STUDENT ASSESSMENT

BOOKLET
BSBCRT 511 DEVE L O P C RI T I CA L T HI NK I N G I
N O T HE R S

Student Name: Santiago

Student ID:
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 Table of
Assessment Overview.................................................................................................................. 4
Assessment Task Summary..................................................................................................... 4
Assessment Documents............................................................................................................... 4
Required Additional Documents.............................................................................................. 4
Assessment Task Cover Sheet................................................................................................. 5
The Assessment Process and Your Rights....................................................................................5
Submitting your Assessment Tasks.........................................................................................5
Assessment Attempts and Resubmissions..............................................................................5
Assessment Outcomes............................................................................................................ 5
Plagiarism, Cheating and Collusion......................................................................................... 6
Assessment Appeals................................................................................................................ 6
Reasonable Adjustment........................................................................................................... 6
Information About Assessment.................................................................................................... 6
Dimensions of Competency..................................................................................................... 7
Principles of Assessment and Rules of Evidence.....................................................................7
Principles of Assessment......................................................................................................... 7
Rules of Evidence.................................................................................................................... 7
Glossary of Instructional Task Words.......................................................................................8
Assessment Plan.......................................................................................................................... 9
Assessment Task Cover Sheet – Assessment Task 1.................................................................10
Assessment Task 1: Written Questions......................................................................................12
Assessment Task Cover Sheet – Assessment Task 2.................................................................16
Assessment Task 2: Apply a Critical and Creative Thinking Model.............................................18
Assessment Task Cover Sheet – Assessment Task 3.................................................................23
Assessment Task 3: Identify Critical Thinking Skills in Your Team/Individuals...........................25
Assessment Task Cover Sheet – Assessment Task 4.................................................................31
Assessment Task 4: Facilitate an Opportunity for Team Members to Demonstrate Thinking Skills33
Assessment Task Cover Sheet – Assessment Task 5.................................................................37
Assessment Task 5: Report on Critical and Creative Thinking Skills..........................................39
 Assessment
This Student Assessment Booklet includes all your assessment tasks for BSBCRT511
Develop critical thinking in others.

Assessment Task Summary

This unit requires you to complete five assessment tasks. You must satisfactorily
complete all tasks to achieve competency for this unit.

Assessment Task Assessment Method Task Summary

Assessment Written questions Students must answer four written

Task 1: Written questions in an open-book written
Questions assessment.
Assessment Task Case study and You will apply Bloom’s Taxonomy to review
2: Apply a Critical report a customer complaint and the organisation's
and Creative Customer Complaints Policy and
Thinking Model Procedures. After reviewing the complaint
and the Customer Complaints Policy and
Procedures, you will investigate and report
whether the procedures were followed and
the best way to resolve the customer
complaint.
Assessment Task Role-play, You must participate in a role-play to
3: Identify Critical analysis and demonstrate your ability to identify critical
Thinking Skills in report thinking skills in a team. This role-play will
Your review the CBSA Complaints Policy and
Team/Individuals Procedure.
Assessment Task Role-play and You must participate in a role play and
4: Facilitate an analysis demonstrate your ability to analyse the
Opportunity for team members’ competence in both critical
Team Members to thinking skills and creative thinking skills.
Demonstrate This role play aims to identify a strategy for
Thinking Skills the celebration of CBSA’s 10-year
Anniversary.
Assessment Task Report Prepare a report on how the role play in
5: Report on Assessment Task 4 met its requirement to
Critical and enable team members to demonstrate
Creative Thinking critical and creative thinking. Include a
Skills summary of your analysis of team members
and recommendations for developing team
members.

Assessment Documents

Required Additional Documents

The following additional documents support this Student Assessment Booklet and
form part of the assessment tool for this unit. You will require them to complete the
assessments for this unit.
 CBSA Intranet and Policy and Procedures
 Assessment
 CBSA Complaints and Appeals Policy
 Action Plan Template (Assessment Task 3)
 Critical and Creative Thinking Checklist (Assessment Task 3)
 Critical Thinking Skills Analysis Guide (Assessment Task 4)
 Creative Thinking Skills Analysis Guide (Assessment Task 4)

Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet.
Please fill it in for each task where you need to submit items for assessment, making sure you
sign the student declaration.
Your assessor will give you feedback about how well you went in each task and will write this
on the back of the Task Cover Sheet.

The Assessment Process and Your Rights

Submitting your Assessment Tasks

When you have completed your assessment tasks, you will need to submit them,
according to the instructions provided to you by your assessor or RTO.
If you are provided with a due date, you must make sure you submit your tasks in
accordance with it. You may be required to apply for an extension if you require extra time,
according to your RTO’s policies and procedures.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you keep a copy of your tasks before you submit them. Your RTO will need to keep
them as evidence and may not be able to return them to you.

Assessment Attempts and Resubmissions

You have up to three attempts to complete each assessment tasks satisfactorily. If after the
third attempt, you have not completed a task satisfactorily, your assessor will make
alternative arrangements for assessment, which may involve additional training and time to
consolidate your skills and knowledge. When you are required to resubmit, you may be
required to:
 resubmit incorrect answers to questions (such as for written tasks and case studies)
 resubmit all or part of a project, depending on how the error affects the overall outcome of the
task
 redo a role-play after being provided with appropriate feedback about their original
performance
 be observed a second (or third) time undertaking any tasks or activities that were
not completed satisfactorily the first time, after being provided with appropriate
feedback.
When you are required to resubmit, you’ll be given a due date for your resubmission. For example,
you may:
 be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on
 be provided with on-the-day feedback about their performance in a role-play and then
redo the task immediately
 need to redo workplace-based tasks (if applicable) during the same workplace visit or in a
later observation – you should discuss arrangements with the student’s supervisor to agree
on a suitable time and date for reassessment.
All re-submissions will be conducted in accordance with the RTO’s policies and procedures.

Assessment Outcomes
Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory
(NS). You must complete all tasks satisfactorily to achieve an overall outcome of Competent
(C) for a unit. If one or more of tasks are assessed as Not Satisfactory, you will be given an
outcome for the unit of Not Yet Competent (NYC).
You will be given a total of three attempts to complete each task and achieve a Satisfactory
outcome. In the case of resubmission, you will be given a date by which you will need to
resubmit, and you’ll be given feedback about what needs to be addressed in your
resubmission.

Plagiarism, Cheating and Collusion

Plagiarism, cheating and collusion on assessments is not acceptable. Any incidence of this is
considered academic misconduct. The definitions of each of these are below.
 cheating – seeking to obtain an unfair advantage in the assessment of any piece of work
 plagiarism – to take and use the ideas and/or expressions and/or wording of another
person or organisation and pass them off as your own by failing to give appropriate
acknowledgement. This includes material from any sources, such as staff members,
other students, authors, texts, resources and the internet, whether published or
unpublished
 collusion – unauthorised collaboration between students.
Where your assessor believes there has been an incident of academic misconduct involving
plagiarism, cheating, and/or collusion, this will be addressed in line with the RTO’s policies
and procedures which may ultimately lead to your withdrawal or you needing to complete
the whole unit again.

Assessment Appeals
If you don’t agree with an assessment decision made, you have the right to appeal it. You may
need to lodge your request for an appeal within a certain amount of time from the original
decision being made. You will need to make your appeal in writing and follow your RTO’s
process for appeals. Refer to your Student Handbook for more information about our appeals
process.

