BSBCRT611

Critical Thinking
Topic 2: A critical
thinking approach to
resolving complex issues

Advanced Diploma of Leadership and Management

Session Time :16:15-21:00 pm Wed, Thu & Fri
Session 2 2/03/2022
 DISCUSSION OUTLINE
Critical Thinking

This Week
Task
• Sourcing information
• Resources required for solution
development
• Presenting scope to relevant stakeholders
• Generating solutions to workplace
problems
Sourcing A WORLD BEFORE THE INTERNET

information
Having all the information about a complex issue
readily available helps you to:

• identify any of your biases

• establish fact from fiction
• identify legislative requirements
• adhere to relevant policies or standards
• monitor future performance and assist continuous
improvement.
It also prevents possible problems from happening
further down the track (for example, an illegal
decision).
Critical Thinking
Bias- Definition
Critical Thinking

As you address issues at work, always examine

yourself for any actual or perceived bias
The action of supporting or opposing a particular person or thing
in an unfair way, because of allowing personal opinions to
influence your judgment:
The senator has accused the media of bias.
Reporters must be impartial and not show political bias.
There was clear evidence of a strong bias against her.
There has always been a slight bias in favour of/towards
employing liberal arts graduates in the company.
Unconscious bias (= that the person with the bias is not aware of)
can influence decisions in recruitment, promotion, and
performance management.
 In many instances, Natural Justice

Critical Thinking
need to know
Something interesting we may

legally disqualifies you from making

decisions if you have a conflict of

interest or are biased. Did you know

that even perceived bias may legally

disqualify you from making a decision?

Natural justice in administrative
decision-making
Natural justice requires that administrators
adhere to a fair decision-making
procedure. Although fair procedures tend to
result in better decisions, the concern
here is not whether the decision itself is fair: it is
the decision-making process that
must be fair.
Sometimes statutes require administrators to
make a decision that could be regarded as
unfair—for example, to require someone to
repay an overpaid allowance. For legal
purposes, however, a fair decision is one that is
properly made, in accordance with the statute
and the requirements of natural justice.
Critical Thinking
 Hearing rule

Two primary rules People who will be affected by a

proposed decision must be given

of natural justice an opportunity to express their

views to the decision maker.

More information reading:

https://www.ag.gov.au/sites/default/fil
es/2020-03/best-practice-guide-2-
natural-justice.pdf
Bias rule
The decision maker must be
impartial and must have no
personal stake in the matter to be
decided.

Critical Thinking
 An example: Conflict
Interest
a decision maker assessing a tender from a
Comstech • Oct. 15, 2020

company of which they are a director. The

decision maker’s financial and personal A conflict of interest exists if a decision
interest in the success of the tender might
maker has a personal interest in the
conflict, or appear to conflict, with their
outcome that might prevent them, or
duty to assess tenders in accordance with the
appear to prevent them, from performing
agency’s requirements.
their duty impartially.
Another example:
membership of a community association could A conflict of interest can also arise from
present a conflict of interest if the decision non-material interests such as
maker’s duties include considering an
involvement in political, social, cultural,
application from the association for a grant.
religious or sporting associations and
What matters is not the nature of the interest
activities, or a close family or personal
but instead its actual or apparent influence on
relationship.
the person’s ability to decide impartially.
Conflict Would a member of the public who
knew about this interest reasonably

Interest think that it might influence the

The question that should be
asked is:
decision? It is irrelevant that the
decision maker is personally satisfied
that the conflicting interest has been
put out of mind in arriving at a decision.
The important thing is how the
situation might appear to an observer.
The Australian Public Service Values
and Code of Conduct
The values state that the Australian Public Service ‘is apolitical, performing its
functions in an impartial and professional manner’ and ‘has the highest ethical
standards. The code provides that an APS employee and certain statutory office
holders:

