Solving Process-635069342000 The following assessment tasks use a simulated business called Complete Business Solutions Australia (CBSA). In order to complete the assessment tasks, you will need to access information, templates, policies and procedures associated with CBSA. Your assessor will provide you with copies of the appropriate documents, prior to completing your assessment tasks.
For this assessment you will play the role of Alex Lee, CBSA employee. CBSA is a consultancy service providing assistance with compliance, finances, human resources, information technology and other business needs to ensure that businesses have the expertise and support they need to survive and prosper. You should familiarise yourself with what CBSA does, its services and history, the organisational structure of the business, its employees, and its mission, vision and business objectives.
1905top00Task Summary In this task, you will be undertaking research to complete a briefing paper for the CBSA Board to consider.
Part A: Research the identified issue and the problem-solving process and develop a brief for the CBSA Board
lefttop00Resources and Equipment Required Access to textbooks and other learning materials
Access to a computer with the internet and email
Access to Microsoft Word, PowerPoint, Excel or similar programs
The CBSA Gender Balance Report (provided)
lefttop00Where and When this Task Will be Completed Your Assessor will give you the due date for this assessment
lefttop00What Happens if you get Something Wrong? If your Assessor identifies that you got something wrong or did not correctly or adequately demonstrate the skills and knowledge required of this task, you will be given feedback on areas for improvement.
Your Assessor will provide you with guidance as to whether you need to:
Resubmit that part of the task or related document that has not been completed correctly or fully
Redo the task at a suitable time after you have considered their feedback
Undertake further learning and redo the task at a later date
Your Assessor will provide details about reassessment or resubmission arrangements.
1905top00Submission Requirements Briefing report using the template provided.
lefttop00Task Instructions Read the Introduction to this task below.
To begin this part, read the following email and then complete the tasks that follow:
-698574295 To: Alex Lee (alex.lee@cbsa.com.au)
From: Gavin Stead (gavin.stead@cbsa.com.au)
Date/time: Monday 11.30 a.m.
Subject: Addressing the staff gender imbalance
Attachment: Briefing Paper Template.docx, Report on Gender Balance.docx
Good morning Alex,
I am wondering if you might be able to assist me in dealing with a complex issue.
It has been one of CBSAs objectives to attract and retain talented staff. We are aware that if we want to do this, we have to attract and retain talented women as well as men. The KPI for this is the staff gender balance.
Consequently, during my regular monthly meeting with Glenda Williams, I was disturbed to see in her HR Report that we have made no progress at all this year in improving the gender balance. In fact, we are doing a little worse than in previous years before this KPI was set. Apart from anything else, it reflects poorly on us as a company when over 50% of our customers are women.
Glenda has pointed out this is not simply an HR matter: it is an organisation-wide issue. She has suggested that as a new employee, you would have the required independence of mind to lead a project to tackle it. Tina Hughes holds your critical thinking skills in high regard and has approved your release to work on the project.
However, as part of the Sales and Marketing team, you will be aware that all projects require Board approval. Consequently, as a first step, you will need to complete a Briefing Paper (template attached) to be submitted at the next Board meeting.
To provide some background, I have also attached Glendas report.
Submission date for the paper is XX/XX/20XX
Kind Regards,
Gavin Stead
504063019050000Managing Director
300 Fictional Way, Sydney, NSW 2000
Phone: 1800 111 222
www.cbsa.com.auPart A: Research the identified issue and the problem-solving process and develop a brief for the CBSA BoardAttachments Below
Briefing Paper Template.docx
Briefing Paper Template
Briefing: <<Insert Title>>
Note: The most critical elements of the structure are clarity, conciseness, and the complete description of all sides of the issue. Constructing an argument to move in any one direction is relatively simple if potential concerns or opposition are glossed over (or not even recognised). If options are presented, they should provide a balanced (with all other options) description of the impacts. In other words, an issues paper should be used only partially to make a particular case; the broader purpose should be to inform a discussion of an issue and its impacts.
Issue Statement
Explain the issue in one to two sentences.
Background
Answer the following questions:
How did this issue originate?
Why is it elevated now?
What are the impacts of the issue?
Who is impacted by it?
What are the advantages of developing a solution?
What are the risks of not resolving the issue?
What work has been undertaken around the issue, and what are the results?
What constraints and risks exist that limit the range of alternatives to addressing the issue?
What laws and CBSA policies inform this issue?
Recommendations
Explain the project:
Identify the objectives
Explain the advantages of developing a solution
Outline the proposed approach to developing solutions
Suggested decision-making process
The barriers to effective decision-making
The critical and creative thinking techniques that will be used to overcome the barriers
Calculate the required resources in terms of people, time and financial investment.
