Unit Result Sheet

This form is to be completed by the assessor and is used to record the student assessment Outcome/result for each Unit of Competency. All student submissions (Outlined below) are to be attached to this sheet before placing on the student academic file. Student results are not to be entered into the Student database unless all relevant paperwork is completed and attached to this sheet.

Students must complete all assessment tasks as satisfactory (S) to be Competent (C)

Student Use

Student ID No NTCA230038

Student Name PRABHJIT KAUR SANDHU

Unit Code BSBCRT511

Unit Title Develop critical thinking in others

Assessor Use Only Initial Submission Re-Submission

Please attach the following documentation to this sheet Assessment Outcome Re Assessment Outcome

Assessment 1 Written Assessment S NS NA S NS NA

Assessment 2 Project S NS NA S NS NA

Final Assessment Result for this unit: C / NYC

Comments:

Assessor:

I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.

Assessor Name:Signature:Date:20/03/2023

Student Declaration:

I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my appeal rights.

Name: PRABHJIT KAURSignaturePRABHDate:20/03/2023

BSBCRT511

Develop critical thinking in others

Assessment Tool

Assessment Resource Summary

Assessment Type This is a summative assessment, which requires the assessment to be conducted in conditions that are safe and replicate the workplace

Assessment Tasks Assessment Task 1 Written Assessment

Assessment Task 2 Project

Assessment Cover Sheet

Please complete cover sheet clearly and accurately for assessment tasks and other types of evidence you submit for your course. All student assessment tasks submissions including any associated checklists where applicable, are to be attached to this cover sheet.

Student Use

Student ID No NTCA230038

Student Name PRABHJIT KAUR SANDHU

Unit Code BSBCRT511

Unit Title Develop critical thinking in others

Assessment No. 1

Assessment Method Written Assessment

Initial Submission Re-Submission

Student Declaration I declare that:

These tasks are my own work.

None of this work has been completed by any other person

These tasks are not plagiarised or colluded with any other student/s.

I have correctly referenced all resources and reference texts throughout these assessment tasks. I have read and understood NTCAs policy on Plagiarism, cheating and collusion and understand that if I am found to be in breach of this policy, disciplinary action may be taken against me by NTCA.

I have a copy of my assessment work with me, which I can produce if the original is lost.

Student Signature:PRABHJIT KAUR Submission Date:PRABH

Assessor Use Only

Outcome

Satisfactory / Not Satisfactory

Assessor Feedback:

Assessor Name: Signature:Date:-3835399381000-3835399381000

Student Submission Receipt: Your submission has been received. Please keep a copy of this record.

Student ID & Name: .... Submission Date: ...

Unit Code: .. Assessment No & Method: ......

Initial Submission Re-Submission

Received By (Name): .. Signature: .... Date: ....

The results will be updated within twenty-one (21) days from your final submission. Please check your student portal regularly to make sure that your results are updated. If there are any discrepancies, please discuss with the Trainer/Student Support Officer.

Assessment Task 1: Written Assessment

Task instructions

This is an individual assessment.

To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners resources and slides.

All questions must be answered in order to gain competency for this assessment.

You may attach a separate sheet if required.

This is the first (1) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.

You must respond to all questions and submit them to your Trainer/Assessor.

You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.

Short Answer Questions

Question 1

Identify one characteristic for each critical thinking concepts listed below. Briefly explain how each characteristic is used in each concept.

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

Clarity DISTINCT The ideas need to be well thought and must not be similar to others.

b. Accuracy

CORRECT Critical thinking needs to be correct when it

comes to gathering the details. It includes the

theories, information, etc

Question 2

Identify one characteristic for each critical thinking approaches listed below. Briefly explain how each characteristic is used in each approach.

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

Analysis CURIOUS Rather than simply accepting the facts, the strategy was developed with much more thinking.

Synthesis CREATIVE This approach allows creative thinkers to change the norm and rearrange new ideas

Evaluation IMPARTIAL This approach allows the critical thinkers to be impartial whilst evaluating which includes positive and negative aspects into their thoughts.

Question 3

Bounce Fitness is a premier fitness centre with four centres across Australia. Its head office is currently located in Cairns, Queensland. Access the link below to learn more about Bounce Fitness.

Bounce Fitness Homepage

https://bouncefitness.precisiongroup.com.au/

Identify three business objectives of Bounce Fitness. Access Bounce Fitness business objectives in the link below.

Business Objectives and KPI

https://bouncefitness.precisiongroup.com.au/infrastructure/business-strategy-and-planning-documents/

To provide a diverse range of exercises to clients on a weekly basis.

b.To resolve all customer complaints submitted via all channels within 48 hours.

cTo increase client attendance rate by 20%.

Question 4

Identify the three communication processes used in Bounce Fitness. Briefly explain the procedures for each identified process. Access the link provided below to access Bounce Fitnesss Communication Processes.

Communications Process

https://bouncefitness.precisiongroup.com.au/policies-and-procedures/administrative-policy-procedures/

Process Explanation

a. Setting daily reminders Sending notifications to appropriate staff members via their Bounce Fitness account. Then make a phone call.

b. Contacting staff members in the event of a delivery

If no payment or proof of identity is required then the reception staff is to leave a message for the relevant staff.

If in the case of requiring proof of identity or payment the

reception staff is to immediately contact relevant staff through a

tagged slack message

c. Contacting staff members in the event of a missed phone call

Reception staff is to send a private skype message to the relevant staff member.

Reception staff should also use private conversation setting when

sharing client details with the relevant staff.

Question 5

Answer the guide questions below about Bounce Fitness On the Job Training Plan. Access the link below to answer the guide question.

On the Job Training Plan

https://bouncefitness.precisiongroup.com.au/policies-and-procedures/human-resource/

Identify one reason why the task must be presented to the trainee.

To make sure the trainee understands what to do and why.

Identify one reason why the trainer must try out the trainees performance.

To be sure that the trainee has learnt the correct method

Identify one reason why the trainer does a follow-up.

To give the trainee self-confidence

Question 6

Answer the guide questions below about Bounce Fitnesss Personal Development Procedure. Access the link below to answer the guide questions.

Personal Development Procedure

https://bouncefitness.precisiongroup.com.au/policies-and-procedures/human-resource/

Describe the appraisal process.

It is a formal process which gives staff the opportunity to discuss their performance with their managers and for their managers to identify any areas of improvement.

Briefly explain the training courses available for personal and managerial skills.

Training courses such as Interpersonal skills, Customer care, and Stress Management will be made available for all staff to attend. These courses will provide staff the support to develop and enhance their skills.

Identify how employees can participate in an external course of study.

By applying to the Human Resources and should be supported by the relevant individual center managers.

Question 7

Briefly describe how each learning environment listed below may be used in an organisation.

Learning Environment Description

Classroom Learning This is the conventional way which includes seminars,

tutorials, orientations, training, etc.

Distance Learning It is done using training software such as a Learning

Management System. It is also convenient for staff to

use at their own time.

Question 8

Complete the table listed below.

Identify two learning systems that can be used for the listed organisational learning environment.

Learning systems are the different ways that learning can be delivered using each learning environment listed below. (e.g., In-House Training can use a classroom learning environment.)

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

Learning Environment Learning System Description of Use in an Organisation

Classroom Learning TRAINING SESSION By engaging in group discussions.

WORKSHOPS Providing staff hands on practice/consultation

b. Distance Learning WEBINARS UNDERTAKEN THROUGH SOFTWARE

TELECONFERENCES FLEXIBLE and staff can engage at convenient times.

Question 9

Complete the table below:

Identify two requirements for the legislation below that are related to Bounce Fitness Customer Relationship Management Policy and Procedures.

Briefly explain how the identified requirements are related to the Bounce Fitness procedure.

Access the links below:

Customer Relationship Management Policy and Procedures

https://bouncefitness.precisiongroup.com.au/policies-and-procedures/customer-relationship-management/

Privacy Act 1988

https://www.legislation.gov.au/Series/C2004A03712

You must access the latest version of the Privacy Act 1988.

Legislation Requirement Explanation

Privacy Act 1988 For organizations to ensure that the

information collected is accurate and

complete

To identify the purpose of why the information is collected.

To protect customers information To avoid using information

from previous training.

Question 10

Complete the table below:

Identify two requirements for the legislation below related to Bounce Fitnesss staff recruitment policy.

Briefly explain how the identified requirements are related to the policy.

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

Staff Recruitment Policy

https://bouncefitness.precisiongroup.com.au/policies-and-procedures/human-resource/.

Equal Employment Opportunity (Commonwealth Authorities) Act 1987

https://www.legislation.gov.au/Series/C2004A03429

You must access the latest version of the Equal Employment Opportunity (Commonwealth Authorities) Act 1987.

Legislation Requirement Explanation

Equal Employment Opportunity (Commonwealth Authorities) Act 1987 a.Inform employees of the contents of the program and the results.

To respect and value various cultures.

b.Confer responsibilities for the development and implementation of the program

To value all employees and cater to their requirements

and make necessary considerations.

Question 11

Access Bounce Fitness Market Research Procedure in the link below. Complete the table in the following page by:

Identify one source that can provide additional information related to the procedure.

Record the source of your information.

Answer the questions that follow to assess the reliability of your source.

Market Research Procedure

https://bouncefitness.precisiongroup.com.au/policies-and-procedures/marketing-policy-procedures/

Criteria Questions to answer to help you evaluate each source.

Accuracy Does the source provide valid information for your research?

Authority Is the content authored and published by a reputable and qualified organisation or person?

Audience Who is the intended audience?

Is the information appropriate for the intended audience?

Relevance Is the source relevant to your procedure?

Likelihood of bias Is the information provided in this source biased?