· must behave honestly and with integrity in the course of APS employment;
· must disclose, and take reasonable steps to avoid, any conflict of interest
(real or apparent) in connection with APS employment,
· must not make improper use of: (a) inside information or (b) the employee’s
duties, status, power or authority, in order to gain, or seek to gain, a benefit
or advantage for the employee or for any other person; and
· must comply with applicable Australian laws, in the course of APS
employment
Disclosure of interests enables an agency to manage any conflict
Disclosure
between those interests and the discharge of public duties.
Supervisors can adjust the duties of employees and the
allocation of work in order to avoid conflicts. In some cases, an
of interests
employee might be able to avoid a conflict by disclosing their
interest and abstaining from taking part in particular decisions. Each government department or agency
Employees might also be asked to divest themselves of interests
that could conflict with the performance of their duties—for has its own procedures for disclosure and
example, membership of a board or association or ownership of management of conflicting interests. The
shares in a company. Not every conflict of interest can be
foreseen. Sometimes a conflict becomes known only after the general scheme is that an employee must
decision-making process has started. For example, in the course disclose their interests to the agency, and
of dealing with a matter a decision maker might become aware
that a friend or family member is a party, a witness or an
the agency assesses and manages any
applicant. It does not automatically follow that the decision conflict with the employee’s duties.
maker is in breach of the APS Code of Conduct or other similar
Agencies are expected to provide to staff
code but, to avoid a breach, they must promptly disclose their
interest to the agency and, in consultation with their supervisor, guidelines on what kinds of interests
take reasonable steps to resolve the conflict. should be disclosed and to whom.
The bias rule of natural justice is not only concerned
with conflict of interest: it also requires that a decision
maker be impartial and free of actual or apparent bias.
‘Actual bias’ means that the decision maker has a
predisposition to decide the matter otherwise than
with an impartial and unprejudiced mind. ‘Apparent
bias’ means that in the circumstances a fair-minded
observer might reasonably suspect that the decision
maker is not impartial. In most cases, apparent bias is
enough to disqualify a person from making a decision.
Other forms of the
bias rule
Whether a decision maker is disqualified or not is a legal
question. A decision maker is not disqualified simply
because a person whose interests are affected by the
decision alleges bias or asks for a different decision maker. It
is not about whether an affected person thinks the decision
maker is biased; it is about whether a fair-minded observer
would reasonably suspect bias. An apprehension or
suspicion of bias can arise from things the decision maker
says or does that suggest he or she is either partial or hostile
to one side or has formed prejudgments and is not open to
persuasion. A closed mind might be demonstrated by
ignoring evidence or dismissing it for insufficient reason.
Actual or apprehended 4 Administrative Review Council Best
Practice Guides Best-practice guide 2 bias can arise if a
decision maker plays conflicting roles, such as making
allegations and fact finding.
Administrative decision making can occur in stages.
For example, there may be a first stage at which a recommendation
or preliminary finding is made, followed by a second stage at which a
final decision is made by the Minister or a senior officer. Provided no
new material or factors are introduced at the second stage, a further
hearing is usually not required before the final decision maker adopts
or rejects the
recommendation or finding. It is not always necessary for the
decision maker to hear or receive the evidence and submissions in
person. Some decisions are made by the Minister or a senior officer,
relying on a briefing paper or summary prepared by a subordinate.
The
summary must be fair and accurate and must not omit relevant
evidence or submissions. If the summary appears to make adverse
comment about a person’s conduct or credibility, the person must be
given the chance to rebut the comment if they have not previously
had that opportunity.
Decision making in
stages
Whether a decision maker is disqualified or not is a legal
question. A decision maker is not disqualified simply
because a person whose interests are affected by the
decision alleges bias or asks for a different decision maker. It
is not about whether an affected person thinks the decision
maker is biased; it is about whether a fair-minded observer
would reasonably suspect bias. An apprehension or
suspicion of bias can arise from things the decision maker
says or does that suggest he or she is either partial or hostile
to one side or has formed prejudgments and is not open to
persuasion. A closed mind might be demonstrated by
ignoring evidence or dismissing it for insufficient reason.
Actual or apprehended 4 Administrative Review Council Best
Practice Guides Best-practice guide 2 bias can arise if a
decision maker plays conflicting roles, such as making
allegations and fact finding.
 Fact and
fiction
Make sure you fully understand the
issues you’re facing by accessing a
variety of reliable information sources.
When you do this, you will be in a good
position to establish what information
is true and what is false. Sources of
information include:
• legislation (e.g. obtained through desk
Critical Thinking

