Bsbcrt511 Lap F v1.3

Learner Assessment Pack
BSBCRT511
Develop critical thinking in others
Australis Institute of Technology and Education
Australis Institute of Technology and Education (AITE) (Australia)

Level-2, 25 George Street, Parramatta NSW 2150, Australia
Email: info@australisinstitute.nsw.edu.au
Website: https://aite.edu.au/
© 2020 Australis Institute
BSBCRT511 - Develop critical thinking in others (Release 1)
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Learner Assessment Pack |AITE |V: 2 March 2022 | Next Review- Mar 2023
Unit Code: BSBCRT511| RTO ID: 91630 | CRICOS ID: 03173K
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Version Control & Document History
Date Summary of modifications Version
Version 1.0 produced following assessment

23 July 2020 1.0
validation.
22 January 2021 Updated broken Bounce Fitness links 1.1
25 October 2021 Updated instructions in Task 4.2. 1.2
24 November 2021 Removed broken link in Task 1.1 1.3
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Table of Contents
ASSESSMENT DELIVERY...............................................................................................................................5
LEARNER INFORMATION..............................................................................................................................6
STEPS FOR LEARNERS..................................................................................................................................8
REASONABLE ADJUSTMENT..........................................................................................................................9
RESOURCES REQUIRED FOR ASSESSMENT......................................................................................................10
ACCESSING INTRANET PAGES AND EXTERNAL LINKS........................................................................................11
ASSESSMENT AGREEMENT.........................................................................................................................12
ASSESSMENT TASKS..................................................................................................................................14
Short Answer Questions.............................................................................................................16
Practical Assessment..................................................................................................................38
Case Study Assessment................................................................................................................39
Case Study Assessment Overview............................................................................................39
Part 1. Assess the Individual and Team Critical and Creative Thinking Skills............................40
Part 2. Establish an Environment That Supports Critical and Creative Thinking......................91
Part 3. Facilitate Opportunities for Application of Critical and Creative Thinking....................99
Part 4. Improve Critical and Creative Thinking Practices........................................................123
ASSESSMENT WORKBOOK CHECKLIST.........................................................................................................131
Assessment Workbook Checklist...................................................................................................132
RECORDING..........................................................................................................................................135
Record of Assessment...................................................................................................................136
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Assessment Delivery
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Learner Information
This Learner Assessment Pack is designed for you to complete the assessment for BSBCRT511 -
Develop critical thinking in others (Release 1). It may refer to your own workplace/organisation, or
to a simulated business provided by your assessor.
The assessment tasks include Short Answer Questions where you need to demonstrate your
knowledge and understanding of the unit, and the Practical Assessment, where you need to
demonstrate your skills required in the unit. It is recommended that you complete the Practical
Assessments in your own workplace/organisation. If you don’t have access to a real workplace, you
can complete the assessment in a simulated environment where resources and conditions similar to
a workplace must be accessed. Ensure to discuss this with your assessor prior to commencing with
the assessment.
Each Learner Assessment Pack is made up of four parts:

Assessment Delivery
Learner Information
Steps for Learner
Assessment Agreement
Assessment Tasks
Assessment Tasks, including:
 Short Answer Questions
 Practical Assessment
Assessment Workbook Checklist
Recording
Record of Assessment
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Before you commence your assessment, ensure that you have a good knowledge of the subject,
have thoroughly read your Learner Resource, and clearly understand the assessment requirements
and the expectations of the industry to which the assessment is related.
Assessments are designed to be completed using your industry/organisation, but your Registered
Training Organisation (RTO) may assist you by contextualising the unit to be completed in a
simulated workplace environment.
You will be required to demonstrate knowledge and skills which must be observed directly by your
assessor. Where the observation task may be difficult for the assessor to directly observed, a video
recording of the practical observation task must be submitted as supplementary evidence.
Verification from at least one third-party signatory, and preferably two or more witnesses is required
to confirm your demonstration of these practical knowledge and skills. These witnesses would
usually be your current or recent supervisors, or your assessor.
The practical assessment tasks may be completed using your own workplace, a simulated
environment, or a mix of both, as instructed by your assessor. To contextualise this assessment to
your industry/organisation, you may be asked by your assessor to provide additional information
based on your industry/organisation.
Instructions are given for each task. If you have questions, or unclear how to proceed, consult with
your assessor.
Records of all aspects of the assessment must be kept in your Learner Assessment Pack
The record of assessment is a legal document and must be signed, dated, and a copy stored as
required by your Registered Training Organisation (RTO).
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Steps for Learners