Title: How to do Market Research- 2022 Guide

Source: Noah Parsons

Criteria Explanation

Accuracy Does the source provide valid information for your research?

Authority Is the content authored and published by a reputable and qualified organisation or person?

Audience Who is the intended audience?

Is the information appropriate for the intended audience?

Relevance Is the source relevant to your research topic?

Likelihood of bias Is the information provided in this source biased?

Based on your evaluation, is this source reliable or not? Tick Yes or No.

YES

Explain why or why not:Because it helps the reader to understand in detail the

importance of how a market research is undertaken the appropriate processes

that are followed

Question 12

Access Bounce Fitness Bomb Threat Procedures in the Emergency Evacuation Plan and Implementation Procedures in the link below. Complete the table in the following page:

Identify one source that can provide additional information related to the bomb threat procedure.

Record the source of your information.

Answer the questions that follow to assess the reliability of your source.

Emergency Evacuation Plan and Implementation Procedures https://bouncefitness.precisiongroup.com.au/policies-and-procedures/whs-and-emergency/

Criteria Questions to answer to help you evaluate each source.

Accuracy Does the source provide valid information for your research?

Authority Is the content authored and published by a reputable and qualified organisation or person?

Audience Who is the intended audience?

Is the information appropriate for the intended audience?

Relevance Is the source relevant to your procedure?

Likelihood of bias Is the information provided in this source biased?

Title: WHAT YOU NEED TO KNOW ABOUT A BOMB THREAT SAFETY

Source: Australasian Fire and Safety

Criteria Explanation

Accuracy Does the source provide valid information for your research?

Authority Is the content authored and published by a reputable and qualified organisation or person?

Audience Who is the intended audience?

Is the information appropriate for the intended audience?

Relevance Is the source relevant to your research topic?

Likelihood of bias Is the information provided in this source biased?

Based on your evaluation, is this source reliable or not? Tick Yes or No.

YES

Explain why or why notThis article was very useful as it had enough information to understand the

procedures and processes of how to respond in such a situation. It laid out each step and explains in detail the

importance of following them.

Question 13

Complete the following table by identifying:

Your current workplace industry.

If you currently do not have a workplace, use the industry you are familiar with.

Identify the best practice used in the identified industry to instruct others on critical and creative thinking methods.

Industry best practice for instructing others refers to the most effective method for teaching people in that industry.

Responses here will be used to answer the following guide questions.

Current workplace industry Early Childhood Education

Industry best practice to instructing Scaffolding and role modelling

Complete the table below by identifying the following:

One workplace task in your industry that uses each method provided below.

One way of applying your identified industrys best practice to teach others on how to perform each identified workplace task.

Type of Thinking Method Workplace Task Application of Industry Best Practice to Teach the Workplace Task Using the Method

Critical Thinking Scaffolding Positive interactions with

children.

Have team members

ask more open-ended

questions.

Creative Thinking Brainstorming Discussions on better ways to enhance childrens learning

Through discussions,welcome wild ideas and build upon others ideas.

Question 14

Complete the tables below:

Critical Thinking Skills

Identify at least one team building activity that will promote the development of each critical thinking skill.

Briefly explain how each team building activity identified promotes each critical thinking skill

Creative Thinking Skills

Identify at least one team building activity that will promote the development of each creative thinking skill.

Briefly explain how each team building activity identified promotes each creative thinking skill

Critical Thinking Skills

Critical Thinking Skills Team Building Activity for Critical Thinking Brief Explanation of How Each Activity Promotes a Teams Critical Thinking Skills

Problem Solving Skill Clarify, Ideate, Develop and

implement

It helps to generate and innovate solutions

Consider Alternatives Idea generation It helps to put your thoughts into actions and further reflect on them.

Creative Thinking Skills

Creative Thinking Skills Team Building Activity for Creative Thinking Brief Explanation of How Each Activity Promotes Each Creative Thinking Skill

Thinking Outside the Box Ideate Explore ideas that challenge the questions.

Brainstorm for solutions Formulate solutions. Transition from ideas to solutions

Identify resources that are needed to

implement the solutions and actions.

Question 15

Complete the tables below:

Critical Thinking

Briefly explain an action that you can do in the workplace that will help an employee develop the critical thinking skills listed below.

Creative Thinking Skills

Briefly explain an action that you can do in the workplace that will help an employee develop the creative thinking skills listed below.

Critical Thinking

Critical Thinking Skill Brief Explanation of an Action in the Workplace That Will Help Develop Each Critical Thinking Skill

Research

This is the preparation stage where you gather all the relevant

information.

Avoid Assumptions While gathering your information, you avoid errors and assumptions.

Creative Thinking

Creative Thinking Skill Brief Explanation of an Action in the Workplace That Will Help Develop Each Creative Thinking Skill

Imagine Possibilities By restating problems as questions, you bring forth multiple

possibilities so that you can generate better ideas and solutions to the

problem

Open-mindedness being open-minded paves the way for more ideas to be generated

rather than being judgmental or biased.

Assessor Checklist: Assessment Task 1 (Written Assessment)

Questions Satisfactory

Q1. Yes No

Q2. Yes No

Q3. Yes No

Q4. Yes No

Q5. Yes No

Q6. Yes No

Q7. Yes No

Q8. Yes No

Q9. Yes No

Q10. Yes No

Q11. Yes No

Q12. Yes No

Q13. Yes No

Q14. Yes No

Q15. Yes No

Assessment Cover Sheet

Student Use

Student ID No NTCA230038

Student Name PRABHJIT KAUR SANDHU

Unit Code BSBCRT511

Unit Title Develop critical thinking in others

Assessment No. 2

Assessment Method Project

Initial Submission Re-Submission

Student Declaration I declare that:

These tasks are my own work.

None of this work has been completed by any other person

These tasks are not plagiarised or colluded with any other student/s.

I have a copy of my assessment work with me, which I can produce if the original is lost.

Student Signature:PRABH Submission Date:

Assessor Use Only

Outcome

Satisfactory / Not Satisfactory

Assessor Feedback:

Assessor Name: Signature:Date:-3835399381000-3835399381000

Student Submission Receipt: Your submission has been received. Please keep a copy of this record.

Student ID & Name: .... Submission Date: ...

Unit Code: .. Assessment No & Method: ......

Initial Submission Re-Submission

Received By (Name): .. Signature: .... Date: ....

Assessment Task 2 - Project

Task instructions

This is the second (2) assessment task you have to successfully complete to be deemed competent in this unit of competency.

This assessment task requires you to complete a project.

You will receive your feedback within two weeks - you will be notified by your trainer/assessor when results are available.

You must attempt all activities of the project for your trainer/assessor to assess your competency in this assessment task

Project Assessment

Case Study Assessment

Case Study Assessment Overview

The assessment is divided into four parts:

Assess the Individual and Team Critical and Creative Thinking Skills

Establish an Environment that Supports Critical and Creative Thinking

Facilitate Opportunities for Application of Critical and Creative Thinking

Improve Critical and Creative Thinking Practices

This assessment includes detailed scenarios and simulated environments, providing all necessary information required to complete relevant tasks and activities, based on the simulated business, Bounce Fitness <http://bouncefitness.precisiongroup.com.au/>.

This will not require you to access a real workplace, however, some tasks to be completed are similar to those typically done in a real workplace.

Part 1. Assess the Individual and Team Critical and Creative Thinking Skills

Task Overview

This part of the project requires you to identify knowledge gaps within teams and individuals and facilitate learning opportunities to address these gaps. Specifically, you are required to:

Research models of critical and creative thinking

Develop questions to identify individual and team knowledge gaps

Facilitate formal and informal learning opportunities for addressing identified gaps

Articulate key features of critical and creative thinking concepts to relevant personnel

Collect feedback from individuals and teams on critical and creative thinking opportunities

Resources Required:

To complete this project, you will need access to the following:

A simulated workplace environment that will allow you access to:

At least four volunteers to participate in assessment activities, including:

At least two Fitness Instructors for Team A

At least two Fitness Instructors for Team B

Resources required for delivering learning opportunities

Resources required will depend on the specific learning opportunities identified

A safe environment to conduct the role play activity

Part 1 Case Study Overview

Welcome to Bounce Fitness

You are the centre manager for Bounce Fitness Cairns. There are two teams of fitness trainers that directly report to you, Team A and Team B, with two members in each team. As the centre manager, you are in charge of overseeing this branchs performance, including the performance of all its employees.

Fitness trainers of Team A handle one-on-one classes with their clients. The special feature of these classes is that each training plan is catered specifically to each clients needs and capabilities. These trainers are in charge of creating training plans that are appropriate for each of their clients. They also keep track of their clients fitness records which helps them adjust training plans depending on their clients progress.

Fitness trainers of Team B handle the different fitness classes that Bounce Fitness. Each class has an attendance of 10 to 25 clients. As part of handling group classes, Team B fitness trainers must be knowledgeable on proper exercise and nutrition should their clients ask them for advice.

To help improve your employees performance, you decide to see how well members of each team know their tasks. Based on your findings, you intend to organise learning opportunities to help the fitness trainers perform better.

Task 1.1 Research on Critical and Creative Thinking Models

SIMULATED ASSESSMENT INSTRUCTIONS-285749-218439

Conduct research on information about critical and creative thinking. Record your responses in the Critical and Creative Thinking Research Form provided within this workbook.