Reasonable Adjustment
A legislative and regulatory framework underpins and supports the delivery of vocational
education and training across Australia. Under this framework, providers of vocational
education and training must take steps to ensure that students with recognised disabilities
have the same learning opportunities and same opportunities to perform and complete
assessments as students without disabilities. Sometimes reasonable adjustments are made to
the learning environment, training delivery, learning resources and/or assessment tasks to
accommodate the particular needs of a student with a disability. An adjustment is reasonable
if it can accommodate the student’s particular needs while also taking into account factors
such as:
 the views of the student
 the potential effect of the adjustment on the student and others
 the costs and benefits of making the adjustment.
RTOs are obliged by law to provide reasonable adjustments where required to
ensure maximum participation of students with a disability.
Making reasonable adjustments requires the RTO to balance the need for change with the
expense or effort involved in making this change. If an adjustment requires a
disproportionately high expenditure or disruption, it is not likely to be reasonable. 1
Please discuss with your assessor if you believe a reasonable adjustment to an assessment
task, method or process needs to be made on the basis of disability.
 Information About Assessment

1
Source: Innovation & Business Skills Australia. (2015). BSB business services training package: implementation guide.
Retrieved from https://vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation
%20Guide.pdf.
 Dimensions of Competency
To be competent, you must show your ability to perform effectively in a broad capacity. The
dimensions of competency ensure the person being assessed has the skills to perform
competently in a variety of different circumstances. To be competent, you must demonstrate
the following:
 Task Skills: The skills needed to perform a task at an acceptable level. They include
knowledge and practical skills, and these are usually described in the performance
criteria.
 Task Management Skills: These are skills in organising and coordinating, which are needed to
be able to work competently while managing a number of tasks or activities within a job.
 Contingency Skills: The skills needed to respond and react appropriately to unexpected
problems, changes in routine and breakdowns while also performing competently.
 Job Role/Environment Skills: The skills needed to perform as expected in a particular job,
position, location and with others. These skills may be described in the range of variables
and underpinning skills and knowledge.

Principles of Assessment and Rules of Evidence

Assessment must be conducted in accordance with the rules of evidence and principles of
assessment. The following definitions of these terms are taken from the Australian Skills
Quality Authority’s Users’ guide: standards for registered training organisations (RTOs) 2015.

Principles of Assessment
 Validity: ‘Any assessment decision of the RTO is justified, based on the evidence of performance of
the individual learner. Validity requires:
− assessment against the unit(s) of competency and the associated assessment requirements
covers the broad range of skills and knowledge that are essential to competent performance
− assessment of knowledge and skills is integrated with their practical application
− assessment to be based on evidence that demonstrates that a learner could demonstrate
these skills and knowledge in other similar situations
− judgement of competence is based on evidence of learner performance that is aligned to the unit/s
of competency and associated assessment requirements.’
 Reliability: ‘Evidence presented for assessment is consistently interpreted and assessment results
are comparable irrespective of the assessor conducting the assessment.’
 Flexibility: ‘Assessment is flexible to the individual learner by:
− reflecting the learner’s needs
− assessing competencies held by the learner no matter how or where they have been acquired
− drawing from a range of assessment methods and using those that are appropriate to the
context, the unit of competency and associated assessment requirements, and the individual.’
 Fairness: ‘The individual learner’s needs are considered in the assessment process. Where
appropriate, reasonable adjustments are applied by the RTO to take into account the individual learner’s
needs. The RTO informs the learner about the assessment process and provides the learner with the
opportunity to challenge the result of the assessment and be reassessed if necessary.’

Rules of Evidence
 Validity: ‘The assessor is assured that the learner has the skills, knowledge and attributes as
described in the module or unit of competency and associated assessment requirements.’
 Sufficiency: ‘The assessor is assured that the quality, quantity and relevance of the
assessment evidence enables a judgement to be made of a learner’s competency.’
 Currency: ‘The assessor is assured that the assessment evidence demonstrates current
competency. This requires the assessment evidence to be from the present or the very recent past.’
 Authenticity: ‘The assessor is assured that the evidence presented for assessment is the learner’s
own work.’

Glossary of Instructional Task Words

The assessment tasks use a range of instructional words, such as ‘compare’ and ‘list’. These
terms will guide the student and yourself regarding the level of detail that must be provided in
students’ answers. Some questions will also tell you how many answers students need to give –
for example, ‘Describe three strategies…’. Use the following glossary to guide you in
interpreting the words in the tasks:
 Analyse – This means you should break an issue down into its component parts,
identify them and explain how they relate. You should discuss the issue in detail and
methodically.
 Compare – This means you should describe the similarity or differences between two or
more things, ensuring you also discuss the relevance of the differences. You may also be
asked to ‘contrast’, as in ‘compare and contrast’, which means you are also focusing on
the dissimilarity.
 Define – This means you should explain the meaning or interpretation of a term or concept
in your own words, including any qualities which are essential to understanding.
 Describe – This means you should outline the most noticeable qualities or features of an
idea, topic or the focus of the question.
 Discuss – This means you must point out the important issues or features, key
points, possible interpretations, and debate through argument. You should provide
reasons for and against.
 Evaluate – This means you must judge or calculate the quality, importance, amount,
or value of something. You must provide an in-depth answer with as much detail as
possible.
 Examine – This means you must look at, or consider, the item or subject carefully and in
detail to discover something about it. You will need to provide a detailed response with key
points and features. You should provide a response with as much detail as possible, but a
minimum of one or two paragraphs in length. Examine is similar to analyse.
 Explain – This means you need to make something clear or show your understanding by
describing it or providing information about it. You will need to make clear how or why
something happened or something is the way it is.
 Identify – You must recognise something and indicate what the required information is. The
length of the answer should be guided by what you are being asked to identify.
 List – You must record short pieces of information in a numbered or bulleted form with one
or two words or sentences on each line.
 Outline – You must give a brief description of the main facts or sequence of events about
something. The length of the response should be guided by what you are required to
outline. As long as you include the main facts or points, then that’s enough.
 Summarise – You must express the most important facts or points about something
in short and concise form.
 Assessment Plan
The following outlines the assessment requirements for this unit. You are required to
complete all assessment requirements outlined below to achieve competency for this
unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the
table below.

Assessment Tasks Due Date

1. Assessment Task 1 – Written Questions

2. Assessment Task 2 – Apply a Critical and Creative Thinking Model

3. Assessment Task 3 – Identify Critical Thinking Skills in Your

Team/Individuals

4. Assessment Task 4 – Facilitate an Opportunity for Team Members

to Demonstrate Thinking Skills

5. Assessment Task 5 – Report on Critical and Creative Thinking Skills

AGREEMENT BY THE STUDENT

Read through the assessments in this booklet before you fill out and sign the agreement
below. Make sure you sign this before you start any of your assessments.