Your Learner Assessment Pack:
1. Upon receiving your Learner Assessment Pack, discuss with your assessor the expectations
and requirements of this assessment. You may also need to supply contact details of one or
two work referees who can confirm your skills in the industry.
Discuss with your assessor if you intend to undertake the practical assessment tasks based
on your employing organisation, in a simulated business, or in a mix of both.
2. Your Learner Assessment Pack is where you will get the task information. Complete each
task as instructed using either your own workplace, or using a simulated business, as
discussed with your assessor.
3. After you complete your assessment, gather and submit your evidence documents as
detailed in the task(s) in the timeframe agreed with your assessor.
Your assessor will advise you if there are any further steps for you to take to satisfactorily
complete this assessment.
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Reasonable Adjustment
Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability -
November 2010 - Prepared by - Queensland VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning environment or making
changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be
as simple as changing classrooms to be closer to amenities or installing a particular type of software
on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a disability have:
 The same learning opportunities as learners without a disability, and
 The same opportunity to perform and complete assessments as those without a disability.
Reasonable adjustment applied to participation in teaching, learning and assessment activities can
include:
 Customising resources and assessment activities within the training package or accredited
course
 Modifying the presentation medium
 Learner support
 Use of assistive/adaptive technologies
 Making information accessible both before enrolment and during the course
 Monitoring the adjustments to ensure learners needs continue to be met
Assistive/Adaptive Technologies
Assistive/Adaptive technology means ‘software or hardware that has been specifically designed to
assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It
includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for
grasping, visual alert systems, digital note-takers.
IMPORTANT:
Reasonable adjustment made for collecting learner assessment evidence must not impact on the
standard expected by the workplace, as expressed by the relevant unit(s) of competency. For
example, if the assessment were gathering evidence of the learner’s competency in writing,
allowing the learner to complete the assessment verbally would not be a valid assessment
method. The method of assessment used by any reasonable adjustment must still meet the
competency requirements.
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Resources Required for Assessment

To complete the Practical Assessment projects, you will require access to:
 Computer with internet and email access and a working web browser
 Installed software: MS Word, Adobe Acrobat Reader
 A simulated environment that will allow you access to:
o Legislation relevant to identified areas for improvement for future learning
arrangements
Legislation accessed must be applicable to the state/territory you are located in.
These can include, but are not limited to the following:
 Fair Work Act 2009
 Work Health and Safety Act 2011
o Organisational operational policies and procedures required to address the areas
for improvement for future learning arrangements
 Personal Development Procedure
 Minimising Use of Resources Procedure
o Organisational documents relevant to:
 Performance Management System

 Customer Relations Management System
o At least four volunteers to undertake the role of fitness instructors in role play
activities
o Resources required for delivering learning opportunities to each team and
individual team members
Resources required will depend on the specific learning opportunities identified in
Task 1.4.
o Video camera or a mobile phone with video recording capabilities (ONLY if direct
observation is not possible for activities that require observation)
o A safe environment to conduct the role play activity
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Accessing Intranet Pages and External Links

Throughout this workbook, you will be asked to access specific pages from the simulated business,
Bounce Fitness. Links to these pages are formatted in Blue Text.
To access these, hold the Ctrl key for Windows users while clicking on these links. For Mac users,
directly click the link.
The simulated business, Bounce Fitness, can be accessed by going to
http://bouncefitness.precisiongroup.com.au.
Login to Bounce Fitness using the username and password provided by your Registered Training
Organisation (RTO).
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Assessment Agreement
Instructions:
Discuss and accomplish this section with your assessor before commencing then sign the
confirmation at the end of this Agreement.
Have you signed off 
Delivery Method
Classroom 
Small Group 
One-on-One 
Online 
Other (please describe) 
Assessment Pathway (for Practical Assessment)
Learner’s Organisation (Pre-assessment meeting conducted) 
Simulated Workplace Environment (Contextualised by RTO) 
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Assessment Conditions
Skills in this unit must be demonstrated in a workplace or simulated environment where the
conditions are typical of those in a working environment in this industry.
This includes access to:
Organisational operational policies and procedures required for role. 
Assessors of this unit must satisfy the assessor requirements in applicable

vocational education and training legislation, frameworks and/or standards.
I confirm that the activities and assessment completed as part of this unit are my own work, and
comply with all relevant copyright and plagiarism rules.
I understand that if there is any doubt of the authenticity of any piece of my assessment, I can be
orally examined, and the signatory of evidence records may be contacted.
Learner’s name
Learner’s signature Date
Assessor’s name
Assessor’s signature Date
End of Assessment Agreement
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Assessment Tasks
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Tasks
Complete all tasks in this assessment as instructed. If you have questions, consult with your assessor.
Contextualisation of Assessments by RTOs