Complete the following sections of the form with the information you have researched:

Models

Identify two models:

At least one model of critical thinking

At least one model of creative thinking

Define critical or creative thinking according to the model

Briefly explain how each model can be applied to a workplace setting

Brief explanation of how the model might be used in any workplace setting

Concepts

Identify the following

At least two critical thinking concepts

At least two creative thinking concepts

Concepts refer to ideas or theories that fall under critical or creative thinking. Examples of critical thinking concepts can be viewed from the link below:

http://www.netuni.nl/courses/p4c/uploads/File/Critical-thinking-concepts.pdf

Define each concept identified

Identify at least one characteristic of each concept identified

Briefly explain how each concept can be applied to a workplace setting

Approaches

Identify the following:

At least two approaches used for critical thinking

At least two approached used for creative thinking

Approaches refers to methods used to conduct critical or creative thinking. Approaches identified must be applicable to a workplace setting.

Define each approach identified

Briefly explain how each approach can be applied to a workplace setting

Source Log

List at least three sources used to complete this research task. You can list either print sources or online sources.

For print sources, record the title and author of the source.

For online sources, record the title and link to the webpage.

Where possible, information researched and identified for this task must be relevant to a workplace.

Submit the completed Critical and Creative Thinking Research Form templates to your assessor.

Critical and Creative Thinking Research Form

Learner Name: PRABHJIT KAUR SANDHU

Workplace/Organisation: BOUNCE FITNESS

Date 20/3/2023

Critical Thinking

Model

Name of Model: The Wallas Model

Definition of Critical Thinking According to the Model The model is where the information is prepared, reflected upon, a creative

response is formed and lastly where the data is implemented

Application of Model to Workplace Setting: Generating new and creative ideas.

Concepts

Concept Definition of Concept Characteristic Application to Workplace Setting

EVOLutiON It improves an existing idea and makes it better every time.

Open-minded When existing projects are examined to make them better.

Synthesis Combining two or more existing ideas to form one new design.

Creative Combine two projects to make one design.

Approaches

Approach Definition Application to Workplace Setting

Brainstorming A group of people trying to pool in

their ideas spontaneously.

Through discussions or Round-robin

where each participant gets a turn to

voice out their opinion.

Lateral thinking A unique perspective of looking at a

problem.

Through discussions where ideas are

generated and shaped into workable

solutions.

Creative Thinking

Model

Name of Model: The Wallas Model

Definition of Creative Thinking According to the Model The model is where the information is prepared, reflected upon, a creative

response is formed and lastly where the data is implemented.

Application of Model to Workplace Setting: Generating new and creative ideas.

Concepts

Concept Meaning of Concept Characteristic Application to Workplace Setting

1Evolution It improves an existing

idea and makes it better

every time.

Open-minded When existing projects are

examined to make them better.

2Synthesis Combining two or more

existing ideas to form one desgin

Creative

C apporach

Approach Definition Application to Workplace Setting

1. Brainstorming A group of people trying to pool in

their ideas spontaneously.

Through discussions or Round-robin

where each participant gets a turn to

voice out their opinion.

2. Lateral thinking A unique perspective of looking at a

problem.

Through discussions where ideas are

generated and shaped into workable

solutions.

Source Log

https://www.designreview.byu.edu/collections/graham-wallas-the-creative-process

https://courses.lumenlearning.com/suny-esc-educationalplanning/chapter/critical-

creative-thinking/

https://www.entrepreneur.com/article/321660

Add more rows as needed

Task 1.2 Develop Questions About Team Knowledge

SIMULATED ASSESSMENT INSTRUCTIONS-285749-218439

Access and review the document from the link below:

Fitness Trainer Tasks Guidelines

https://bouncefitness.precisiongroup.com.au/supplementary-files/critical-thinking-problem-solving-bsbcrt511/

Each team has a corresponding task with guidelines found in the following sections of the document:

Team As task is based on Developing a Personal Fitness Plan section

Team Bs task is based on Giving Advice on Proper Nutrition section

Locate the Questions Log template provided within this workbook. Use the Questions Log to develop questions that will assist in identifying the knowledge gaps of each team in line with their corresponding tasks.

Questions to be developed for each team must be based on their corresponding tasks outlined in the Fitness Trainer Tasks Guidelines.

Questions must ask about how, what, why, when, and where. (e.g., When are pre-screening tests done? What can be tracked by using the records from a fitness test?)

Complete two Questions Logs one for each team that you will work with. For each Questions Log:

Develop at least one set of questions for each team to answer as a group.

Write at least five to seven questions about the teams task.

Write the benchmark answer next to each question created.

Write these under the Questions for the Team section of the Questions Log.

Develop at least one set of questions for at least one individual team member from each team to answer

For the purpose of this assessment, this is the team member with the least experience. You may refer to the character brief in Task 1.3 of this assessment for guidance.

Write at least five to seven questions about the teams task.

Questions developed for the selected individual must differ from the questions developed for the team. However, these must correspond to the Fitness Trainer Tasks Guidelines.

Write the benchmark answer next to each question created.

Write these under the Questions for the Individual Team Member section of the Questions Log.

Leave the following columns in the template blank:

Answered Correctly

Comments/Remarks

These will be completed in Task 1.3 of the assessment.

Submit two partially completed Question Logs to your assessor.

Completed By: Prabhjit Kaur

Workplace/Organisation: Bounce Fitness

Date: 20/03/2023

Team: Team A

Questions Log

Questions for the Team

Question Benchmark Answer Answered Correctly?

If yes tick the box. If not, leave blank. Comments/Remarks

1. What are the ways to promote a fitness plan Through communication with

clients, emails and other social

media platforms.

2. What happens when customers dont comply? Understand their needs before stating organization

requirement

3. Who are the people directly involved in providing training? The qualified trainers in the

premises.

4.How are general orientations

conducted?

Given a fixed time, date and a

tour around the Bounce Fitness.

5. How do you keep a track of

records?

By measuring their inputs on a

weekly basis.

Questions for the Individual Team Member

Completed By: Prabhjit Kaur

Workplace/Organisation: Bounce Fitness

Date: 20/03/2023

Team: Team B

Question Benchmark Answer Answered Correctly?

If yes tick the box. If not, leave blank. Comments/Remarks

What are the ways to promote a

healthy diet plan?

Through communication with

clients, emails and other social

media platforms.

What happens if the diet plan

doesnt suit all types of bodies?

Understand and learn about the

different types of bodies and how

each plan would cater to them.

Who are the people directly

involved in providing diet advice?

The qualified trainers who are

also qualified in providing diet

advice too.

Is the diet plan catered for each

individual specifically

Given a fixed time, date and a

tour around the Bounce Fitness,

clients will be provided a

checklist covering all information

about their types of food

requirements and preferences.

How do you create individual diet

plans?

After gathering information from

the checklists, diet plans and

other dietary requirements will

be created according to the

individual.

Add additional rows as needed

Task 1.3 Meeting with Teams to Identify Knowledge Gaps -233569357946

SIMULATED ASSESSMENT INSTRUCTIONS

Conduct two separate meetings with Team A and Team B to identify their knowledge gaps:

One meeting must be with all members present for each team

One meeting must be with the selected individual member from each team

Enlist the assistance of at least four volunteers to undertake the role of the members of Team A and Team B. Each team must have at least two members.

Discuss with your volunteers the roles they will undertake. Ensure that they are able to participate throughout the end of this Practical Assessment.

Access the following documents from the link provided below:

Meeting with Team A Character Brief

Meeting with Team B Character Brief

https://bouncefitness.precisiongroup.com.au/supplementary-files/critical-thinking-problem-solving-bsbcrt511/

Review these character briefs with your volunteers to understand the roles they will undertake for the meeting.

Locate the Observation Form provided within this workbook. The Observation Form outlines all the skills you need to demonstrate in this task. Review the document to ensure the demonstration of the skills specified during each meeting with all team members from each team present.

Review the instructions here and the skills outlined in the Observation Form. Arrange a time with your assessor to observe you in conducting each separate meeting with all team members present for each team. Provide your assessor with two copies of the Observation Form. Discuss all requirements of the task with your assessor and prepare these before the team meeting.

Your assessor must complete two Observation Forms one for each team meeting observed.

Conduct the meetings for each team.

Hold the first meeting with all team members from each team present. During each meeting, you must:

Ask the team members the questions you developed in the Questions Developed for the Team section of the Questions Log from Task 1.2.

If the team is able to correctly answer the question, tick the box in the Answered Correctly column. If not, leave it blank.

Write specific comments on questions that team is unable to answer correctly in the Comments/Remarks column.

Hold the second meeting with Fitness Trainer 2 of each team. During each meeting, you must:

Ask the team member the questions you developed in the Questions for the Individual Team Member section of the Questions Log from Task 1.2.

If the team member is able to correctly answer the question, tick the box in the Answered Correctly column. If not, leave it blank.

Write specific comments on questions that team member is unable to answer correctly in the Comments/Remarks column.

Comments or remarks recorded for each question answered incorrectly will assist you in completing Task 1.4

Submit the following to your assessor:

Two completed Questions Logs one for each team

Keep a copy of the two completed Questions Logs to be used in Task 1.4.

Completed By: Prabhjit Kaur

Workplace/Organisation: Bounce Fitness

Date: 20/03/2023

Team: Team A

Questions Log

Questions for the Team

Question Benchmark Answer Answered Correctly?

If yes tick the box. If not, leave blank. Comments/Remarks

1. What are the ways to promote a fitness plan Through communication with

clients, emails and other social

media platforms.

Both team members knew

the importance of

communication.

2. What happens when customers dont comply? Understand their needs before stating organization

requirement

Team members knew that

a general briefing is

required.

3. Who are the people directly involved in providing training? The qualified trainers in the

premises.

Both trainers who are

qualified in the field.

4.How are general orientations

conducted?

Given a fixed time, date and a

tour around the Bounce Fitness.

Clients are given a tour

and a briefing about the

whole program. Team

members are aware of the

procedures.

5. How do you keep a track of

records?

By measuring their inputs on a

weekly basis.