Have you read and understood what is required of you in terms of ◻ Ye ◻ N

assessment? s o
Have you read and understood the RTO’s policies and procedures related ◻ Ye ◻ N
to reassessment? s o

Do you understand the requirements of this assessment? ◻ Ye ◻ N

s o
Do you agree to the way in which you are being assessed? ◻ Ye ◻ N
s o
Do you have any special needs or considerations that must be made in ◻ Ye ◻ N
preparation for this assessment? If yes, what are they? s o
_ _ _

Do you understand your rights to appeal the decisions regarding ◻ Ye ◻ N

assessment? s o

Student Name: Santiago

Student Signature: Santiago Date: 19/05/23

Assessor Name:

Assessor Signature:__________________________ Date: _

 Assessment Task Cover Sheet – Assessment Task 1
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a
copy of your work.

Name: Santiago

Date of submission: 19/05/23

Unit: BSBCRT511 Develop Critical Thinking in Others

No. of pages
in
submission:
Assessor to complete

Is this a
Satisfactory/ reassessme
Assessment Task Number and Title Not Date nt? Y/N
satisfactory

Assessment Task 1: Written Questions

STUDENT DECLARATION
I Santiago declare that these tasks are my own work.
� None of this work has been completed by any other person.
� I have not cheated or plagiarised the work or colluded with any other student/s in the
completion of this work.
� I have correctly referenced all resources and reference texts throughout these assessment
tasks.
� I understand that if I am found to be in breach of the RTO’s policies, disciplinary action
may be taken against me.

Student Signature: Santiago Date: 19/05/23

 ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results
and feedback. A copy must be supplied to the office and kept in the student’s file
with the evidence.

Assessor Signature

Assessor Name

Date: _
Assessment Task 1: Written Questions

▪ This is an open book written assessment.

▪ There are four questions, and some questions have sub-parts.
▪ You must answer all questions and their parts correctly to achieve a
TASK SUMMARY satisfactory outcome for this task.

▪ Access to your learning materials

RESOURCES
AND ▪ Access to a computer, printer and internet
EQUIPMENT ▪ Access to Microsoft Word (or a similar program)
REQUIRED

WHERE AND ▪ You will complete this task in your own time, or you may be
WHEN THIS provided with time in class to complete it (where applicable)
TASK WILL BE ▪ You will be advised of the due date for this task
COMPLETED

If your assessor marks any of your answers as incorrect or

WHAT HAPPENS
insufficient, they will make arrangements with you for resubmission.
IF YOU GET
Your assessor may ask you some questions verbally to check your
SOMETHING understanding, or you may need to provide new written responses to
WRONG the questions that were answered incorrectly. Your assessor will give
you a due date by which this must be provided.

SUBMISSION
REQUIREMEN ◻ Your answers for each question
TS
 ▪ This is an open book written assessment – you can use your
learning materials as reference
▪ You must answer all questions and their parts correctly to achieve a
satisfactory outcome for this task
TASK
INSTRUCTIO ▪ Refer to the Glossary of Instructional Task Words for
descriptions of instructional words to guide you in the level
NS
of response required in each question

QUESTION 1
Explain the difference between critical thinking and creative thinking?

Creative thinking tends to produce original ideas, sometthing new.

This might be a piece of art, a picture, music, also be a new a idea.
This is the ability to think a resolve a problem. Critical thinking tends
to produce a logical ideas, views and perspectives for a solving
problems.

QUESTION 2
Describe two examples of when creative thinking might be used in the workplace.

Example 1:
Creative thinking is for example design a social media as strategy for
a new product

Example 2:
Solve a problem with brainstorming ideas for home decor and
renovation projects.

QUESTION 3
List five types of questions critical thinkers ask?

1. How could we avoid this problem in the future?

2.How would you solve this problem?

3. How would you solve this problem?

4.Who would be affected by this?

5. How could it have ended differently

QUESTION 4
Looking at Bloom’s Taxonomy for critical thinking, Knowledge, in the workplace could be
applied by knowing where to find a process or policy.
For each of the remaining levels in Bloom’s Taxonomy, describe at least one example a
task or action at each level that could be applied in the workplace:
● Comprehension
● Application
● Analysis
● Synthesis
● Evaluation
Comprehension:

In the workplace, comprehension could be applied by understanding a

process or policy. For example, if an employee is given a new task to
complete, they would need to understand the steps involved in order
to complete it correctly. If they do not understand the task, they may
not be able to complete it correctly or in a timely manner.

Aplication:

In the workplace, application could be applied by applying a process or

policy. For example, if an employee is given a new task to complete,
they would need to apply the steps involved in order to complete it
correctly. This may involve trial and error as they figure out the best
way to complete the task.

Analysis:

In the workplace, analysis could be applied by analyzing a process or

policy. For example, if an employee is given a new task to complete,
they would need to analyze the steps involved in order to determine
the best way to complete it. This may involve breaking down the task
into smaller steps and looking at each step individually.

Synthesis:

In the workplace, synthesis could be applied by synthesizing a process

or policy. For example, if an employee is given a new task to
complete, they would need to synthesis the steps involved in order to
create a new way to complete it. This may involve taking the best
aspects of different methods and combining them into a new method.

Evaluation:

In the workplace, evaluation could be applied by evaluating a process

or policy. For example, if an employee is given a new task to
complete, they would need to evaluate the process or policy to
determine if it is effective. This may involve looking at the results of
the task and seeing if it meets the expectations.
 Assessment Task Cover Sheet – Assessment Task 2
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a
copy of your work.

Name: Santiago

Date of observation/ 19/05/23

submission:

Unit: BSBCRT511 Develop Critical Thinking in Others

No. of pages in
submission:

Assessor to complete

Is this a
Satisfactory/ reassessme
Assessment Task Number and Title Not Date nt? Y/N
satisfactory
Assessment Task 2: Apply a Critical and
Creative Thinking Model

STUDENT DECLARATION
I Santiago declare that these tasks are my own work.
� None of this work has been completed by any other person.
� I have not cheated or plagiarised the work or colluded with any other student/s in the
completion of this work.
� I have correctly referenced all resources and reference texts throughout these assessment
tasks.
� I understand that if I am found to be in breach of the RTO’s policies, disciplinary action
may be taken against me.

Student Signature: Santiago Date: 19/05/23

 ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results
and feedback. A copy must be supplied to the office and kept in the student’s file
with the evidence.

Assessor Signature

Assessor Name
Date: _
Assessment Task 2: Apply a Critical and Creative Thinking Model

The following assessment tasks use a simulated business called Complete

Business Solutions Australia (CBSA). In order to complete the assessment
tasks, you will need to access information, templates, policies and
procedures associated with CBSA. This can be done in one of two ways:
either your assessor will provide you with copies of the appropriate
documents, or they will provide you with login details for CBSA’s website.
Navigate to www.cbsa.com.au, select ‘Log in’ and enter your username and
password prior to completing your assessment tasks. For this assessment
you will play the role of Tina Hughes, CBSA Sales and Marketing Manager.
CBSA is a consultancy service providing assistance with compliance,
finances, human resources, information technology and other business
needs to ensure that businesses have the expertise and support they need
to survive and prosper. You should familiarise yourself with what CBSA
does, its services and history, the organisational structure of the business,
its employees, and its mission, vision and business objectives.

For this assessment task, you will apply Bloom’s Taxonomy to review a
customer complaint and the organisation’s Customer Complaints Policy
and Procedures. After reviewing the complaint and the Customer
Complaints Policy and Procedures, you will investigate and report
TASK SUMMARY whether the procedures were followed and the best way to resolve the
customer complaint.