Contextualisation is the process of modifying assessment tools to make learning more meaningful
for your learners and their employers.
Precision Group (Australia) recommends that your RTO contextualise the assessment tools to suit
particular industry requirements and specific organisational requirements before using them.
Contextualisation must retain the integrity of the assessment and the outcome of the unit of
competency.
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Short Answer Questions

Question 1
Identify one characteristic for each critical thinking concepts listed below. Briefly explain how
each characteristic is used in each concept.
Critical Thinking Explanation on How Each

Characteristic
Concept Characteristic is Used in Each Concept
a. Clarity
c. Accuracy
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Question 2
Identify one characteristic for each critical thinking approaches listed below. Briefly explain how
each characteristic is used in each approach.
Explanation on How Each

Critical Thinking
Characteristic Characteristic is Used in Each
Approach
Approach
a. Analysis
b. Synthesis
c. Evaluation
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Question 3
Bounce Fitness is a premier fitness centre with four centres across Australia. Its head office is
currently located in Cairns, Queensland. Access the link below to learn more about Bounce
Fitness.
Bounce Fitness Homepage
https://bouncefitness.precisiongroup.com.au/
Identify three business objectives of Bounce Fitness. Access Bounce Fitness’ business objectives
in the link below.
Business Objectives and KPI
https://bouncefitness.precisiongroup.com.au/infrastructure/business-strategy-and-planning-
documents/
a.
b.
c.
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Question 4
Identify the three communication processes used in Bounce Fitness. Briefly explain the
procedures for each identified process. Access the link provided below to access Bounce Fitness’s
Communication Processes.
Communications Process
https://bouncefitness.precisiongroup.com.au/policies-and-procedures/administrative-policy-
procedures/
Process Explanation
a.
b.
c.
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Question 5
Answer the guide questions below about Bounce Fitness’ On the Job Training Plan. Access the
link below to answer the guide question.
On the Job Training Plan
https://bouncefitness.precisiongroup.com.au/policies-and-procedures/human-resource/
a. Identify one reason why the task must be presented to the trainee.

b. Identify one reason why the trainer must try out the trainee’s performance.

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

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Question 6
Answer the guide questions below about Bounce Fitness’s Personal Development Procedure.
Access the link below to answer the guide questions.
Personal Development Procedure
https://bouncefitness.precisiongroup.com.au/policies-and-procedures/human-resource/
a. Describe the appraisal process.

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

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

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Question 7
Briefly describe how each learning environment listed below may be used in an organisation.
Learning Environment Description
a. Classroom Learning
b. Distance Learning
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Question 8
Complete the table listed below.

 Identify two learning systems that can be used for the listed organisational learning environment.
Learning systems are the different ways that learning can be delivered using each learning environment listed below. (e.g., In-House Training can
use a classroom learning environment.)
 Briefly describe how each learning system is used in an organisation.
Learning Environment Learning System Description of Use in an Organisation
i.
a. Classroom Learning
ii.
i.
d. Distance Learning
ii.
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Question 9
Complete the table below:

 Identify two requirements for the legislation below that are related to Bounce Fitness’ Customer Relationship Management Policy and
Procedures.
 Briefly explain how the identified requirements are related to the Bounce Fitness procedure.
Access the links below:
 Customer Relationship Management Policy and Procedures
https://bouncefitness.precisiongroup.com.au/policies-and-procedures/customer-relationship-management/
 Privacy Act 1988
https://www.legislation.gov.au/Series/C2004A03712
You must access the latest version of the Privacy Act 1988.
Legislation Requirement Explanation
a.
Privacy Act 1988

b.
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Question 10
Complete the table below:

 Identify two requirements for the legislation below related to Bounce Fitness’s staff recruitment policy.
 Briefly explain how the identified requirements are related to the policy.
Access the links below to assist you in answering this question:
 Staff Recruitment Policy
https://bouncefitness.precisiongroup.com.au/policies-and-procedures/human-resource/.
 Equal Employment Opportunity (Commonwealth Authorities) Act 1987
https://www.legislation.gov.au/Series/C2004A03429
You must access the latest version of the Equal Employment Opportunity (Commonwealth Authorities) Act 1987.
Legislation Requirement Explanation
a.
Equal Employment Opportunity

(Commonwealth Authorities) Act 1987
b.
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Question 11
Access Bounce Fitness’ Market Research Procedure in the link below. Complete the table in the
following page by:
a. Identify one source that can provide additional information related to the procedure.
b. Record the source of your information.
c. Answer the questions that follow to assess the reliability of your source.
Market Research Procedure
https://bouncefitness.precisiongroup.com.au/policies-and-procedures/marketing-policy-
procedures/
Criteria Questions to answer to help you evaluate each source.
 Does the source provide valid information for your

Accuracy research?
 Is the content authored and published by a reputable and

Authority qualified organisation or person?
 Who is the intended audience?