research)
• organisation policies and procedures
(e.g. obtained through training)
• stakeholders (e.g. obtained by
consultation).
 Legislation and
organisational
frameworks
Legislation and organisational
policies/procedures are put in place to make
sure everyone is as safe as possible and to
ensure a successful outcome for the business
or organisation. Workplace problems often
occur due to a deviation from legislative
and/or organisation policy/procedure
frameworks. Often, policies and procedures
are used to ensure legislation is adhered to.
Research legislation and codes of best
practise associated with your workplace or
industry of interest (such as mining,
manufacturing, transport, education or
health). You may consider:
• Corporations Act
• Occupational Health and Safety Acts (industry
specific)
• Privacy Act
• Chain of responsibility
• employment practises legislation.
Familiarise yourself with the regulations that
are for your specific workplace or department.
Take any notes to summarise what you have
read and keep them for future reference.
Read a few of the policies on the website below.
Website: https://www.csusb.edu/policie
Do any of the policies you read (from the website above)
address any complex issues?
Valuable information can be obtained
from stakeholders through targeted
questioning. To identify the
stakeholders associated with an
issue, think about:

• Who could be affected before, during or after

Stakeholders
the issue?
• Who has an interest in the outcome or solution
to the problem?
• Who is responsible for the problem?
There are numerous advantages to
considering the perspectives of as many
stakeholders as possible, such as:

• as many opinions and experiences as possible

are considered
• a full range of needs and concerns are
Stakeholders
established
• the problem is viewed from different angles
• you are more likely to get to the root of the
problem
• stakeholders feel valued and considered
• different perspectives broaden the solution
range.
 Activity: “how” (e.g., How does “what” (e.g., What
Watch the issue affect you?) happens when you
“who” (e.g., Who is use a specific
impacted?) product?)
Watch the video on a questioning
technique “5 Whys”.
Video:
https://www.mindtools.com/pages/arti
cle/newTMC_5W.htm
In addition to asking “why questions”,
you can also ask stakeholders
questions that include:
“where” (e.g., Where “when” (e.g. When
does the problem is the issue
occur?) relevant?).
 The student should identify and describe
ASSESSMENT TASK 1 QUESTION 5
two critical thinking techniques that
assist with problem identification.

Sample answer：

Example of your question 5

Critical thinking Description
technique

Mind mapping This method takes note of every idea

that comes to mind and allows you to
link ideas or concepts. Write down
obvious and non-obvious ideas and
Identify and describe two critical save the selection process for later.

thinking methods that may be used to

generate solutions to complex issues in
the workplace using the table below
(there is an example to get you started).
 Question 6
Example： Summarise the steps associated
with a decision-making process. You
identifying and defining the
may answer using a written
problem
paragraph or diagram.
• sourcing information
The student should use a paragraph
• generating alternatives
or diagram to summarise the steps
• making a decision
involved in the decision-making
• communicating a decision
process.
• reviewing a decision
List three advantages of addressing

Question 7
complex issues in the workplace.

The student should list three advantages.

Example：

Realising business vision

BSBCRT611
Topic 2: A critical thinking approach to resolving
complex issues and assessment task1
knowledge

Advanced Diploma of Leadership and Management

Session Time :16:15-21:00 pm Wed, Thu & Fri

Session 2 3/03/2022 Thursday

---Yuri---
Resources required for solution
development

The information you obtain from legislation, policies and

procedures and discussion with stakeholders will help you

calculate the resources you require to develop solutions to

workplace issues. These may affect whether or not you are

able to continue addressing the issue. Resources may

include internal staff, external consultants/advisors,

technology and finances.

Presenting scope to

relevant stakeholders

If required (for example by an organisational policy or procedure)

present the scope of your issue to any relevant stakeholders to

obtain approval to continue addressing it. Table 3 outlines the

information that you may choose to include in your scope. Keep

in mind, you may have already consulted with some of the

stakeholders earlier in the decision-making process and as such

they’ll be familiar with the issue.