▪ Access to your learning materials

▪ CBSA Intranet and Policy and Procedures (available via the CBSA
RESOURCES website)
AND
▪ CBSA Complaints and Appeals Policy (available via the CBSA
EQUIPMENT
website)
REQUIRED
▪ Access to Microsoft Word (or a similar program)

▪ You will complete this task in your own time, or you may be
provided with time in class to complete it (where applicable)
WHERE AND
WHEN THIS ▪ You will complete this task at work or on your placement
TASK WILL BE ▪ You will be advised of the due date for this task
COMPLETED

If your Assessor marks any of your answers as incorrect or

WHAT HAPPENS
insufficient, they will make arrangements with you for resubmission.
IF YOU GET
Your Assessor may ask you some questions verbally to check your
SOMETHING understanding, or you may need to provide new written responses to
WRONG the questions that were answered incorrectly. Your Assessor will give
you a due date by which this must be provided.
 ◻ You must submit a report (in Microsoft Word) which clearly outlines:
▪ issue/problem – as stated in the email from Gavin Stead
▪ the requirements of the CF002 Complaints and Appeals
SUBMISSION Policy and Procedures
REQUIREMEN ▪ an explanation as to why the customer complaint was not
TS acknowledged a resolution.

TASK
INSTRUCTIO You must complete all parts of the task outlined below.
NS

TASK INSTRUCTIONS
You are required to review and critically analyse a customer complaint and the
organisation’s Customer Complaints Policy and Procedures.
In order to successfully complete the assessment, you must undertake the following tasks:
1. Carefully read the email from Gavin Stead to familiarise yourself with the required scenario.
2. Download CF002 Complaints and Appeals Policy from the CBSA website to review the current
policy.
3. Read the interview outcomes/statements from the staff involved.
4. Research and apply a model of critical and creative thinking to work through the
problem. Use the Critical and creative thinking template to guide your work.
5. Examine procedure failures to adhere to the documented procedure.
6. Identify next steps to resolve the customer complaint.
7. Identify the action to be taken to ensure all staff understand and follow the
documented CF002 Complaints and Appeals Policy.
8. Prepare a report documenting the actions to be taken including
▪ Why the complaint was not received
▪ Any breaches of CBSA policies are procedures
▪ The next steps to resolve the customer complaint
▪ Any additional action to be taken
▪ Attached your creative and critical thinking template outlining how you analysed,
synthesised, and evaluated the situation.
To begin this part, read the following email and its attachment, then complete the tasks that
follow:

To: Tina Hughes

([email protected])
From: Gavin Stead
([email protected])
Date/ Monday 10:30 a.m.
time:
Subject: Customer Complaint
 Complaint.docx, Complaints Register July–
Attachment:
Dec.docx, Critical and Creative Thinking
Template.docx
Good morning Tina,
I have received a further complaint from a client, who claims that she sent a formal
complaint to me 30 days ago.
You will need to research and apply a creative and critical thinking model to solve this issue.
Could you please read the email from Wendy Nguyen, and investigate and prepare a formal
report that addresses the following:
▪ Determine why the complaint was not received.
▪ Determine any breaches of CBSA policies are procedures.
▪ Determine the next steps to resolve the customer complaint.
▪ Determine any additional action to be taken.
Attached is the original complaint received in our central email address.
Can you please complete the attached template that outlines which creative and critical
thinking model you have applied to analyse the situation and how you analysed,
synthesised, and evaluated the situation?
Kind
Regards,
Gavin
Stead

Managing Director

300 Fictional Way, Sydney, NSW

2000

Phone: 1800 111 222

www.cbsa.com.au

ATTACHMENTS BELOW:
 Complaint.docx

ONE STAFF SOLUTIONS

To: [email protected]
10 Main St,
Sydney, NSW 2000
From: [email protected]
Phone: 1800 000 000

Date/ Monday 5:00 p.m.

time:

Subject: Complaint

Dear Sir/Madam,
I am writing today to complain of the poor service I received from CBSA on November 12,
2020. I was visited by a representative of CBSA, Mr. Simons, at my business on that day.
Mr. Simons was one hour late for our finical planning appointment and offered nothing by
way of apology when he arrived at noon. Your representative did not follow social distancing
protocol and was rude to our office manager. Mr. Simons then proceeded to present a range
of products to me that I had specifically
 told his assistant by telephone I was not interested in. I repeatedly tried to ask your
representative about the products of interest to me, but he refused to answer my
questions. We ended our meeting after 25 minutes without either of us having
accomplished anything.
I am most annoyed that I wasted a morning (and half a day’s vacation) waiting for Mr.
Simons to show up. My impression of CBSA has been tarnished, and I am now concerned
about how your firm is managing my existing business. Furthermore, Mr. Madman’s
inability to follow social distancing protocol has meant that I have had to engage the
services and incur the expense, of a professional cleaner in our entry and meeting room.
I trust this is not the way CBSA wishes to conduct business with valued customers—I have
been with you since the company was founded and have never encountered such treatment
before. I would welcome the opportunity to discuss matters further and learn how you
propose preventing a similar situation from recurring. I look forward to hearing from you.
Yours
faithfully,
Wendy
Nguyen

 Complaints Register July–Dec.docx

COMPLAINTS REGISTER JULY–

DECEMBER
Source Client Date Action Taken Date of Employee
of Record Action
Compla ed
int
Poor ABC Doors 01/7/2020 Referred to 12/7/2020 Tina Hughes
service Gavin
client Stead
Gavin Stead
contacted
client
Incorr South 10/8/2020 Referred to 12/7/2020 Wi Zhang
ect Melbourne CFO Invoice
invoi Primary resend and
ce School client
contracted
Outstan Telco 11/10/202 Account for 12/10/2020 Bren
ding Communicat 0 telecommunic da
debit ions ation not paid Hawk
ins
 Critical and creative thinking template.docx

CRITICAL AND CREATIVE THINKING

TEMPLATE
Model of critical Explain the model of critical and creative thinking applied.
and creative
thinking applied
Analysis Stage Explain how the model of critical and creative thinking support the
analysis of the problem or situation.
 Synthesis Stage Explain how the model of critical and creative thinking support the
synthesis of the problem or situation.

Evaluation Stage Explain how the model of critical and creative thinking support the
evaluation of the problem or situation.

During your investigation of the matter, you interviewed the office staff that responds to the
emails received in the [email protected] email address, Jinni Choa.
 Jinni: ‘When I read the email, I thought that Wendy Nguyen had no right to complain as they had
previously told the sales team that they were not going to continue with CBSA and were going to
engage a competitor to manage their financial planning. The email is probably still in the Main Inbox.’

As part of your investigation of the matter, you reviewed the induction attendance
record for Staff Professional Development.

Training Staff Professional Development –

Module Induction
Jin Tina Sa Jame Jason Brend Jan
ni Yates m s Yee a e
Ch Tai Hans Hawki Por
oa lor on ns ter

Cultural Compl Compl Compl Compl Compl Compl Compl

Awarene eted eted eted eted eted eted eted
ss 4/5/20 1/2/20 12/4/2 6/3/20 12/4/2 4/5/20 1/11/2
20 21 020 20 020 21 020

Custome Compl Compl Compl Compl

r eted eted eted eted
Complai 1/2/20 12/4/2 6/3/20 12/4/2
nts 21 020 20 020

Compliance Compl Compl Compl Compl Compl Compl Compl

eted eted eted eted eted eted eted
4/5/20 1/2/20 12/4/2 6/3/20 12/4/2 4/5/20 1/11/2
20 21 020 20 020 21 020

Health, Safety Compl Compl Compl Compl Compl Compl

and eted eted eted eted eted eted
Environment 4/5/20 12/4/2 6/3/20 12/4/2 4/5/20 1/11/2
20 020 20 020 21 020
 Assessment Task Cover Sheet – Assessment Task 3
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a
copy of your work.