Implementation
Summarise:
The key steps involved
Approval process
The time-frames for the project
What metrics would be used to determine the success of the project?
Action Required
Tell the Board what you would like them to do with the information: discuss/approve/note/document.
Report on Gender Balance.docx
Report on Gender Balance
KPIs
Year 1:
40% female representation on staff
28% female representation in management*
Year 2:
50% female representation on staff
Maintain 28% female representation in management*
Year 3:
At least 50% female representation on staff
42% female representation in management
*The assumption is there will be no changes to the management team in Years 1 and 2.
Year 1: Actions to meet KPIs
Development and release of an Access, Equity and Anti-Discrimination Policy
Compulsory staff training on bullying and harassment
Sexual harassment Know where the line is poster placed in the lunchroom
Offer made to the university to take on two female interns in Marketing, IT or Finance for three months. (One student applied.)
Advertising available positions with Women in Business.
Sponsoring one Women in Business breakfast meeting.
Year 1: Results
Number of F/T positions advertised Percentage of women applicants Percentage of women shortlisted Number of women employed Number of women who exited the business Net result: percentage of female representation on staff (including p/t contractors)
6 42% 35% 2 5 33% (4% lower than last year)
Year 1: Climate Survey Responses Signalling Future Staff Retention/Turnover
How long do you intend to stay with CBSA?
Less than a year 1 to 3 years 3 to 5 years More than 5 years
Males 5% 25% 30% 40%
Females 25% 55% 20% 0%
How satisfied are you with your job?
Very satisfied Somewhat satisfied Dissatisfied Very dissatisfied
Males 60% 35% 5% O%
Females 10% 50% 25% 15%
Year 1: Comments from Exit Interviews with Female Staff
The following comments have been noted in the Exit Interview Reports:
No promotional opportunities here for me. Found a better job.
One of my clients refers to me as girlie. I am 30 years old and a fully qualified accountant. I know he is from an older generation and probably doesnt mean any disrespect, but I find this humiliating. My supervisor said he couldnt do anything about it because he is a good customer and CBSA cant afford to upset him.
I have two children and need more flexible working arrangements. I would like to work from home when they are sick or need me, but there is no provision for this at CBSA.
The company is too old-fashioned for me.
I found out that I was earning 12% less than my male colleague though I brought in more revenue than he did. I lost interest in the job after that and started looking for something else.
Task Instructions
This task requires you to develop a brief for the Board.
To complete the task, you should first undertake appropriate research to:
identify the issue
examine and interpret the data provided to detect any pattern or trends that apply to the issue
develop the task objectives
investigate relevant sources of information on the issue
identify legislative frameworks and CBSA organisational policies and procedures that apply to the problem
compare critical and creative thinking techniques that could be applied to the task
identify the risks and the advantages in developing solutions
investigate decision-making processes including barriers to effective decision making
identify resources required for the project
formulate a budget for the projects implementation.
After you have completed your research and gathered all the information required, use the template provided to develop your briefing paper.
all parts of the paper must be completed
your brief should be presented using Microsoft Word or a similar program
Assessment Task 2 - Section 2: Lead the Solution Development Process1905top00Task Summary This task requires you to lead the solution development process. This task consists of four parts:
Part B: Ideation Session Agenda
Part C: Facilitate an Ideation Session
Part D: Prepare a Brief
Part E: Feedback Register
lefttop00Resources and Equipment Required Flip chart or whiteboard and markers
A suitable space for group work
Access to a computer and software such as Word or Excel
lefttop00Where and When this task Will be Completed You will complete Parts A and C this task in your own time.
You will complete Part B in the class
Your Assessor will give you the due date for this assessment
lefttop00What Happens if you get Something Wrong If your Assessor identifies that you got something wrong, or did not correctly or adequately demonstrate the skills and knowledge required of this task. In that case, you will be given feedback on areas for improvement.
Your Assessor will provide you with guidance as to whether you need to:
resubmit that part of the task or related document that has not been completed correctly or fully
redo the task at a suitable time after you have considered their feedback
undertake further learning and redo the task at a later date
Your Assessor will provide details about reassessment or resubmission arrangements
1905top00Submission Requirements Agenda for the ideation session
PowerPoint slide deck
Feedback register template
lefttop00Task Instructions Complete all parts of the tasks below.
To begin this part, read the following email and then complete the tasks that follow:
-1714564135 To: Alex Lee (alex.lee@cbsa.com.au)
From: Gavin Stead (gavin.stead@cbsa.com.au)
Date/time: Thursday 9.30 a.m.
Subject: Gender Balance Project
Good morning Alex
The Board approved the proposed Gender Balance Project at the meeting yesterday. They were both impressed with your Brief and concerned with what this issue may mean for the company if we dont address it.