Scope to include：
Ideal situation
Reality
Consequences of the problem
Advantages of addressing the
problem
Risks of addressing the problem
Required resources
Presenting scope to relevant
stakeholders
Description
How things should be as outlined
in organisational policies,
procedure, product specifications
and legislation
How things are (established after
questioning relevant stakeholders)
What are the effects of the
problem?
How will the organisation and
stakeholders benefit if the issue is
addressed?
What are the risks of addressing
the issue?
What resources are required to
address the problem?
 Activity: Practical
Think back to the article you read in topic 1, outlining Rio Tinto’s bombing of an ancient

traditional site (https://www.smh.com.au/business/companies/rio-tinto-blasted-

ancient-aboriginal-caves-for-135m-of-iron-ore-20200807-p55jia.html).

In a small group, brainstorm:

1. who the potential stakeholders may be (e.g., traditional leaders)

2. what legislation, policies and procedure may be applicable.

Discuss:

1. Do you think Rio Tinto made their decision in an unbiased manner?

2. Before making the decision, did Rio Tinto actively consider the viewpoint of all

stakeholders?

3. Create a list of questions that Rio Tinto could have asked all stakeholders before

making the decision to bomb the traditional site.

Generating solutions to workplace

problems
Creativity is required to generate ideas and solutions to solve

real world problems and meet new or existing needs. It has

the potential to transform life as we know it, so as you think

of alternative solutions to workplace issues, be creative!

A team of diverse people will generate diverse
ideas.
a few tips:
• consider known solutions as well as new
ideas
o list even those ideas that seem impossible or
crazy
o don’t neglect the obvious more sensible
solutions
• find out whether there’s a solution that has
worked well for a similar problem in the past
(even if it’s in a different situation or context)
• add options that were previously considered
but not used for the same decision or problem.
Make sure you have the necessary approval
from relevant stakeholder before proceeding.
There are a range of critical thinking
techniques that can help your team generate
solutions to problems. As you generate
solutions, provide adequate descriptions so
that everyone involved in the process
understands what the solution involves. The
table describes a few critical-thinking
methods.
Critical thinking technique
Brainstorming
Mind mapping
Lateral Thinking
Opposite thinking
Analogy thinking
Description
This method uses a group of people to
think of as many solutions (even the crazy
ones) in a predetermined time.
This method takes note of every idea that
comes to mind and allows you to link
ideas or concepts. Write down obvious
and non-obvious ideas and save the
selection process for later.
This method uses a step by step approach
to generate ideas by thinking laterally
rather than in a linear way. Take a look at
https://successatschool.org/advicedetails/
609/examples-of-lateral-thinking-skills for
examples.
This method considers the exact opposite
to what’s normal. Take a look at
https://www.linkedin.com/pulse/opposite
-thinking-your-secret-success-ali-anani-
phd for a detailed example.
Think of a successful business/idea and
apply its principles to your
need/opportunity. An example of
identifying a successful analogy when
using analogy thinking is to say “the
[business name] for [industry]”. For
example, “The Uber of public transport”
helps you identify Uber as being a creative
idea in the transport industry.
Activity: Practical

Consider the article you read about Rio Tinto. Work in small

groups to:

1. Choose at least one critical thinking technique.

2. Practise generating solutions to Rio Tinto’s issue using that

technique.

3. Present your solutions to a larger group by outlining the

problem, explaining the critical-thinking method you followed and

summarising the ideas generated.

Activity: Develop
Continue working on the problem you chose in the “Develop” activity at

the end of Topic 1.

1. Does any legislation apply to your problem?

2. What types of organisational policies and procedures could you use

to benchmark what should be happening?

3. Who are the stakeholders associated with the problem?

4. Develop a set of questions to ask the stakeholders to fully understand

the issue

5. Use at least two creative thinking techniques to generate at least

three potential solutions.