Team members lacked

knowledge on how to keep

records and observe

clients. Need more

support.

Questions for the Individual Team Member

Completed By: Prabhjit Kaur

Workplace/Organisation: Bounce Fitness

Date: 20/03/2023

Team: Team B

Question Benchmark Answer Answered Correctly?

If yes tick the box. If not, leave blank. Comments/Remarks

What are the ways to promote a

healthy diet plan?

Through communication with

clients, emails and other social

media platforms.

Team is quite innovative in

advertising the need for a

better lifestyle on all social

platforms and modes of

communication.

What happens if the diet plan

doesnt suit all types of bodies?

Understand and learn about the

different types of bodies and how

each plan would cater to them.

Team members need to

upgrade knowledge on

different dietary

requirements.

Who are the people directly

involved in providing diet advice?

The qualified trainers who are

also qualified in providing diet

advice too.

Both team members are

aware of their roles.

Is the diet plan catered for each

individual specifically

Given a fixed time, date and a

tour around the Bounce Fitness,

clients will be provided a

checklist covering all information

about their types of food

requirements and preferences.

Team members need to

analyze and learn about

the different body

requirements of their

clients. E.g. the different

ailments in a client.

How do you create individual diet

plans?

After gathering information from

the checklists, diet plans and

other dietary requirements will

be created according to the

individual.

Need to upgrade their

knowledge in

understanding the right

nutrition for different

clients.

Observation Form (For Assessors Use Only)

Learner Name:

Did the learner demonstrate the following during the meeting with team members? Yes No Comments

Clearly ask the questions developed to identify the teams knowledge gaps

Did the learner:

Rephrase the questions when team seems unable to understand

Define certain words in the question to help others understand the question

Explain the reasoning behind the correct answer to point out why an answer may be incorrect

Encourage others to participate in the discussion by:

Listening

Did the learner:

Repeat a question or statement heard to encourage others to elaborate their thoughts further

Paraphrase the main points of the speakers message to show that you understand what they are trying to say

Questioning

Did the learner:

Ask the open-ended questions

Ask the other to elaborate on their response (e.g., what do you mean by that?)

OVERALL FEEDBACK TO LEARNER

Task 1.4 Create a Learning Plan

SIMULATED ASSESSMENT INSTRUCTIONS-285749-218439

Review each teams and individuals responses in the completed Questions Log from Task 1.3.

Access the Learning Plan templates located within this workbook. Complete one Learning Plan for each team. For each Learning Plan, you must:

Review the teams responses from the completed Questions Log from Task 1.3.

Based on the results of each discussion from Task 1.3, identify the following for each section of the Learning Plan:

Team section:

At least one knowledge gap that can be addressed by a formal learning opportunity

Formal learning opportunities occur in structured and organised environments such as classrooms. The learning content is also already pre-determined.

At least one knowledge gap that can be addressed by an informal learning opportunity

Informal learning opportunities occur in settings that are not structured and organised.

Identify the specific learnig opportunities you intend to facilitate for each team to address each identified knowledge gap. Ensure that there is:

At least one formal learning opportunity

These can include:

Conducting workshops

Conducting training sessions

At least one informal learning opportunity

These can include:

Conducting consultations

Participating in forums

Select a date when you plan to facilitate the learning opportunity.

Identify your expected learning outcomes after each learning opportunity has been facilitated.

Individual section

Identify at least one knowledge gap based on their incorrect answers.

Determine if the knowledge gap will be addressed by either a formal or informal learning opportunity

Identify the specific learning opportunity you intend to facilitate to address the knowledge gap.

The specific learning opportunity must correspond with your response of whether it will be a formal or informal learning opportunity.

Select a date when you plan to facilitate the learning opportunity

Identify your expected learning outcomes after each learning opportunity has been facilitated.

Leave the following sections of the template blank:

Date Implemented

Actual Outcome

Assessors Signature

Assessors Declaration

These columns will be completed after the learning opportunities are implemented in the later tasks.

Submit two partially completed Learning Plans, one for each team, to your assessor.

Learning Plan

Completed By: prabhjit

Workplace/Organisation: BOUNCE FITNESS

Date: 20/03/2023

Team Team A

Team

Knowledge Gap Type of Learning Opportunity Learning Opportunity Planned Implementation Date Expected Learning Outcome Date Implemented Actual Outcome Assessors Signature

Maintaining records

and keeping track of

clients progress.

Formal learning Conducting training

sessions.

to be able to track clients

progress and communicate

it to them.

Participants learnt and

identified ways of easily

tracking clients progress

and keeping records on a

weekly basis.

Develop

knowledge on health

and nutrition subject

Informal learning Participating in

forums

Have a better

understanding on nutrition

and how it caters to

different types of bodies.

Participants were given

the opportunity to learn

and build their

understanding on nutrition

and healthy eating.

Completed by Prabjit Kaur

Workplace/Organisation BOUNCE FITNESS

Date

Team Team B

Individual

Knowledge Gap Type of Learning Opportunity Learning Opportunity Planned Implementation Date Expected Learning Outcome Date Implemented Actual Outcome Assessors Signature

Develop

knowledge on health

and nutrition subject

Informal learning Participating in

forums

Have a better

understanding on nutrition

and how it caters to

different types of bodies.

Participants were given

the opportunity to learn

and build their

understanding on nutrition

and healthy eating.

Participants were given

the opportunity to learn

and build their

understanding on nutrition

and healthy eating.

Task 1.5 Facilitate Formal Learning Opportunities

SIMULATED ASSESSMENT INSTRUCTIONS-285749-218439

Review the knowledge gaps to be addressed by a formal learning opportunity from the partially completed Learning Plans from Task 1.4.

Locate the Session Plan template provided within this workbook. Complete one Session Plan for each formal learning opportunity you will facilitate. Each Session Plan must include the following:

Date

Identify when you completed the Session Plan

Session Title

Identify the title of your session. Session Title must correspond to what you intend to address in each session.

Session Length

Identify the target overall duration of the session to be facilitated.

Participants

Identify the participants of each formal learning opportunity you will facilitate.

Knowledge Gap

Identify at least one knowledge gap that you aim to address for each formal learning opportunity based on your responses in the Learning Plan from Task 1.4.

Learning Objective

Identify at least one learning objective for each formal learning opportunity. Learning Objectives are your purpose for facilitating the formal learning session.

Introduction

Grab Attention

Identify at least one activity you intend to conduct to begin the session. These can be activities that allow all participants to get to know each other as well as yourself.

Learning Outcome

Identify at least one task or activity that the participants should be able to do at the end of each formal learning opportunity.

Check Prior Knowledge

Identify at least one activity to determine how much the participants already know about the topic of the session

Body

Content Outline

Outline the planned content for the session. This will include all the topics you intend to discuss during the session.

Content outline in this section must include:

All topics to be discussed to address knowledge gap identified for each formal learning opportunity

The following topics from Task 1.1:

At least two critical thinking concepts

At least two creative thinking concepts

Application of critical thinking to workplace setting

Application of creative thinking to workplace setting

Application of both critical and creative thinking must be contextualised to the context of the session (e.g., how to apply critical thinking to conducting pre-screening)

Assessment

Identify at least one activity you plan to conduct during the session to check on the participants learning.

This can include:

A short paper-and-pencil test

An identification game

Conclusion

Summarise

Outline three to five key points you included in your discussion based on your outline in the Content Outline section.

Identify the time frames you intend to allocate for each section.

The total time for all the time frames for each section should be the same as the amount of time you identified for the Session Length.

Review the instructions here and the skills outlined in the Observation Form. Arrange a time with your assessor to observe you in conducting each formal learning opportunity.

Provide them with one copy of the Observation Form for each formal learning opportunity to be facilitated. Your assessor must complete one Observation Form for each formal learning opportunity conducted.

Prepare for each formal learning opportunity you intend to conduct. This includes preparing any additional material you intend to use (e.g. charts or diagrams) or creating resources (e.g., PowerPoint presentation) that will be used during each formal learning opportunity to be conducted

Arrange a time with each team and selected individual team member to facilitate the formal learning opportunity.

Facilitate the formal learning opportunities.

During each formal learning opportunity, you must:

Locate the Attendance Sheet provided within this workbook. You must have one copy for each formal learning session.

Have your participants sign the attendance sheet to confirm their attendance. They must include their handwritten signature.

Access the Session Plan you completed for each formal learning opportunity. Facilitate each formal learning opportunity following the Session Plan you prepared

Ask each participant questions throughout the session to gauge their learning

After conducting each formal learning session, access the partially completed Learning Plans from Task 1.4. Complete the following sections on each Learning Plan:

Date Implemented

Record the actual date each formal learning opportunity was conducted.

Actual Outcome

Briefly explain if the participants for each formal learning opportunity were able to successfully learn knowledge presented during each session. You may refer to the outcome of the Assessment section of your Session Plan for your reference.

Have your assessor sign the Assessors signature column in each Learning Plan for each formal learning opportunity conducted. This is to confirm that you facilitated each formal learning opportunity based on your responses in each Learning Plan. Assessors signature must be handwritten.

Your assessor will complete the Assessors Declaration Form in Task 1.6.

Do not submit the Learning Plans yet. You will submit the completed Learning Plans after completing Task 1.6.

Submit the following documents to your assessor:

Accomplished Session Plans for each formal learning opportunity facilitated

Completed Attendance Sheets for each formal learning opportunity facilitated

Number of submissions for the Session Plan and Attendance Sheet must correspond to the number of formal learning opportunities conducted as identified in each of your Learning Plans. However, at least one Session Plan and at least one Attendance Sheet must be submitted for each team.