Name: Santiago

Date of observation/ 19/05/23

submission:

Unit: BSBCRT511 Develop Critical Thinking in Others

No. of pages in
submission:

Assessor to complete

Is this a
Satisfactory/ reassessme
Assessment Task Number and Title Not Date nt? Y/N
satisfactory
Assessment Task 3: Identify Critical
Thinking Skills in your Team/Individuals

STUDENT DECLARATION
I Santiago declare that these tasks are my own work.
� None of this work has been completed by any other person.
� I have not cheated or plagiarised the work or colluded with any other student/s in the
completion of this work.
� I have correctly referenced all resources and reference texts throughout these assessment
tasks.
� I understand that if I am found to be in breach of the RTO’s policies, disciplinary action
may be taken against me.

Student Signature: Santiago Date: 19/05/23

 ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results
and feedback. A copy must be supplied to the office and kept in the student’s file
with the evidence.

Assessor Signature

Assessor Name

Date: _
Assessment Task 3: Identify Critical Thinking Skills in Your Team/Individuals

For this assessment task, you must participate in a role-play to

demonstrate your ability to identify critical thinking skills in a team. This
TASK SUMMARY role-play will review the CBSA Complaints Policy and Procedure.

▪ Critical thinking checklist.

RESOURCES
AND ▪ Access to Microsoft Word (or similar).
EQUIPMENT ▪ Access to role-play participants
REQUIRED

WHERE AND
WHEN THIS ▪ You will complete this task in your class to complete it (where
applicable)
TASK WILL BE
COMPLETED ▪ You will be advised of the due date for this task.

If your Assessor marks any of your answers as incorrect or

WHAT HAPPENS
insufficient, they will make arrangements with you for resubmission.
IF YOU GET
Your Assessor may ask you some questions verbally to check your
SOMETHING understanding, or you may need to provide new written responses to
WRONG the questions that were answered incorrectly. Your Assessor will give
you a due date by which this must be provided.

◻ Zarvana Critical Thinking Roadmap Checklist for two team members

◻ Action plan to develop the team members Critical Thinking skills
SUBMISSION ◻ Your Assessor will record the outcome of the role play
REQUIREMEN components of this assessment in your Assessment Record
TS Tool.

TASK
INSTRUCTIO You must complete all parts of the task outlined below.
NS
TASK INSTRUCTIONS
You are required to play the role of Tina Hughes (Sales and Marketing Manager) at CBSA.
Your Assessor will play the role of Gavin Stead (Managing Director), additional participants
will be allocated the roles of Team Member 1 and Team Member 2.
In order to successfully complete this role-play assessment, you must undertake the following
tasks:
1. Review the current state of play.
Carefully read the email from Gavin Stead to familiarise yourself with the
required scenario. Download CF002 Complaints and Appeals Policy from the
Intranet to review current policy. Read the interview outcomes/statements from
the staff involved.
Review your report from Assessment Task 2

To: Tina Hughes ([email protected])

From: Gavin Stead ([email protected])

Date/time: Thursday 10:30 a.m.

Implementation of the Action Plan regarding

Subject:
Customer Complaint

Critical and Creative Thinking Checklist.docx,

Attachme
Action Plan Template.docx
nt:
Good morning Tina,
Thank you for investigating the customer complaint. Your report clearly outlines the reasons
why I did not receive the complaint.
Please schedule a meeting with the administration team to review the Complaints Policy
and include a plan to improve your staff’s critical thinking skills.
In relation to your team’s ability to undertake critical thinking, could you please conduct the
following tasks:
▪ Assess the current levels of critical thinking of two of your team members and
yourself, using the attached Critical and Creative Thinking Checklist.
▪ Develop an action plan, using the attached Action Plan template, to implement to
progress your team members from their current level of critical thinking to the next
level.
▪ Prepare a slide on your expectations of each team member post-implementation
‘What Success Looks Like’.
Kind
Regards,
Gavin
Stead

Managing Director

300 Fictional Way, Sydney, NSW

2000

Phone: 1800 111 222

 www.cbsa.com.au

ATTACHMENT BELOW:
 Critical and Creative Thinking Checklist
 CRITICAL AND CREATIVE THINKING
CHECKLIST
The following criteria is based on the Critical Thinking Roadmap, developed
by Zarvana at https://hbr.org/2019/10/a-short-guide-to-building-your-teams-
critical-thinking-skills.
Use this list of competencies below or adapt the competencies to suit your own needs, to
identify where your team members are in the phases of critical thinking.
Identify individual and team knowledge gaps Team Member: # 1

Phase 1: Execute Competent Not Yet

Competent
The team member does what they are asked to X
do:
▪ They complete all parts of their X
assignments.
▪ They complete them on time. X
▪ They complete them at or close to your
standard of quality. X

The team member can explain what they did,

how they did it and why they did it that way. X

Team member makes suggestions on how to

improve their work. (Ready to move to next X
phase.)
Phase 2: Synthesise

Team member sorts through a range of

information and determines what is X
important, for example, summarise key
takeaways after an important meeting.
▪ They can identify all the important insights. X
▪ They exclude all unimportant insights. X
▪ They accurately assess the relative
importance of the important insights. X

▪ They communicate important insights

clearly and succinctly. X

The team member can provide a summary of

important insights and implications for future X
work on the spot without preparation. (Ready
to move to next phase.)
Phase 3: Recommend

Team member moves from identifying what

is important to determine what should be X
done.
▪ They always provide a recommendation
when asking you questions instead of X
relying on you to come up with answers.
 ▪ They demonstrate appreciation for the
potential downsides of their X
recommendation.
▪ They consider alternatives before
landing on a recommendation. X

▪ Their recommendations are backed

by strong, sensible reasoning. X

Team member makes recommendations before

you share your opinion. X

Team member shares rationale, the

alternatives they considered and the X
downsides of their recommendations.

Team members make reasonable

recommendations that reflect a sound X
business judgement on work that is not their
own. (Ready to move to next phase.)
Phase 4: Generate

The team member can create

something out of nothing. X

▪ They propose high-value work that

doesn’t follow logically from work they X
are already doing.
▪ They convert your and others’ visions into
feasible plans for realising those visions. X

▪ They figure out how to answer questions

you have but don’t know how to answer. X

Team member keeps a list of their ideas for

improving projects, the department or the X
organisation.
The team member is willing to share those
ideas with you. (Team member applies critical X
thinking skills)

 Action Plan Template.docx

ACTION PLAN
TEMPLATE
Assess team members Team Member Actions Team Leader Actions

For example, the Team Member lacks For example, complete For example, provide less
self- confidence but is able to summarise Assertiveness Skills instruction when
the key takeouts of the meeting. Team Training to build assigning tasks to
Member is ready to move from Phase 1 to confidence to speak up. encourage the team
Phase 2. member to think about
For example, take notes
the process required or
or minutes in meetings
ask questions.
and prepare a summary
of the meeting. For example, invite a
team member to more
meetings and ask them
to take the minutes.
 To develop a team You need to work on improving the Provide additional training and
member to move quality of your work, it may be resources to help the team member
from Phase 1 to necessary to provide additional improve the quality of their work,
Phase 2 training or resources to help you provide constructive feedback, and
better understand the required encourage the team member to ask
Team Member # 1 quality standards. questions and seek assistance if
needed.