 BSBCRT611
Topic 3: A critical thinking
approach to making and
reviewing decisions

Advanced Diploma of Leadership and Management

Session Time :16:15-21:00 pm Wed, Thu & Fri
Session 2 3/03/2022 Thursday
---Yuri---
Extra for this
week
Making a decision
Communicate decision
Review decision
Assessment task Question 9-11
Making a decision

- To choose the best solution to a

workplace issue:

1. Consider all the information available to you

(including legislation, policies and codes of best
practise). By now, you should be aware of any
bias you may have so make sure that doesn’t
influence your decision.
2. Evaluate each option to make sure it is
feasible (discard any solution ideas that are not
feasible).
3. Compare all feasible solutions to one another
(revisit your task objectives).
 Evaluating options
Success criteria provide a framework against which potential solutions can be
evaluated.
Make sure your success criteria reflect the task objectives established at the start of the decision-making process. Table 4 describes
success criteria you may consider.
Criteria Description • timeframes for the solution to be implemented
Clarity How many unknowns does the solution • cost of the solution
have? • resources required (e.g. raw materials, skilled
workers)
Stabilty Will the solution last the test of time, or is it
• manufacturing/content production capability
a fad that will lose popularity?
(does your workplace have the ability to design
Scalability Does the solution size match the size of the and develop the solution)
problem? • design capability (e.g. does the in-house
Usability Is the solution easy to implement and can it designers, engineers have the ability to further
be used interchangeably for other develop the idea or are consultants required?)
problems? • logistics and storage (e.g. do you need to
Integration Does the solution align with legislation, transport materials, end product etc?)
policies and procedures? • technology (e.g. do you need to update the
company’s website as a result of your idea?).
Profitability Will the solution generate a profit?
 Once individual solutions have been
evaluated, all feasible alternatives can be

Activity: compared to one another using a variety of

techniques. Choose the best solution.

Once technique to compare

Watch solution options is comparison

analysis.
Comparing Watch the video that briefly
explains what it involves.
options

Video:
https://www.youtube.com/watch?v=m4o2aJ7YyZ
8&feature=emb_logo
Activity: Activity:
Discussion Research
How can the representation of numerical and
financial data be misleading?

Analysis in decision making is complex and takes

effort. Research other analysis methods appliable
to your workplace or industry of interest. Make sure
you include numeric and financial analysis in your
research.
Take notes and keep them for future reference.
Share your research with another student and
compare your findings.
 Solution presentation
The policies and procedures of an organisation guide how to
brief and present a chosen solution to relevant stakeholders.

There is no set way to write a brief. Each organisation will have

different requirements. The type of industry (and complex issue)
will influence what the brief contains.

Some organisations will have already developed templates to

assist you to prepare a brief. Other organisations may only
specify the processes required to present and obtain approval
for your proposed solution.
Activity: Reading
Take a look at the examples of different brief templates in the websites
below:
Website 1: https://www.wordtemplatesonline.net/project-brief-templates
Website 2: https://www.smartsheet.com/free-project-proposal-templates
Website 3: https://www.smartsheet.com/business-case-templates

Activity: Discuss
As a group, discuss the similarities and differences in the template examples above.
Take notes and keep them for future reference.

Generally, a solution brief may outline the issue and constraints, describe the solution (including how it meets
objectives and success criteria), highlight advantages, risks and resources required and substantiate the
solution with numerical or financial information. Remember that the way you communicate will influence
whether your solution is accepted or not (regardless of how good it is).
 Considering feedback
Workplaces need timely, accurate and constructive feedback in order to succeed.
The time during or after a presentation is an opportunity to ask for feedback and then
actively consider the feedback.
Brainstorm:
Activity: Brainstorm
In a group, brainstorm ways to record and include feedback. Take notes and keep
them for future reference.

Sometimes, it is an organisational requirement to record feedback in a feedback register. The

contents of the register will depend on the organisation and type of stakeholder providing the
feedback.
Activity: Read

Take a look at the examples of different feedback registers in the websites below:
Website 1: https://www.google.com/search?source=univ&tbm=isch&q=feedback+
register&sa=X&ved=2ahUKEwj_-uG-
qKHsAhW9zDgGHdLmBY0Q7Al6BAgLEEo&biw=1200&bih=581#imgrc=vn 7H3q76tHJiKM

Generally, a feedback register may include information such as:

• date of feedback
• project number
• person providing feedback
• person receiving feedback
• comments
• actions required.