Session Plan

Name: prabhjit kaur Date:

Session Title: Tracking progress and building

communication

Session Length:

Identify target overall duration of the session 2hrs

Participants: Team A / Two team members

Knowledge Gap: Maintaining records and keeping track of clients progress.

Learning Objective: To be able to track clients progress levels and communicate it to them.

Introduction Time

Grab Attention

Identify an activity that will help participants get to know everyone in the learning opportunity ICE-BREAKERS- Learn about other participants in the training

sessions, their experience and how they can contribute to each

others professional growth.

15mins

Learning Outcome Help to build interaction, communication and knowledge on the

relevant topic.

Check Prior Knowledge

Identify at least one activity to determine how much participants already know about the topic of the session Brief discussion including question and answers on the relevant

topic.

15mins

Body Time

Content Outline

Outline here the planned content of the session To identify various strategies on keeping and maintaining records.

To build professional communication skills

1 hour

Assessment

Outline all activities to be conducted to check what the participants have learned during the session An MCQ questionnaire.

One on one interaction with mentor.

10mins

Conclusion Time

Summarise

Outline at least three to five key points of your discussion. Building professional communication helps to develop positive

attitudes towards clients.

Maintaining records helps clients learn of their improvements and

goals.

Record keeping also build clients confidence in trying new

challenges.

5mins

Attendance Sheet

Learner Name: PRABHJIT KAUR

Date of Learning Session:

Name Handwritten Signature

Prabhjit kaur prabh

Observation Form (For Assessors Use Only)

Learner Name:

Participant:

Identify the participants of each formal learning opportunity

Did the learner demonstrate the following during each formal learning opportunity facilitated? Yes No Comments

Allocate time for each participant to get to know everyone including themselves (e.g., conduct a short icebreaker at the start of the session)

Use the following techniques to influence the opinions of others:

Inclusive Techniques

Did the learner:

Ask each team members a question to give everyone an opportunity to answer

Go around the room to ask everyone their opinion about a topic being discussed

Collaborative Techniques

Did the learner:

Asks participants to discuss with their peers about the topic being presented

Allows time for participants to discuss amongst themselves for an answer to a question

Clearly discuss all topics covered in the session plan to participant team/individual

Did the learner:

Explain concepts clearly

Provide definitions and examples where relevant or necessary

Follow logical sequence when discussion and does not jump from topic to topic

Ask open-ended questions to gauge the participants learning as the session progresses

Adjusts method of explanation used to engage participants when needed

Did the learner:

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

Follows logical sequence when discussion and does not jump from topic to topic

Avoids the use of jargons or technical terms

Paraphrases statements

Asks the other speaker to elaborate on their response (e.g., what do you mean by that?)

OVERALL FEEDBACK TO LEARNER

Task 1.6 Facilitate Informal Learning Opportunities

SIMULATED ASSESSMENT INSTRUCTIONS-285749-218439

Review the knowledge gaps to be addressed by an informal learning opportunity from the partially completed Learning Plans from Task 1.4.

Review the instructions here and the skills outlined in the Observation Form. Arrange a time with your assessor to observe you in conducting each informal learning opportunity.

Provide them with one copy of the Observation Form for each informal learning opportunity to be facilitated. Your assessor must complete one Observation Form for each informal learning opportunity conducted.

Arrange a time with each team and the selected individual team member to facilitate the informal learning opportunity.

Facilitate the informal learning opportunities identified in each of the Learning Plans. For each informal learning opportunity, you must:

Brief participants about the informal learning opportunity.

Discuss with each team and/or individual they can expect to happen during each informal learning opportunity

Discuss each knowledge gap that will be addressed in each informal learning opportunity with each of the teams and/or individual team member.

Address the knowledge gaps by providing information the participants are expected to learn by the end of the informal learning opportunity:

This can include, but are not limited to, the following:

Providing detailed instructions to help the participants better perform their tasks after the learning opportunity

Defining terms and providing detailed explanations

Giving additional resources participants can access to gather more information

You must submit supplementary evidence of facilitating each informal learning opportunity. Supplementary evidence to be submitted must show that the learning opportunity has been facilitated. It must include:

Details about the knowledge gaps

How the learning opportunity addressed each knowledge gap

Evidence will vary depending on the specific informal learning opportunity conducted, and can include, but are not limited to the following:

Meeting minutes

Discussion notes

After conducting each informal learning opportunity, access the partially completed Learner Plans from Task 1.4. Complete the following sections on each Learning Plan:

Date Implemented

Record the actual date each informal learning opportunity was conducted.

Actual Outcome

Briefly explain if the participants for each informal learning opportunity were able to successfully learn knowledge presented during each session.

Have your assessor sign the Assessors signature column in each Learning Plan for each formal learning opportunity conducted. This is to confirm that you facilitated each informal learning opportunity based on your responses in each Learning Plan. Assessors signature must be handwritten.

Have them sign the Assessors Declaration Form found at the end of the Learning Plan.

Submit the following to your assessor:

You must submit at least one copy of the following documents for each informal learning opportunity facilitated in this task.

Supplementary evidence for each informal learning opportunity conducted

Two completed Learning Plans

Discussion notes on Informal learning

Topic- Understanding the importance of nutrition and healthy eating.

Trainer introduced himself and commenced the session with a small play activity.

Participants were given the opportunity to learn, analyze and understand the differences in body types leading to

various bodily requirements.

Participants were also made to understand the nutrition in each food and the organizing of a balanced diet in healthy

eating.

During the session, questions were raised relating to the topic which further helped all participants gain better

understanding of the relevant topics.

Observation Form (For Assessors Use Only)

Learner Name:

Participant:

Identify the participants of each informal learning opportunity

Did the learner demonstrate the following during each informal learning opportunity? Yes No Comments

Allocate time for each participant to get to know everyone including themselves (e.g., conduct a short icebreaker at the start of the session)

Engage all participants in the learning opportunity by using:

Inclusive Techniques

Did the learner:

Ask each team members a question to give everyone an opportunity to answer

Go around the room to ask everyone their opinion about a topic being discussed

Collaborative Techniques

Did the learner:

Ask participants to discuss with their peer about the topic being presented

Allow time for participants to discuss amongst themselves for an answer to a question

Ask open-ended questions to gauge the participants learning as the informal learning opportunity progresses

Adjust method of explanation used to engage participants when needed

Did the learner:

Prompt participants when participants have difficulty to answer a question (e.g., providing hints, repeating the question)

Follow logical sequence when discussion and does not jump from topic to topic

Avoid the use of jargons or technical terms

Paraphrase statements

Ask the other to elaborate on their response (e.g., what do you mean by that?)

OVERALL FEEDBACK TO LEARNER

Task 1.7 Collect Feedback on Learning Opportunities

SIMULATED ASSESSMENT INSTRUCTIONS-285749-218439

To complete this task, you must conduct two separate meetings with Team A and Team B.

Review the instructions here and the skills outlined in the Observation Form. Arrange a time with your assessor to observe you in conducting each meeting.

Provide two copies of the Observation Form. Your assessor must complete one Observation Form for each meeting conducted.

Arrange a time to meet with each of the two teams to collect feedback on the learning opportunities facilitated.

Access the Meeting Minutes template provided within this workbook. You will record your discussion with each team here.

Conduct the meeting for each team to gather their feedback on each of the learning opportunities facilitated.

Formal learning opportunity conducted in Task 1.5

Informal learning opportunity conducted in Task 1.6

Discussion points include, but are not limited to, the following:

Identify what they liked about the learning opportunities

Identify what they did not like about the learning opportunities

Discuss whether they think the learning opportunities were facilitated well or not

Record the result of your discussion in the Meeting Minutes.

Have each attendee sign beside their name in each Meeting Minutes after each meeting. All signatures must be handwritten.

Submit two completed Meeting Minutes to your assessor.

Meeting Minutes

Date: 20/03/2023 Time: 1.00pm Location: Bounce Fitness

Purpose of the meeting To receive feedback from the participants of their perspective towards the training sessions.

Facilitator Prabhjit kaur

Notetaker Prabhjit kaur

Attendees

Please sign beside your name after the meeting. Prabhjit kaur

Gurleen Mam

2 Team members from Team A and B

Agenda Item 1 Formal Learning Opportunity

Discussion Discussion towards how Team A member has progressed towards his goal of

understanding the need to keep records of his clients.

Discuss with the Team

Brief introduction of the whole picture of Team As strengths and the area of improvement. Understanding from the Teams

perspective and responding likewise to support their future engagement with clients.

Discussion with Individual Team Member

Team member discussed the positive impact the training had on him and how it has helped him experience the different

ways maintaining records of his current and new clients.

Communication has been better after the professional communication training and the participant would like to enroll in

further support courses.

Agenda Item 2 Informal Learning Opportunity

Discussion Discussion on team member Bs progression towards developing knowledge on

nutrition.

Discuss with the Team

Describing to team of the general picture of Team B failing to upgrade their knowledge despite having to advice clients on

their nutrition levels.

As it is quite an important task and involves great learning team member has offered to participate in forum training sessions

to further upgrade his knowledge.

Discussion with Individual Team Member

Participant feels confident and has gained a better understanding towards the relevant subject.

Desires to further enroll in another support session to keep upgrading knowledge on the subject.

The forum discussion has helped team member learn about other participants experiences and knowledge to implement in

Bounce fitness.

Observation Form (For Assessors Use Only)

Learner Name:

Team:

Did the learner demonstrate the following during the meeting with the team? Yes No Comments

Explain the purpose of the meeting to participants clearly:

Elicit the feedback of others by:

Listening

Did the learner:

Repeat a question or statement heard to encourage others to elaborate their thoughts further

Paraphrase the main points of the speakers message to show that you understand what they are trying to say

Questioning

Did the learner:

Ask the other open ended questions

Ask the other to elaborate on their response (e.g., what do you mean by that?)