I would now like you to proceed to lead the solution development process.
The Board has asked for your proposed solution to be presented to them at their next meeting in two months time.
Kind regards,
Gavin Stead
502158018097500Managing Director
300 Fictional Way, Sydney, NSW 2000
Phone: 1800 111 222
www.cbsa.com.auPart B: Ideation Session AgendaTask Instructions
You are to develop and present an agenda for an ideation session.
Your ideation session must contain at least two ideation techniques such as Sketching, Prototyping, Brainstorming, Brainwriting or Worst Possible Idea.
Your agenda must:
include a list of the relevant stakeholders you would include as participants/attendees in such a session. Ensure you include the attendee title or position
include information about the chosen ideation technique, and is relevant to the issues to be discussed
includes a guide of what role the chair and the attendees are to take while undertaking each ideation technique
be prepared using Microsoft Word or a similar application and should be presented using one of the standard agenda templates available in the program.
Part C: Facilitate an Ideation SessionTask Instructions
For this task you will need to work in a small group or syndicate. Your assessor will provide instructions for the composition of the group; guidance on techniques for facilitation, and will provide a suitable work space for you.
Each member of the syndicate is to facilitate an ideation session of 15 to 20 minutes long using one of the creative thinking techniques they identified in Task 1, while the other members role-play the CBSA stakeholders. Your assessor will monitor this.
When all members have facilitated a session, record the solutions that have been proposed by your syndicate on a whiteboard, flip chart or butchers paper.
Using critical thinking techniques, evaluate the solutions by analysing the advantages and limitations of each solution.
At the end of the evaluation, select what you have assessed as the most viable solution.
Part D: Prepare a BriefTask Instructions
Using the solution you selected in Part C, prepare a concise brief for the Board of CBSA on the proposed solution using PowerPoint or a similar presentation program.
Your brief should cover:
the identified problem
the project objectives
the solution development process
the possible solutions that were investigated
the recommended solution
why it was recommended.
Part E: Feedback RegisterTask Instructions
In preparation for presenting to the Board, develop a feedback register using Excel, Word or similar programs. This document will be used to systematically record the feedback the Board gives you. It should include:
a description of the feedback
who raised it
action to be taken
Assessment Task Cover Sheet Assessment Task 3Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.
Name: Date of observation/ submission: Unit: BSBCRT611 Apply critical thinking for complex problem solving
No. of pages in submission: Assessor to complete
Assessment Task Number and Title Satisfactory/Not satisfactory Date Is this a reassessment? Y/N
Assessment Task 3:
Section 1: Present the Solution and Seek Feedback Section 2: Refine the Solution for Implementation STUDENT DECLARATION
I __________________________________________________ declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of the RTOs policies, disciplinary action may be taken against me.
Student Signature: _______________________________________________Date: _______________
ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the students file with the evidence.
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Assessor Signature: _____________________________________________________________________
Assessor Name: ________________________________________________________________________
Date: _______________
Assessment Task 3 Section 1: Present the Solution and Seek Feedback1905top00Task summary This task consists of two parts:
Part A: Present the solution to the CBSA Board role-played by your Assessor and classmates.
Part B: Seek and record feedback on the solution you have presented
lefttop00Resources and Equipment Required A minimum of three additional students for role-play activities for the presentation
Access to a computer with the internet and email
Access to PowerPoint or similar program required for the presentation
Access to a digital projector if required for the presentation
Whiteboard or flip chart and marking pens for feedback
lefttop00Where and When this Task Will be Completed This task will be completed in class. Your Assessor will arrange a venue and time.
lefttop00What Happens if you get Something Wrong If your Assessor identifies that you got something wrong, or did not correctly or adequately demonstrate the skills and knowledge required of this task. In that case, you will be given feedback on areas for improvement.
Your Assessor will provide you with guidance as to whether you need to:
resubmit that part of the task or related document that has not been completed correctly or fully
redo the task at a suitable time after you have considered their feedback
undertake further learning and redo the task at a later date
your Assessor will provide details about reassessment or resubmission arrangements.
1905top00Submission Requirements Presentation
lefttop00Task Instructions Complete all parts of the Assessment below.
To begin this part, read the following email and then complete the tasks that follow:
-1714564135 To: Alex Lee (alex.lee@cbsa.com.au)
From: Gavin Stead (gavin.stead@cbsa.com.au)
Date/time: Monday 1.30 p.m.
Subject: Presentation to the Board
Good afternoon Alex
I have slotted you in for a 15-minute presentation to the Board on Wednesday.
The Board likes to be involved in discussion, so please be prepared not only to present but also to answer questions and seek feedback.