Barriers to progress to There may be individual barriers, Organizational barriers, such as a

the next phase of such as a lack of skills or lack of resources or the culture of the
critical thinking knowledge, or a lack of self- organization, can also hinder critical
confidence. thinking.

To develop a team The team member should work on The team leader should provide
member to move improving their analysis and constructive feedback to the team
from Phase 2 to synthesis skills in order to identify member on her analysis and
Phase 3 and communicate important synthesis skills, and work with them
information. It may also be helpful to identify ways to improve. You can
Team Member # 1 for you to receive training on how to also provide additional training and
present your recommendations resources if needed.
effectively.

Barriers to progress to The same individual, team, and There may also be specific barriers to
the next phase of organizational barriers mentioned the organization's decision-making
critical thinking above can hinder progress to the process, such as a lack of relevant
next phase. data or information, or a lack of
stakeholder involvement.

To develop a team The team member should work on The team leader can provide
member to move improving their ability to generate opportunities for the team member to
from Phase 3 to new ideas and creative solutions. exercise her creativity, such as
Phase 4 They can do this by encouraging allowing time for brainstorming or
creativity and lateral thinking, and collaboration on innovative projects.
Team Member # 1 by being open to new perspectives They can also provide additional
and ideas. training and resources if needed.

2. Spend time prior to the role play practising your selected questioning and listening
techniques as well as skills/methods regarding critical thinking and generating solutions to
problems.
3. Participate in the role play.
You will play the role of Tina Hughes (Sales and Marketing Manager) CBSA, and your
Assessor will play the role of CBSA’s Gavin Stead (Managing Director), while fellow students
will play the roles of Peter Perry (office staff member) and Sarah Lee (office staff member).
Throughout the role play you are to complete/fill-in the Critical and Creative
Thinking Checklist. Ensure you have a pen and paper, tablet or laptop for this
purpose.
Once you have completed the Critical and Creative Thinking Checklist, you will need
to ensure it is produced using software such as MS Word and provided to Gavin Stead
(Assessor) as per email instructions.
During the role play you must demonstrate the following:
▪ Verbally consult with all stakeholders (team members). Identify key issues and challenges.
▪ Apply questioning techniques and listening techniques in order to gain the views and
opinions of the team.
▪ Elicit knowledge and experience from the team to further develop proposed
solutions. Apply your selected solution generating technique, for example, cause
 and effect, fishbone, brainstorming session etc.
▪ Show the ability to use critical thinking skills when deliberating solutions, testing,
strengthening and exploring new ways of thinking etc.
▪ Verbally explain to the team how solutions are to be developed. For example:
explaining the benefits of methods such as brainstorming etc.
▪ Gain team agreement on a proposed action plan for selecting the most suitable option.
4. Critically evaluate solutions and reflect on information gathered during consultation.
Take into consideration viewpoints of others as well as current workplace practice
and selection criteria etc.
5. Develop an Action Plan to develop the Critical Thinking Skills of team members. Ensure
your action plan includes the following:
▪ current phase for the team member
▪ current work environment
▪ recommended team member actions, including tasks and/or training activities for each
team member to complete to move to the next phase of critical thinking
▪ recommended team leader actions, including tasks and/or training activities for each team
to complete to move to the next phase of critical thinking
▪ recommended environment changes to encourages the application of critical and creative
thinking
▪ how the recommended tasks and/or training activities can be monitored to ensure
improvement in critical thinking practices.
6. Compose a one-page report to Gavin Stead – Managing Director (Assessor)
providing a brief summary of what success looks like if you successfully implement the
Action Plan with your team members and team leaders. Ensure you include the
following in your report:
• a brief description summarising the purpose of the report
• summary of the consultation and your final proposed solution
• the current level of critical thinking and what you hope each team member will achieve the
following implementation
• attached and completed Action Plan
• visual presentation/pictograph or charts.
 Assessment Task Cover Sheet – Assessment Task 4
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a
copy of your work.

Name: Santiago

Date of observation/ 19/05/23

submission:

Unit: BSBCRT511 Develop Critical Thinking in Others

No. of pages in submission:

Assessor to complete

Is this a
Satisfactory/ reassessme
Assessment Task Number and Title Not Date nt? Y/N
satisfactory
Assessment Task 4: Facilitate an
Opportunity for Team Members to
Demonstrate Thinking Skills

STUDENT DECLARATION
I Santiago declare that these tasks are my own work.
� None of this work has been completed by any other person.
� I have not cheated or plagiarised the work or colluded with any other student/s in the
completion of this work.
� I have correctly referenced all resources and reference texts throughout these assessment
tasks.
� I understand that if I am found to be in breach of the RTO’s policies, disciplinary action
may be taken against me.

Student Signature: Santiago Date: 19/05/23

 ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results
and feedback. A copy must be supplied to the office and kept in the student’s file
with the evidence.

Assessor Signature

Assessor Name
Date: _
Assessment Task 4: Facilitate an Opportunity for Team Members
to Demonstrate Thinking Skills

For this assessment task, you must participate in a role play and
demonstrate your ability to analyse the team members’ competence
in critical thinking and creative thinking skills. This role play will
TASK SUMMARY endeavour to identify a strategy for the celebration of CBSA’s 10-year
Anniversary.

▪ Microsoft Word (or similar)

RESOURCES
AND ▪ Access to a whiteboard or flipchart
EQUIPMENT ▪ Whiteboard markers
REQUIRED

WHERE AND
WHEN THIS ▪ You will complete this task at work or on your placement
TASK WILL BE ▪ You will be advised of the due date for this task.
COMPLETED

If your Assessor marks any of your answers as incorrect or

WHAT HAPPENS
insufficient, they will make arrangements with you for resubmission.
IF YOU GET
Your Assessor may ask you some questions verbally to check your
SOMETHING understanding, or you may need to provide new written responses to
WRONG the questions that were answered incorrectly. Your Assessor will give
you a due date by which this must be provided.

SUBMISSION ◻ The Critical Thinking Skills Analysis Guide and Creative Thinking
REQUIREMEN Skills Analysis Guide from all four participants in the role play.
TS

TASK
INSTRUCTIO You must complete all parts of the task outlined below.
NS
TASK INSTRUCTIONS
You are required to role play Tina Hughes (Sales and Marketing Manager) at CBSA. Your
Assessor will play the role of one Team Member 1 and two other additional participants will be
allocated the roles of Team Member 2 and Team Member 3.
1. Review the current state of play:
Carefully read the email from Gavin Stead to familiarise yourself with the
required scenario. Read the Creative and Critical Thinking Skills Checklist from
Assessment Task 3.
Read the Action Plan from Assessment Task 2.
Print four copies of the attached Critical Thinking Skills Analysis Guide (provided below and
also supplied as a supporting document) and the Creative Thinking Skills Analysis Guide
(provided below and also supplied as a supporting document) for this Assessment Task.
Give each participant a copy of the Critical Thinking Skills Analysis Guide and the
Creative Thinking Skills Analysis Guide.
Read the list of behaviours you will need to observe.
Gather the resources you will need during the role play - Whiteboard and whiteboard markers.