OVERALL FEEDBACK TO LEARNER

Part 2. Establish an Environment That Supports Critical and Creative Thinking

Task Overview

This part of the project requires you to establish an environment that support critical and creative thinking. Specifically, you are required to:

Analyse current organisational systems to identify gaps and barriers to critical thinking

Develop processes that create a safe environment for critical and creative thinking approaches

Resources Required:

To complete this project, you will need access to the following:

A simulated workplace environment that will allow you access to:

Organisational documents relevant to:

Performance Management System

Customer Relations Management System

Part 2 Case Study Overview

Bounce Fitness Systems

Youve reviewed that the task of each team allows them to practice their critical and creative thinking skills. You want to ensure that these skills are supported by the current systems Bounce Fitness has in place. You are aware that most of Bounce Fitnesss systems have not been reviewed or updated for a while now. You decide that this would be a good time to look over the systems and check for necessary changes or updates to make to improve Bounce Fitnesss processes.

You choose two systems to review that would be applicable to both your teams:

The first system is the Performance Management System. Bounce Fitness performance management system puts into place an annual review for all employees. The organisation uses a forced ranking system for its employees. In this system, there is a set percentage that tells how many employees can be classified for each group.

Each employees performance is reviewed against their key performance indicators (KPIs). These KPI differ per employee, depending on their role and responsibilities.

The second system is the Customer Relations Management System. This system contains a process to handle client complaints. Clients are encouraged to fill out a complaint form for documentation. These forms are then forwarded to the concerned department to be resolved. If clients are becoming emotional enough that they might be disrupting others, employees may offer the client with a $10.00 gift card to Bounce Fitness services as an apology for the inconvenience.

Bounce Fitness employees are also encouraged to recommend the product or service of the month to their clients. This is to introduce them to new products and services that the clients might be interested in.

Task 2.1 Analyse Organisational Systems

SIMULATED ASSESSMENT INSTRUCTIONS-285749-218439

Access and review the following documents from the links provided to complete this task:

Business Objectives and KPIs

https://bouncefitness.precisiongroup.com.au/infrastructure/business-strategy-and-planning-documents/

Performance Management System

Customer Relations Management System

http://bouncefitness.precisiongroup.com.au/supplementary-files/critical-thinking-problem-solving-bsbcrt511/

Locate the Organisational Systems Analysis Report provided within this workbook.

Complete the Organisational Systems Analysis Report. To complete the report, you must:

Identify at least one relevant business objective for each of the following Bounce Fitness Systems:

Performance Management System

Customer Relations Management System

Briefly explain the relevance of the identified business objectives to each Bounce Fitness system.

Analyse the processes found within the Performance Management System and the Customer Relations Management System documents.

For each system, you must:

Determine if there are steps in the processes for each system that encourages employees to practice critical or creative thinking

Identify steps in processes that are in place that seem to hinder the practice of critical or creative thinking

Determine if a process is lacking a step in order for Bounce Fitness employees to fully practice critical or creative thinking

Identify either gaps or barriers in each system based on your analyses of each system:

If you identify barriers, identify at least two barriers for each system analysed:

Barriers are anything that hinders employees from exercising critical or creative thinking methods.

At least one barrier to critical thinking methods

Critical Thinking methods focus on analysing options and ideas, synthesising existing information, and making judgements on the value of something.

At least one barrier to creative thinking methods

Creative Thinking methods focus on generating ideas, considering alternative options of actions and assessing actions

If you identify gaps, identify at least two gaps to critical thinking methods for each system analysed

Gaps refer to something that is missing from the processes that prevents employees from fully practicing critical thinking methods.

Identify at least two resources used to implement each Bounce Fitness system.

Responses in this task will be used for Task 2.2.

Submit the completed Organisational Analysis Report to your assessor.

Organisational Systems Analysis Report

Name: Prabhjit kaur

Business Objectives

System Relevant Business Objective Relevance of Business Objective to the System

Performance Management System Implementation of an Appraisal

process.

Staff can discuss their performance with

their managers formally and managers

can also identify areas for staff to

improve.

Customer Relations Management System The communication process. It helps to address the gaps and barriers

that may hinder the completion of

business objectives.

Performance Management System

Identify either at least two barriers or at least two gaps:

Attribution or self-serving bias where people give credit for their success and blame others for their failures.

Motivational block which does not allow a person to move forward.

Organisational Resources

https://bouncefitness.precisiongroup.com.au/wp-content/uploads/2020/10/business-objectives-key-performance-

indicators-v1.0.pdf

https://bouncefitness.precisiongroup.com.au/policies-and-procedures/human-resource/

Customer Relations Management System

Identify either at least two barriers or at least two gaps:

Convenience thinking when someone doesnt make an effort to find the truth.

2. Immovable forces where people are resistance to new ideas and find it difficult for

potential change.

Organisational Resources

https://bouncefitness.precisiongroup.com.au/wp-content/uploads/2021/10/Customer-

Relationship-Management-Policies-and-Procedures-v1.2.pdf

https://bouncefitness.precisiongroup.cocm.au/wp-content/uploads/2020/11/customer-

service-policy.pdf

Task 2.2 Develop Processes for Critical and Creative Thinking

SIMULATED ASSESSMENT INSTRUCTIONS-285749-218439

Locate the Critical and Creative Thinking Processes template found within this workbook. Use this template to record your responses for the following:

Access the completed Organisational Systems Analysis Report from Task 2.1. Review your responses for the gaps and barriers identified.

Use the identified gaps and barriers to determine what kind of process would encourage critical and creative thinking in the workplace.

Outline processes for creating a safe environment for practicing critical and creative thinking approaches within Bounce Fitness:

At least one process must be relevant to critical thinking approaches

At least one process must be relevant to creative thinking approaches

Safe environment is defined as an environment that actively encourages the performance of certain skills, in this case, critical and creative thinking approaches.

Ensure to include the following each process:

Team and individual team members feedback on the following from the Meeting Minutes in Task 1.7

Feedback on formal learning opportunity facilitated

Feedback on informal learning opportunity facilitated

Incorporate the following based on the feedback received:

Replicate what was said to have been done well during each learning opportunity

Include the changes and additional resources that might have been identified as lacking in each learning opportunity

Include only steps that will facilitate the practice of critical and creative thinking in others based on the gaps or barriers identified in Task 2.1

Ensure that the language used in the processes you will developed is clear and easily understandable for the audience.

Submit the completed Critical and Creative Thinking Processes template to your assessor

Critical and Creative Thinking Processes

Learner Name: Prabhjit kaur

Workplace/Organisation: Bounce Fitness

Date

Processes for Creating Safe Environments for Critical and Creative Thinking

Process for Critical Thinking:

Offer a fun and collaborative environment where employees are encouraged to question assumptions and explore different

ideas to generate solutions.

Process for Creative Thinking:

Offer safe space in the office where employees can relax and share thoughts and ideas without the watchful eyes of the

management. It can also be an outlet for them to encourage their creativity.

Part 3. Facilitate Opportunities for Application of Critical and Creative Thinking

Task Overview

This part of the project requires you to facilitate activities that will allow application of critical and creative thinking in the workplace. Specifically, you are required to:

Facilitate opportunities for team members to apply critical thinking skills to workplace problems

Provide feedback to team members on performance of tasks

Collect feedback from individuals and teams on critical and creative thinking opportunities

Identify additional support required for teams and individuals

Resources Required:

To complete this project, you will need access to the following:

A simulated workplace environment that will allow you access to:

Volunteers to participate in assessment activities, including:

At least two Fitness Instructors for Team A

At least two Fitness Instructor for Team B

A safe environment to conduct the role play activity

Part 3 Case Study Overview

Workplace Problems

In the past few days, you have noticed the following workplace problems happening in your branch of Bounce Fitness, Bounce Fitness Cairns:

Impatient Clients

One of your personal fitness trainers clients has expressed their lack of interest in the current exercises they are performing because they are not seeing immediate weight loss results. They have requested that their personal fitness trainer change some of the exercises that is currently part of his training plan. The fitness trainer has approached you and the rest of Team A for help as this is the third time the client has asked that their training plan be changed. The other members of Team A have also experienced clients who become impatient when they do not see immediate results.

Trendy Classes

You notice that there are less clients attending the different in-house group classes offered by Bounce Fitness. The current classes being offered are aerobic classes, circuit classes, and dance classes. These classes have been offered to clients for more than a year now. When you asked one of the Team B fitness instructors to ask their clients, the response they received was that it might be because the classes were not trendy enough. You realise that now would be a good time to introduce a new class to your clients.

Task 3.1 Create Action Plans to Address Workplace Problems

SIMULATED ASSESSMENT INSTRUCTIONS-285749-218439

Identify the two workplace problems that must be addressed by Team A and Team B based on Part 3 Case Study Overview.

Locate the Action Plan provided within this workbook. Create one Action Plan for each team. For each Action Plan, you must identify the following:

At least one workplace problem to be addressed by each team based on the Part 3 Case Study Overview

At least two actions items to address each teams workplace problem:

At least one action item must allow team members to demonstrate critical thinking

An action item for critical thinking would allow team members to conduct analysis, evaluation, or synthesis of ideas to address the workplace problem.

At least one action item must allow team members to demonstrate creative thinking

An action item for creative thinking would allow team members to generate new ideas to address the workplace problem.

Date when each action item will be implemented

Expected outcome when each action item has been implemented.

Do not write anything on the following sections. These will be completed in the later task after each action item has been implemented:

Date Implemented

Actual Result

Assessors Signature.

Assessors Declaration

Submit the two partially completed Action Plans to your assessor.