Kind regards,
Gavin Stead
503110520955000Managing Director
300 Fictional Way, Sydney, NSW 2000
Phone: 1800 111 222
www.cbsa.com.auPart A: Present the SolutionTask Instructions
You will participate in a role-play to brief to the CBSA Board (role played by your assessor and classmates). Your presentation should take no longer than 15 minutes.
Ensure your presentation is supported by a PowerPoint or other visual tool, and that appropriate imagery and graphics layout is applied
During this presentation, you will need to:
describe the identified problem
describe the project objectives
describe the solution development process
describe the possible solutions that were investigated
describe the recommended solution
describe why the solution was recommended
gather Feedback (as outlined in Part B)
Part B: Seek and Record FeedbackTask Instructions
When you have finished your presentation, you are to seek feedback to be used to modify/make improvements to your solution. Record the feedback in the feedback register you developed in Task 2.
During the presentation and feedback session, your Assessor will be looking to see that you can:
ensure that the presentation is focuses of the audience needs,
ensuring the message of the presentation is simple and easy to understand,
verbally lead the presentation
used inclusive and collaborative techniques to seek feedback, negotiate and consult with the audience
used active listening and questioning techniques to ensure audience understanding
identify and articulate ideas and requirements clearly and persuasively using techniques appropriate to the audience and the environment
Assessment Task 3 Section 2: Refine the Solution for Implementation1905top00Task Summary This task requires you to provide a self-evaluation, refine your solution and provide a Corrective Action Plan for implementation for approval. This task consists of two parts:
Part C: Reflect on their performance and the feedback provided
Part D: Develop and submit a Corrective Action Plan aligned to the feedback Outline the refinements to their proposal and seek approval to proceed to implementation using an email format
lefttop00Resources and Equipment Required Access to a computer with the internet and email
Access to Microsoft Word or a similar program
Access to a printer
lefttop00Where and When this task Will be Completed This task will be completed in your own time
Your Assessor will give you the due date for this assessment
lefttop00What Happens if you get Something Wrong If your Assessor identifies that you got something wrong, or did not correctly or adequately demonstrate the skills and knowledge required of this task, you will be given feedback on areas for improvement.
Your Assessor will provide you with guidance as to whether you need to:
resubmit that part of the task or related document that has not been completed correctly or fully
redo the task at a suitable time after you have considered their feedback
undertake further learning and redo the task at a later date
your Assessor will provide details about reassessment or resubmission arrangements.
1905top00Submission Requirements Self-evaluation
Corrective Action Plan
lefttop00Task Instructions Complete all parts of the Assessment below.
To begin this part, read the following email and then complete the tasks that follow:
-698574295 To: Alex Lee (alex.lee@cbsa.com.au)
From: Gavin Stead (gavin.stead@cbsa.com.au)
Date/time: Thursday 10:00 a.m.
Subject: Final Recommendation and Evaluation
Attachment: Corrective Action Plan.docx
Good morning Alex,
Thank you for your presentation yesterday.
Based on the feedback you received from the Board, reflect on what refinements are required and present a Corrective Action Plan to me for approval. Please find attached the preferred format for a CBSA for a Corrective Action Plan that I would like you to use for this task.
This has been an important project, and I recommend you also take the opportunity to use it as part of your self-evaluation for your next performance review.
Kind regards,
Gavin Stead
501205517145000Managing Director
300 Fictional Way, Sydney, NSW 2000
Phone: 1800 111 222
www.cbsa.com.auAttachment Below:
Corrective Action Plan.docx
Corrective Action Plan
Issue Description
Desired Outcome
Action Plan Sponsor
Strategic action Party / dept responsible Resources required Stakeholders Constraints Metric Date due Percent completed Comments
Additional Notes
Part C: Reflect Self-Evaluation
Task Instructions
Reflect on your performance and what you have learned from this project. Write an email to the Managing Director, outlining the following:
Refinements you will make to the proposal referring to the feedback.
What you have learnt from the project.
Identify at least one area for improvement which could be in their facilitation, presentation, approach to the problem or any other area.
Part D: Develop Corrective Action Plan and Seek ApprovalTask Instructions
Complete a Corrective Action Plan to identify the refinements required for your proposal and at least one area for improvement.
Your Corrective Action Plan must include:
a description of the issue
the desired outcome
the action plan sponsor
For each strategic action, ensure you identify:
the party/department responsible
the resources required
the stakeholders
the constraints
the metric
the date due
the per cent completed
any additional comments
Write an email to the Managing Director, outlining the following.
briefly outlining the refinements that have been made to the solution
seeking approval to proceed with the implementation
Ensure you attach a Corrective Action Plan as a reference.