Audience
 Is the information appropriate for the intended audience?
 Is the source relevant to your procedure?

Relevance
 Is the information provided in this source biased?

Likelihood of bias
BSBCRT511 – Develop critical thinking in others (Release 1)

Learner Assessment Pack Produced 23 July 2020
30
© Precision Group (Australia)
Title:
Source:
Criteria Explanation
Does the source provide valid information for your research?

Accuracy

Is the content authored and published by a reputable and


Who is the intended audience?

Audience
Is the information appropriate for the intended audience?

Is the source relevant to your research topic?

Relevance

Is the information provided in this source biased?

Likelihood of bias

Based on your evaluation, is this source reliable or not? Tick Yes or No.
 YES
 NO
Explain why or why not:

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Question 12
Access Bounce Fitness’ Bomb Threat Procedures in the Emergency Evacuation Plan and
Implementation Procedures in the link below. Complete the table in the following page:
a. Identify one source that can provide additional information related to the bomb threat
procedure.
b. Record the source of your information.
c. Answer the questions that follow to assess the reliability of your source.
Emergency Evacuation Plan and Implementation Procedures
https://bouncefitness.precisiongroup.com.au/policies-and-procedures/whs-and-emergency/
Criteria Questions to answer to help you evaluate each source.
 Does the source provide valid information for your

Accuracy research?
 Is the content authored and published by a reputable and

 Who is the intended audience?

Audience
 Is the information appropriate for the intended audience?
 Is the source relevant to your procedure?

Relevance
 Is the information provided in this source biased?

Likelihood of bias
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Title:
Source:
Criteria Explanation
Does the source provide valid information for your research?

Accuracy

Is the content authored and published by a reputable and


Who is the intended audience?

Audience
Is the information appropriate for the intended audience?

Is the source relevant to your research topic?

Relevance

Is the information provided in this source biased?

Likelihood of bias

Based on your evaluation, is this source reliable or not? Tick Yes or No.
 YES
 NO
Explain why or why not:

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Question 13
Complete the following table by identifying:

 Your current workplace industry.
If you currently do not have a workplace, use the industry you are familiar with.
 Identify the best practice used in the identified industry to instruct others on critical and
creative thinking methods.
Industry best practice for instructing others refers to the most effective method for
teaching people in that industry.
Responses here will be used to answer the following guide questions.
Current workplace industry
Industry best practice to

instructing
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Complete the table below by identifying the following:

a. One workplace task in your industry that uses each method provided below.
b. One way of applying your identified industry’s best practice to teach others on how to perform each identified workplace task.
Application of Industry Best Practice to Teach the

Type of Thinking Method Workplace Task
Workplace Task Using the Method
a. Critical Thinking Scaffolding
b. Creative Thinking Brainstorming
BSBCRT511 – Develop critical thinking in others (Release 1)

Learner Assessment Pack Produced 23 July 2020
35
Question 14
Complete the tables below:

a. Critical Thinking Skills
 Identify at least one team building activity that will promote the development
of each critical thinking skill.
 Briefly explain how each team building activity identified promotes each critical
thinking skill
b. Creative Thinking Skills
 Identify at least one team building activity that will promote the development of
each creative thinking skill.
 Briefly explain how each team building activity identified promotes each
creative thinking skill
A. Critical Thinking Skills
Brief Explanation of How Each

Team Building Activity for
Critical Thinking Skills Activity Promotes a Team’s Critical
Critical Thinking
Thinking Skills
a. Problem

Solving Skill
b. Consider

Alternatives
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B. Creative Thinking Skills
Brief Explanation of How Each

Team Building Activity for
Creative Thinking Skills Activity Promotes Each Creative
Creative Thinking
Thinking Skill
a. Thinking

Outside the
Box
b. Brainstorm for

solutions

Learner Assessment Pack Produced 25 October 2021 37
Question 15
Complete the tables below:

a. Critical Thinking
 Briefly explain an action that you can do in the workplace that will help an
employee develop the critical thinking skills listed below.
b. Creative Thinking Skills
 Briefly explain an action that you can do in the workplace that will help an
employee develop the creative thinking skills listed below.
A. Critical Thinking
Brief Explanation of an Action in the Workplace That Will