Action Plan

Completed by Prabhjit kaur Workplace/Organisation Bounce Fitness

Team Team A Date Completed 20/03/2023

Workplace Problem Impatient clients

Action Item Planned Implementation Date Expected Outcome Date Implemented Actual Result Assessors Signature

Critical Thinking:

Developing skills

training

18/03/2023 A fitness training plan that is of interest

to all clients.

20/03/2023 Clients seem appreciative and interested

with the effort being put by the trainers

Creative Thinnking: Encouraging

discussion and

debate

Clients feel valued and there is an

increase in physical training

participation.

Clients are pleased with the options that

are laid out and are being expressive

towards their goals.

Completed by Prabhjit kaur Workplace/Organisation Bounce Fitness

Team Team B Date Completed 20/03/2023

Workplace Problem Impatient clients

Action Item Planned Implementation Date Expected Outcome Date Implemented Actual Result Assessors Signature

Critical Thinking:Analyse the reason

behind the

decrement in

attendance through

discussions.

18/03/2023 Clients pleased with the efforts being

taken and feel their interests are being

catered to.

20/03/2023 Clients prefer the new variety of classes

and options they are receiving.

Creative Thinking:Hand out

questionnaires to

find out clients

interests.

There will be an increase in attendance.

Through word of mouth more clients have

begun to attend the classes.

Task 3.2 Apply Critical and Creative Thinking Skills to Workplace Problems

SIMULATED ASSESSMENT INSTRUCTIONS-285749-218439

Implement each action item identified in the Action Plan from Task 3.1.

Arrange a time to meet with each team to facilitate the action items identified.

Review the instructions here and the skills outlined in the Observation Form. Arrange a time with your assessor to observe you in implementing each action item with each team. Provide them with two copies of the Observation Form provided within this workbook. Your assessor must complete one Observation Form for each team.

When facilitating each action item for each workplace problem, you must:

Present the workplace problems from the Part 3 Case Study Overview to the team.

Present Team A with Problem 1: Impatient Clients

Present Team B with Problem 2: Trendy Classes

Implement each action item and come up with at least two solutions for the teams problem:

One solution must be created using critical thinking

One solution must be created using creative thinking

Observe how the team applies both critical and creative thinking to the workplace problem.

Your observations of the teams and individual members performance will be used in the later tasks.

Complete the following columns in each Action Plan after implementing all action items for each team:

Date Implemented

Record the actual date each action item was conducted.

Actual Result

Describe if the team was able to achieve each anticipated result for each action item facilitated.

Have your assessor sign the Assessors signature column for each action item facilitated and the Assessor Declaration Form in each Action Plan. Assessors signature must be handwritten.

Locate the Feedback Form provided within this workbook. Provide each team member from each team a copy of the Feedback Form after implementing both action items. Instruct each team member to:

Record the task title for when the Feedback Form was completed

Identify the job role they are undertaking in this assessment

Review each criteria listed in the Feedback Form

Provide feedback to how you facilitated the implementation of each action item. Place only one tick mark per criteria for each area of facilitation. Team members should not leave anything blank.

Provide at least one specific comment on how future learning opportunities can be improved.

Each comment provided must mention a specific aspect of your facilitation of action items. Each team member must provide at least one suggestion on how that aspect can be improve in future learning opportunities.

Keep a copy of each Feedback Form completed by each team members. These will be used in the later tasks.

Submit the following documents to your assessor:

Two completed Action Plans one for each team

At least four completed Feedback Forms

Feedback Form

Task: Helping clients feel comfortable in their training.

Team Member: A

Date: 20/03/2023

Learner Name: Prabhjit kaur

INSTRUCTIONS TO THE VOLUNTEER

Rate the learners performance during the facilitation of your teams action items. Tick only one rating per rating criteria that you believe best represents the learners performance. Tick N/A if the learner was not able to demonstrate a rating criteria. Do not leave anything blank.

Provide additional comments or feedback on the learners performance on the space provided at the end of this form.

Areas of Facilitation Ratings

Strongly Agree Agree Disagree Strongly Disagree N/A

Facilitator Knowledge

Facilitator communicated information clearly

Facilitator was approachable for questions or clarifications

Facilitator was well-prepared

Information Presentation

Information was presented logically

All information needed to complete the task was presented

Physical Resources

Session materials/handouts were helpful (if provided)

The venue was comfortable

Provide at least one specific comment on how we can improve future learning opportunities.

Identify at least one aspect of how the actions items were facilitated that could be improved. Include a suggestion on how each identified aspect can be improved in future opportunities.

Approach clients in a respectable manner to learn their wants and interests.

Feedback Form

Task: Helping clients feel comfortable in their training.

Team Member: A

Date: 20/03/2023

Learner Name: Prabhjit kaur

INSTRUCTIONS TO THE VOLUNTEER

Provide additional comments or feedback on the learners performance on the space provided at the end of this form.

Areas of Facilitation Ratings

Strongly Agree Agree Disagree Strongly Disagree N/A

Facilitator Knowledge

Facilitator communicated information clearly

Facilitator was approachable for questions or clarifications

Facilitator was well-prepared

Information Presentation

Information was presented logically

All information needed to complete the task was presented

Physical Resources

Session materials/handouts were helpful (if provided)

The venue was comfortable

Provide at least one specific comment on how we can improve future learning opportunities.

Identify at least one aspect of how the actions items were facilitated that could be improved. Include a suggestion on how each identified aspect can be improved in future opportunities.

Approach clients in a respectable manner to learn their wants and interests.

Feedback Form

Task: Helping clients feel comfortable in their training.

Team Member: B

Date: 20/03/2023

Learner Name: Prabhjit kaur

INSTRUCTIONS TO THE VOLUNTEER

Provide additional comments or feedback on the learners performance on the space provided at the end of this form.

Areas of Facilitation Ratings

Strongly Agree Agree Disagree Strongly Disagree N/A

Facilitator Knowledge

Facilitator communicated information clearly

Facilitator was approachable for questions or clarifications

Facilitator was well-prepared

Information Presentation

Information was presented logically

All information needed to complete the task was presented

Physical Resources

Session materials/handouts were helpful (if provided)

The venue was comfortable

Provide at least one specific comment on how we can improve future learning opportunities.

Identify at least one aspect of how the actions items were facilitated that could be improved. Include a suggestion on how each identified aspect can be improved in future opportunities.

Approach clients in a respectable manner to learn their wants and interests.

Feedback Form

Task: Helping clients feel comfortable in their training.

Team Member: B

Date: 20/03/2023

Learner Name: Prabhjit kaur

INSTRUCTIONS TO THE VOLUNTEER

Provide additional comments or feedback on the learners performance on the space provided at the end of this form.

Areas of Facilitation Ratings

Strongly Agree Agree Disagree Strongly Disagree N/A

Facilitator Knowledge

Facilitator communicated information clearly

Facilitator was approachable for questions or clarifications

Facilitator was well-prepared

Information Presentation

Information was presented logically

All information needed to complete the task was presented

Physical Resources

Session materials/handouts were helpful (if provided)

The venue was comfortable

Provide at least one specific comment on how we can improve future learning opportunities.

Identify at least one aspect of how the actions items were facilitated that could be improved. Include a suggestion on how each identified aspect can be improved in future opportunities.

Approach clients in a respectable manner to learn their wants and interests.

Observation Form (For Assessors Use Only)

Learner Name:

Did the learner demonstrate the following during the facilitation of action items for each team? Yes No Details of Observation

Comments

Explain the workplace problem clearly to each team.

Did the learner: Observed by:

Initials:

Date observed:

Introduce the persons involved or affected by the problem (e.g., client, fellow fitness trainer)

Explain the situation in each workplace problem thoroughly by including the details of the problem Observed by:

Initials:

Date observed:

Present all the requirements of the task the team members must fulfil

Did the learner:

Instruct team members to perform both action items using different thinking methods (i.e., must perform one action item using critical thinking and the other using creative thinking) Observed by:

Initials:

Date observed:

Inform members that they must produce two solutions to each problem (i.e., one solution using critical thinking and one solution using creative thinking) Observed by:

Initials:

Date observed:

Adapt method for presenting information depending on the venue of the activities

Did the learner:

Project voice sufficiently throughout the room in the absence of a mic Observed by:

Initials:

Date observed:

Provide handouts to provide members with physical copies to allow them to look back on requirements Observed by:

Initials:

Date observed:

Encourage members to share their own input

Did the learner:

Adopt a round robin discussion approach to give all members a chance to speak Observed by:

Initials:

Date observed:

Ask members one by one about what they think (e.g., what do they think would be a good solution, how should the team proceed with the task, etc.) Observed by:

Initials:

Date observed:

Ask participants to discuss with their peer the answer to a question presented Observed by:

Initials:

Date observed:

OVERALL FEEDBACK TO LEARNER

Task 3.3 Provide Feedback to Teams

SIMULATED ASSESSMENT INSTRUCTIONS-285749-218439

Arrange a time to meet with each of the two teams to provide feedback on their performance of each action item implemented in Task 3.2.

Review the instructions here and the skills outlined in the Observation Form. Arrange a time with your assessor to observe you in conducting the meetings.

Provide your assessor with two copies of the Observation Form. Your assessor must complete one Observation Form for each team meeting.

Locate the Meeting Minutes template provided within this template. You will record your discussion with each team here.

During each meeting, you must:

Provide feedback to each team member on their application of critical and creative thinking skills during Task 3.2.

Discussion points can include, but are not limited to, the following:

Discuss if critical and creative thinking was properly used to address the workplace problem.