The most important outcome from feedback is the action you take. Use the feedback as an
opportunity to refine your proposal. Remember that not all feedback is relevant, but should be
considered.
Apart from receiving feedback from stakeholders,
Activity: Watch
critical thinkers also reflect on their own
Watch the video on 10 tips for making a self-
performance. You may benchmark against your
evaluation more meaningful
peers, your supervisors or recognised industry
standards of excellence.
The purpose of self-evaluation is to:
• highlight your strengths and acknowledge your Video: https://www.youtube.com/watch?v=-
weakness blNWDCjDcQ

• suggest ways to improve your weaknesses and

develop your unused skills
• realign the expectations between manager and
employee
• set expectations for future growth.
Activity: Reflect
What are your strengths? What are your weaknesses? How can you address
your weaknesses? Do you currently have any skills that are unused in the
workplace? What would you like to improve on?

Seeking approval

After careful consideration of feedback, follow the organisation’s

procedures to seek approval to implement the refined solution.
Activity: Discuss

As a group, discuss your experiences with different approval processes at

work.

Why is approval to develop and implement a solution necessary even if

you’ve already presented the solution to stakeholders and incorporated
their feedback.
Take notes and keep them for future reference.
Activity: Reflect

Approval may be required from:

• the executive committee

• board of directors
• functional managers/leaders
• regulatory approval
• environmental approval.
Many organisations are moving towards automated approval processes.

Activity: Read
Take a look at the website explaining approval processes and their
automation.
Website: https://www.smartsheet.com/approval-process-workflow

Take notes and keep them for future reference.

 Barriers to effective
Activity: Read
Take a look at the website outlining barriers to effective decision making
decision-making.
Website: Activity: Reflect
https://www.proschoolonline.com/blog/hurdles-faced- Think back to topic 1 were the decision-making process
effective-decision-making was mentioned for the first time. Why should you follow
Activity: Reflect a systematic decision-making process? As you’ve
Have you experienced any of the barriers mentioned in worked through the contents of this course, can you see
the article? the benefits?

Even though there are many benefits to following a

decision-making framework, there are barriers.
Activity: Develop

Continue with the concept you refined in the previous “Develop” activity.
1. Establish criteria and constraints to evaluate the solutions you generated.
2. Evaluate each potential solution using the established criteria and constraints (discard any
unfeasible solutions).
3. Compare all feasible solutions using an appropriate method.
4. Select the best idea and show how it meets the initial task objectives.
5. Prepare a brief to present your proposed solution to stakeholders.
6. Develop a feedback register to document feedback.
7. Present your brief to at least one other student and use your feedback register to document
feedback.
8. How would you go about seeking approval to implement your solution in a real work situation?
 Assessment Task 1 Question 8

Complete the table outlining the different types of risk that may be associated with pursuing a complex
issue in the workplace.
The student should complete the table to provide a description and example of the types of risks.
Sample answer：
Type of Risk Description Example

Strategic risk These risks can occur at any A business sells natural
time and are related to the sunscreen in lotion form but
business or organisation’s over time people’s preference
strategy. for lotion declines and more
people want a spray form of
sunscreen.
Compliance Risk
Financial Risk
Operational Risk
 Assessment Task 1 Question 9

List three barriers to effective decision-making

You should list three advantages. The answer may include, but is not limited to:

• lack of time
• lack of reliable data
• risk-taking ability
 Assessment Task 1 Question 10

Summarise the requirements for the development and presentation of a brief

and feedback register.
You are required to write a paragraph about the requirements for the development and presentation of a brief and
feedback register.
The policies and procedures of an organisation guide how to brief and present a chosen solution to relevant stakeholders. There is no set way
to write a brief. Each organisation will have different requirements. The type of industry (and complex issue) will influence what the brief
contains. Some organisations will have already developed templates to assist you to prepare a brief. Other organisations may only specify the
processes required to present and obtain approval for your proposed solution. The size and nature of your problem will determine:
how you communicate your concept ？/to who you communicate your concept？
The time during or after a presentation is an opportunity to ask for feedback and then actively consider the feedback. Sometimes, it is an
organisational requirement to record feedback in a feedback register. The contents of the register will depend on the organisation and type of
stakeholder providing the feedback. Generally, a feedback register may include information such as:
• date of feedback
• project number
• person providing feedback
 Assessment Task 1 Question 11

List four bodies you may be required to seek approval from to develop and
implement solutions.
You should provide at least four bodies. The answer may include, but is not
limited to:

Approval may be required from:

• the executive committee
• board of directors
• functional managers/leaders