To: Tina Hughes ([email protected])

From: Gavin Stead ([email protected])

Date/time: Wednesday 3:00 p.m.

Subject: Ideas and a Strategy for CBSA’s 10th Anniversary

Critical Thinking Skills Analysis Guide.docx,

Attachme
Creative Thinking Skills Analysis Guide.docx
nt:
Good morning Tina,
In three months’, we will be celebrating CBSA’s 10-year Anniversary providing business
solutions to customers. We would like to celebrate the achievement with our customers,
suppliers and all staff.
Please organise a group of suitable staff to:
▪ brainstorm ideas for a relevant event
▪ encourage the team to use the Green Hat from Edward de Bono’s Six Thinking Hat
▪ document a strategy or plan to get started.
I am interested to hear what the team members suggest. You could use this opportunity
to enable the team to demonstrate progress in the development of their critical thinking
skills.
Kind
Regards,
Gavin
Stead

Managing Director

300 Fictional Way, Sydney, NSW

2000
Phone: 1800 111 222
www.cbsa.com.au
ATTACHMENTS BELOW:
 Critical Thinking Skills Analysis Guide

CRITICAL THINKING SKILLS ANALYSIS
GUIDE
Analyse the performance of each participant in the meeting to determine their ability to use
critical thinking skills. Analyse the facilitator to determine if the facilitator gave the
participants opportunity to apply critical thinking skills or just direct them to focus on
his/way preferred ideas.
Competenc Facilitator Team Team Team
y Member Member 2 Member 3
1
Example Didn’t force own Suggested Suggested Suggested
ideas <idea <idea x>/didn’t <idea x>/didn’t
x>/didn’t suggest ideas suggest ideas
suggest ideas
Yes, it helped and Yes, he was Yes, he also Yes, you also had the
The encouraged the actively involved expressed his opportunity to share your
facilitator participation of all team and offered opinions and ideas and offer
gave members. various ideas and provided useful constructive
participant suggestions. suggestions. suggestions.
s an
opportunit
y to
express
their
opinions
and ideas.
Proactively participated in Proactively Proactively Proactively participated
Pro the activity by allowing all participated in the participated in the in the activity by
acti team members to express activity by activity by offering contributing their ideas
vel their ideas and opinions. expressing their their ideas. and suggestions. He
y ideas and also asked relevant
par opinions clearly questions to clarify the
tici and concisely. details and make sure
the plan was complete
pat and effective.
ed
in
the
acti
vity
.
He encouraged team Provided several He suggested the He proposed the idea of
Ideas members to explore new useful ideas for idea of organizing a organizing a competition
and ideas and think creatively. the 10th product fair for the among customers for the
actio anniversary event, tenth anniversary. tenth anniversary.
ns including hosting a
sugg themed party
ested
by
team
mem
bers
Made reasonable Made reasonable He Made some Made some suggestions,
Made recommendations that recommendations suggestions, but but did not provide
reasonab reflected sound business and demonstrated was not as helpful specific feedback or
le judgment on ideas good business as other team recommendations on the
 suggested by team judgment in members in terms of ideas suggested by
recomme members. He provided evaluating ideas making reasonable others.
ndations useful and constructive suggested by recommendations
that feedback and helped team others. He also and demonstrating
reflect a members further develop proposed some good business
sound their ideas. new ideas that judgment.
business were well received
by the group.
judgeme
nt on
ideas
suggeste
d by
others
Excellent performance in He came up with Provided strong He came up with some
Con this area. He helped guide several creative ideas and worked interesting ideas and
vert the team in transforming ideas, but needed collaboratively with contributed to the
ed ideas into concrete and the facilitator's other team members conversation, but he
visio actionable plans. guidance to to develop wasn't as involved in
ns develop concrete actionable plans. creating concrete plans
into plans to carry to carry out those ideas.
them out.
feasi
ble
plan
s to
reali
se
thos
e
visio
ns
The facilitator Team Member 1 Team Member 2 Team Member 3
Sorted demonstrated skills in demonstrated demonstrated skills demonstrated skills in
through ordering information and skills in ordering in ordering ordering information and
the determining what was information and information and determining what was
informat important during the determining what determining what important during the
ion and meeting. He ensured that was important was important during meeting. She helped
determi all ideas were heard and during the the meeting. She identify customer needs
recorded, and helped steer meeting. She helped identify the and expectations and
ned the discussion toward helped identify the main obstacles to incorporate them into
what is creating actionable plans. key aspects of the running the event event plans.
importa event and ensure and suggested ways
nt that they were to overcome them.
discussed in
depth.
Demonstrated excellent Demonstrated a he Contributed fresh He Demonstrated
Moved ability to steer discussion great ability to and original ideas outstanding ability to
from towards concrete action, take the initiative that helped enrich identify potential
identifyi helping participants turn and propose the discussion. obstacles and possible
ng what visions into tangible, concrete and While not all of his solutions to overcome
is actionable plans. He was viable solutions. proposals were them. His feedback was
importa clear and precise in his He was able to feasible, his creative accurate and well-
questions and comments, quickly identify approach helped informed, helping the
nt to which helped keep the what was inspire new ideas other team members to
determi discussion on track. important and and approaches that consider all the potential
ne what suggested plans contributed to the challenges they might
should and strategies that success of the face. Furthermore, his
be done could be meeting. suggestions for
realistically addressing these
implemented. challenges were
Plus, he stayed practical and realistic.
engaged and
focused
throughout the
entire discussion.
 Creative Thinking Skills Analysis Guide

CREATIVE THINKING SKILLS ANALYSIS

GUIDE
Analyse the performance of each participant in the meeting to determine their ability to use
critical thinking skills. Analyse the facilitator to determine if the facilitator gave the
participants opportunity to apply critical thinking skills or just direct them to focus on
his/way preferred ideas.
Competency Facilitator Team Team Tea
Member 1 Member 2 m
Membe
r3
Did the The facilitator Team member 1 Team member 2 Team Member
facilitato demonstrated an actively participated also actively 3 also
r allow excellent in brainstorming and participated in the contributed
meeting performance in demonstrated meeting and several creative
participa allowing all team outstanding ability came up with ideas and
nts to members to express to think creatively. various creative demonstrated
express their creative ideas He contributed ideas. He outstanding
their and opinions. He also several unique demonstrated a ability to
opinions used critical thinking ideas and also remarkable ability collaborate with
and techniques, such as collaborated with to collaborate with other team
creative Edward de Bono's other team other team members to
use of the six hats, to members to refine members and improve ideas
ideas?
help the group his own ideas and build on the ideas and develop
generate innovative develop workable of others. actionable
ideas and solutions. solutions. plans.