Areas where the team member performed well

Areas where the team member did not perform well

Identify at least one additional support that can be provided to each of the following:

Each team

Each individual team member from each team

Additional support can include supplemental resources, or practices that can be implemented when completing workplace tasks that require critical or creative thinking (e.g., think of all the possible scenarios for a workplace problem and come up with solutions for each one to practice creative thinking)

Record your discussion in the Meeting Minutes template. You must complete one Meeting Minutes template for each team.

Have all the attendees sign beside their name in each Meeting Minutes after each meeting. All signatures must be handwritten.

Submit the following to your assessor:

Two completed Meeting Minutes

Meeting Minutes

Date: Time: Location: BOUNCE FITNESS

Purpose of the meeting To discuss about the feedback received with regards to the impatient clients.

Facilitator PRABHJIT KAUR

Notetaker PRABHJIT KAUR

Attendees

Please sign beside your name after the meeting. Team A members

Agenda Item 1 Provide Feedback to the Team

Discussion Team members were encouraged to read the feedback and contribute their

thoughts on the whole issue.

To further generate better ideas to keep clients happy and contributing to

the training programs run across the fitness center.

Agenda Item 2 Additional Support for Team and Individuals

Discussion Discussion to further support and help relevant trainers implement effective

strategies to increase the participation and contribution of clients.

Team

To enhance their understanding on the relevant topics, further build on their training skills as they cater to the

different clients.

The information has been successfully passed onto the clients and received for a better response.

Clients feel valued after their views have been taken into consideration.

Individuals

Trainers to develop patience and intelligence as they develop a bond with their clients and communicate in a

professionally effective way.

Clients are pleased with the way the trainers have laid out the different options for choosing.

Observation Form (For Assessors Use Only)

Learner Name:

Did the learner demonstrate the following during the meeting with each team? Yes No Comments

Begin the meeting by greeting each team member (e.g., asking how each team member has been lately)

Provide constructive feedback to team on performance

Recount the teams performance

Did the learner:

Explain what the team did well

Mention specific examples of actions which the team did well

Explain what may have caused the team to not perform well

Point out moments during the activity that led to the team not performing well

Give advice on how the team can perform better

Did the learner:

Present the team with alternative actions that they could have done (e.g., could have set an order to the discussion so everyone could have participated)

Share methods team can use to improve on their performance (e.g., practice methods)

Ask open-ended questions to encourage team members to answer

Answer all questions and questions and clarifications of the team members

Use the following techniques to influence the opinions of others:

Inclusive Techniques

Did the learner:

Ask each team members a question to give everyone an opportunity to answer

Go around the room to ask everyone their opinion about a topic being discussed

Collaborative Techniques

Did the learner:

Ask participants to think of examples with their peer

Allow time for participants to discuss amongst themselves for an answer to a question

OVERALL FEEDBACK TO LEARNER

Part 4. Improve Critical and Creative Thinking Practices

Task Overview

This part of the project requires you to develop recommendations for future learning arrangements. Specifically, you are required to:

Analyse feedback from individuals and teams on critical and creative thinking opportunities

Develop recommendations for improvements in future learning arrangements according to relevant legislation and organisation policies

Resources Required:

To complete this project, you will need access to the following:

A simulated workplace environment that will allow you access to:

Legislation relevant to the identified areas for improvement for future learning arrangements

Legislation accessed must be applicable to the state/territory you are located in. These can include, but are not limited to the following:

Fair Work Act 2009

Work Health and Safety Act 2011

Organisational operational policies and procedures required to address the areas for improvement for future learning arrangements

These can include, but are not limited to the following:

Personal Development Procedure

Minimising Use of Resources Procedure

Task 4.1 Analyse Feedback Collected

SIMULATED ASSESSMENT INSTRUCTIONS-285749-218439

Review the responses provided by the teams and individuals in the Feedback Forms from Task 3.2.

Analyse the feedback collected from both teams using the Feedback Analysis Form provided within this workbook. Complete the following section in the Feedback Analysis Form:

Team and Individual Feedback

Refer to the feedback collected in the Feedback Forms for each area of facilitation listed below:

Facilitator Knowledge

Information Presentation

Physical Resources

Count the total number of tick marks all team members marked for each criteria in their completed Feedback Forms. Total number of tick marks must correspond to the total number of team members of both teams.

Identify the aspects of facilitation that has majority of its ratings under either Disagree, Strongly Disagree, or N/A. Record them under Aspects for Improvement

Record all the specific comments provided by the team members at the end of the Feedback Forms in the Compiled Comments section

Facilitators Own Performance

Reflect on how you facilitated the action items for each team in Task 3.2 by answering the two short questions in the Feedback Analysis Form:

How would you describe how you facilitated the action items for both teams?

What are the areas you feel you need to improve on? Identify at least two.

Areas for Improvement

Review the responses for the following:

Under Team and Individual Feedback:

Aspects for Improvement section

Compiled Comments section

At least two responses to the second question under Facilitators Own Performance

Analyse the responses from each section to identify areas for improvement.

Identify areas of your performance that is commonly mentioned across the three sections

Determine what needs to be changed for future opportunities

Determine resources or processes you might need to include to improve future opportunities

Identify at least three areas for improvement for future opportunities based on your analysis of the responses from the three sections.

You may refer to the specific criteria under each aspect of facilitation to know the specific area that you can improve on.

Responses for areas for improvement will be used to complete the next task.

Submit the completed Feedback Analysis Form to your assessor.

Feedback Analysis Form

Learner Name: PRABHJIT KAUR

Workplace/Organisation: BOUNCE FITNESS

Date 20/03/2023

TEAM AND INDIVIDUAL FEEDBACK

Aspect of Facilitation Strongly Agree Agree Disagree Strongly Disagree N/A

Facilitator Knowledge

Facilitator communicated information clearly

Facilitator was approachable for questions or clarifications

Facilitator was well-prepared

Information Presentation

Information was presented logically

All information needed to complete the task was presented

Physical Resources

Session materials/handouts were helpful (if provided)

The venue was comfortable

Aspects for Improvement

Make the meeting more interactive so that attendees feel attentive and included.

Compiled Comments

The meeting on the whole was quite informative and covered all points of focus.

FACILITATORS OWN PERFORMANCE

How would you describe how you facilitated the actions item for both teams?

It was clear, precise and polite the way the contents of the meeting were delivered. All focus areas were laid out

in sequence allowing team members to contribute their thoughts and opinions respectively.

What are areas you feel you need to improve on? Identify at least two.

1. Make it more interactive.

2. describe their strengths first before focusing on areas of improvement so that encourages team

members.

AREAS FOR IMPROVEMENT

Recognize all team members and their points of view.

Analyze all situations before making a decision.

Make more choices without settling on a single solution.

Add more rows as needed.

Task 4.2 Develop Recommendations for Future Learning Arrangements

SIMULATED ASSESSMENT INSTRUCTIONS-285749-218439

To complete this task, you must review legislation and Bounce Fitness documents that will address the areas for improvement identified in Task 3.4.

Review your responses in the Areas for Improvement section of the completed Feedback Analysis from Task 4.1.

Locate the Recommendations Log provided within this workbook. Complete the log by identifying the following:

Identify at least three of your responses for Areas for Improvement from the completed Feedback Analysis from Task 4.1.

Identify at least one of each of the following that is relevant to each of your areas for improvement:

At least one relevant legislation

You must identify legislation that is applicable to the state or territory you are located in. These can include, but are not limited to, the following:

Fair Work Act 2009

Work Health and Safety Act 2011

At least one relevant Bounce Fitness policy and procedures documents. Use the link below to access Bounce Fitnesss Policy and Procedures:

Policies and Procedures

https://bouncefitness.precisiongroup.com.au/policies-and-procedures/

These can include, but are not limited to, the following:

Personal Development Policy and Procedure

Staff Induction Policy and Procedure

A legislation or policy and procedures document must be relevant to each area for improvement identified. Documents become relevant if it contains a requirement that will guide you on how to improve each of the areas for future opportunities.

Relevant legislation and policy and procedures document will vary depending on the areas of improvement you have identified in Task 4.1.

You may ask for assistance from your assessor to identify legislation and policies and procedures relevant to your areas for improvement.

Briefly explain how each identified legislation and policy and procedure document are relevant to your areas for improvement

Submit a copy of the completed Recommendations Log to your assessor.

Recommendations Log

Completed By: PRABHJI KAUR

Workplace/Organisation: BOUNCE FITNESS

Date:

Area for Improvement for Future Opportunities Relevant Legislation/ Organisational Policy to Area for Improvement Relevance of Legislation/ Policy to the Recommendation

Effective feedback in the workplace

The Equal Employment Opportunity Act of 1987 So that the organisation implements fair labour practises

Provide solutions not just

criticisms

Work Health and Safety Act

2011

Provide fair and effective workplace

representation at all times.

PROVIDE URGENTLY

feedback and follow up

The Work Health and Safety Act of 2011

Create a framework for ongoing improvement.

Record of Assessment

Practical Assessment

Part I Task 1.1 Research on Critical and Creative Thinking Models

Part I Task 1.2: Develop Questions about Team Tasks

Part I Task 1.3: Meeting with Teams

Part I Task 1.4: Create a Learning Plan

Part I Task 1.5: Facilitate Formal Learning opportunities

Part I Task 1.6: Facilitate informal Learning Opportunities

Part I Task 1.7: Collect Feedback on Learning Opportunities

Part II Task 2.1: Analyse Organisational Systems

Part II Task 2.2: Develop Processes for Critical and Creative Thinking

Part III Task 3.1: Create Action Plans to Address Workplace Problems

Part III Task 3.2: Apply Critical and Creative Thinking Skills to Workplace Problems

Part III Task 3.3.: Provide Feedback to Teams

Part IV Task 4.1: Analyse Feedback Collected

Part IV Task 4.2: Develop Recommendations for Future Learning Arrangements