Which The facilitator Team Member 1 Team Member 2 Team Member

team allowed participants proactively also actively 3 also
members to express their participated in participated in the proactively
proactively opinions and creative brainstorming for the brainstorming and participated in
participate ideas and used relevant event, suggested various brainstorming
d, critical thinking suggesting creative creative ideas and and suggested
suggesting techniques such as ideas and actions. He actions. He used various creative
creative the green hat of six also used the green the green hat of ideas and
ideas and hats to encourage hat of the six thinking the six hats to actions. He
actions? discussion and idea hats of Edward de think and used the green
generation. In Bono and proposed a proposed a hat of the six
addition, the strategy or plan to strategy or plan to hats to think
facilitator start. start. and proposed a
documented the strategy or plan
ideas and actions to start.
suggested by the
team members for
future reference.
 Which The facilitator Team Member 1 was Team member 2 Team Member
team demonstrated skills very participative and also performed 3 did not
members to guide and came up with several very well and suggest
didn’t stimulate the creative and relevant contributed creative ideas
participate creativity and critical ideas for the event. various creative and actions, his
by thinking of the team He was also able to and useful ideas performance
suggesting collaborate with other for the event. He might be
creative team members to was also able to insufficient. It is
ideas and develop the strategy work well with the important that
actions? or plan. team to develop all team
the strategy or members
plan. contribute their
unique ideas
and
perspectives,
even if they are
not the most
creative or
innovative.

Which The facilitator did an Team Member 1 also Team Member 2 Team Member
team excellent job of demonstrated a good also 3 also
members allowing team ability to use critical demonstrated a demonstrated a
converted members to and creative thinking good ability to use good ability to
visions demonstrate their skills by contributing creative and use creative
into critical and creative relevant ideas and critical thinking and critical
feasible thinking skills. The suggestions for skills by thinking skills
plans for facilitator did not CBSA's 10th contributing by contributing
realising intervene in the anniversary relevant ideas relevant ideas
those brainstorming celebration. and suggestions and
visions? process and allowed for CBSA's 10th suggestions for
the team to explore anniversary CBSA's 10th
different celebration. anniversary
perspectives. celebration.

2. Participate in the role play. You will play the role of Tina Hughes (Sales and Marketing
Manager) at CBSA. Your Assessor will play the role of one Team Member 1 and two other
additional participants will be allocated the roles of Team Member 2 and Team Member 3.
Throughout the role play, observe the behaviour of each participant and the statements they
make, to determine if they are applying Critical Thinking Skills and Creative Thinking Skills.
During the role play you must follow the script for the facilitator to encourage
team members to demonstrate critical thinking and creative thinking skills for a
given workplace challenge.
3. Complete the Critical Thinking Skills Analysis Guide:
Ask all participants, including yourself, as the facilitator, to:
▪ reflect on the behaviours, viewpoints and statements made by each participant
▪ analyse the behaviours of each participant against the questions in the Analysis Guide.
4. Complete the Creative Thinking Skills Analysis Guide:
Ask all participants, including yourself, as the facilitator, to:
▪ reflect on the behaviours, attitude and contributions made by each participant
▪ analyse the behaviours of each participant against the questions in the Creative
Thinking Skills Analysis Guide.
5. Collect the completed Analysis Guides from each
participant: You will use this information in
Assessment Task 5.
 Assessment Task Cover Sheet – Assessment Task 5
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a
copy of your work.

Name: Santiago

Date of submission: 19/05/23

Unit: BSBCRT511 Develop Critical Thinking in Others

No. of pages
in
submission:
Assessor to complete

Is this a
Satisfactory/ reassessme
Assessment Task Number and Title Not Date nt? Y/N
satisfactory
Assessment Task 5: Report on Critical and
Creative Thinking Skills

STUDENT DECLARATION
I declare that these tasks are my own work.
� None of this work has been completed by any other person.
� I have not cheated or plagiarised the work or colluded with any other student/s in the
completion of this work.
� I have correctly referenced all resources and reference texts throughout these assessment
tasks.
� I understand that if I am found to be in breach of the RTO’s policies, disciplinary action
may be taken against me.

Student Signature: Student Signature: Santiago Date: 19/05/23

 ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results
and feedback. A copy must be supplied to the office and kept in the student’s file
with the evidence.

Assessor Signature

Assessor Name
Date: _
Assessment Task 5: Report on Critical and Creative Thinking Skills

Prepare a report on how the role play in Assessment Task 4 met its
requirement to enable team members to demonstrate critical and
creative thinking. Include a summary of your analysis of team members
TASK SUMMARY and recommendations for developing team members.

RESOURCES
AND ▪ Microsoft Word or PowerPoint (or similar)
EQUIPMENT ▪ Outcomes of Assessment Task 4
REQUIRED

WHERE AND
WHEN THIS ▪ You will complete this task at work or on your placement.
TASK WILL BE ▪ You will be advised of the due date for this task.
COMPLETED

If your Assessor marks any of your answers as incorrect or

WHAT HAPPENS
insufficient, they will make arrangements with you for resubmission.
IF YOU GET
Your Assessor may ask you some questions verbally to check your
SOMETHING understanding, or you may need to provide new written responses to
WRONG the questions that were answered incorrectly. Your Assessor will give
you a due date by which this must be provided.

◻ A report, produced in Microsoft Word or PowerPoint or similar, on

SUBMISSION the outcomes of the meeting, where participants were analysed for
REQUIREMEN the application of creative and critical thinking skills
TS

TASK
INSTRUCTIO You must complete all parts of the task outlined below.
NS
TASK INSTRUCTIONS
You are required to prepare a report to present to the next Management Team Meeting, on
the outcome of the meeting conducted in Assessment Task 4.
In order to successfully complete the assessment, you must undertake the following tasks:
1. Carefully read the email from Gavin Stead to familiarise yourself with the required scenario.

To: Tina Hughes ([email protected])

From: Gavin Stead ([email protected])

Date/ Wednesday 3:00 p.m.

time:
Report on the Progress of Development of
Subject:
Critical Thinking Skills

Good morning Tina,

I hear the brainstorming session for the CBSA 10-year Anniversary event was a success.
Congratulations.
Please submit a report I could present to the next Management Team Meeting, on the
outcome of Assessment Task 4. Include in your report:
▪ whether the meeting (Assessment Task 4 role play) achieved the purpose of
the meeting, to demonstrate critical thinking and creative thinking skills for a
given workplace challenge
▪ your analysis of each of the Team Members and Facilitator, conducted in Assessment
Task 4, Step 2
▪ recommendations for the ongoing development of critical and creative
thinking skills of team members.
Kind
Regards,
Gavin
Stead

Managing Director

300 Fictional Way, Sydney, NSW

2000

Phone: 1800 111 222

www.cbsa.com.au
2. Read the Critical Thinking Skills Analysis Guides and Creative Thinking Skills
Analysis Guides completed by all four participants in the meeting conducted in
Assessment Task 4.
3. Prepare a report on the outcome of Assessment Task 4. Include the following in your report:
▪ Explain whether the role play achieved the purpose of the meeting, to demonstrate
critical thinking and creative thinking skills for a given workplace challenge.
▪ Give your analysis of each of the Team Members and Facilitator, conducted in
Assessment Task 4, Step 2 – which team members demonstrated critical thinking skills
and creative thinking skills.
 ▪ Share your recommendations for the ongoing development of critical and creative
thinking skills of team members.
▪ The report must be of a standard suitable to present to a Management Team Meeting.
▪ The report can be provided in Microsoft Word (or similar) or Microsoft PowerPoint (or
similar).
4. Submit the report to your Assessor for review and feedback.