Critical Thinking Skill
Help Develop Each Critical Thinking Skill
a. Research
b. Avoid Assumptions
B. Creative Thinking
Brief Explanation of an Action in the Workplace That Will

Creative Thinking Skill
Help Develop Each Creative Thinking Skill
a. Imagine Possibilities
b. Open-mindedness
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Practical Assessment
The Practical Assessment is a set of tasks that must be completed in a workplace, or in an
environment with conditions similar to that of a real workplace.
To be assessed for this unit of competency, you must demonstrate your skills and knowledge to
develop critical and creative thinking skills in others within a workplace context.
The Practical Assessments in this workbook include:
1. Case Study Assessment
Includes detailed scenarios and simulated environments, providing all necessary
information required to complete relevant tasks and activities. These are based on the
simulated business, Bounce Fitness.
2. Workplace Practical Observation
A set of assessment tasks where the learner must demonstrate practical skills relevant
to the unit of competency. These skills are to be demonstrated while being observed by
the assessor.
IMPORTANT!
 All signatures/initials in your submissions, including yours, must be handwritten and
dated. Submissions with signatures/initials must be scanned.
 The supervisor/observer who completes and signs your evidence submissions must
provide their real name, contact number, and email address for your assessor’s
reference.
 Should you encounter issue or concerns regarding your assessment, contact your
assessor.

Case Study Assessment

Case Study Assessment Overview
The assessment is divided into four parts:

1. Assess the Individual and Team Critical and Creative Thinking Skills
2. Establish an Environment that Supports Critical and Creative Thinking
3. Facilitate Opportunities for Application of Critical and Creative Thinking
4. Improve Critical and Creative Thinking Practices
This assessment includes detailed scenarios and simulated environments, providing all
necessary information required to complete relevant tasks and activities, based on the
simulated business, Bounce Fitness <http://bouncefitness.precisiongroup.com.au/>.
This will not require you to access a real workplace, however, some tasks to be completed are
similar to those typically done in a real workplace.
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Part 1. Assess the Individual and Team Critical and Creative

Thinking Skills
Task Overview
This part of the project requires you to identify knowledge gaps within teams and individuals and
facilitate learning opportunities to address these gaps. Specifically, you are required to:
 Research models of critical and creative thinking
 Develop questions to identify individual and team knowledge gaps
 Facilitate formal and informal learning opportunities for addressing identified gaps
 Articulate key features of critical and creative thinking concepts to relevant personnel
 Collect feedback from individuals and teams on critical and creative thinking opportunities
Resources Required:
To complete this project, you will need access to the following:
 A simulated workplace environment that will allow you access to:
o At least four volunteers to participate in assessment activities, including:
 At least two Fitness Instructors for Team A

 At least two Fitness Instructors for Team B
 Resources required for delivering learning opportunities
Resources required will depend on the specific learning opportunities identified
 Video camera or a mobile phone with video recording capabilities
 A safe environment to conduct the role play activity

Part 1 Case Study Overview
Welcome to Bounce Fitness
You are the centre manager for Bounce Fitness Cairns. There are two teams of fitness trainers that
directly report to you, Team A and Team B, with two members in each team. As the centre
manager, you are in charge of overseeing this branch’s performance, including the performance of
all its employees.
Fitness trainers of Team A handle one-on-one classes with their clients. The special feature of
these classes is that each training plan is catered specifically to each client’s needs and
capabilities. These trainers are in charge of creating training plans that are appropriate for each of
their clients. They also keep track of their clients’ fitness records which helps them adjust training
plans depending on their clients’ progress.
Fitness trainers of Team B handle the different fitness classes that Bounce Fitness. Each class has
an attendance of 10 to 25 clients. As part of handling group classes, Team B fitness trainers must
be knowledgeable on proper exercise and nutrition should their clients ask them for advice.
To help improve your employees’ performance, you decide to see how well members of each
team know their tasks. Based on your findings, you intend to organise learning opportunities to
help the fitness trainers perform better.
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Task 1.1 Research on Critical and Creative Thinking Models
SIMULATED ASSESSMENT INSTRUCTIONS
1. Conduct research on information about critical and creative thinking. Record your
responses in the Critical and Creative Thinking Research Form provided within this
workbook.
Complete the following sections of the form with the information you have researched:
a. Models
 Identify two models:
o At least one model of critical thinking
o At least one model of creative thinking
 Define critical or creative thinking according to the model

 Briefly explain how each model can be applied to a workplace setting
Brief explanation of how the model might be used in any workplace
setting
b. Concepts
 Identify the following
o At least two critical thinking concepts
o At least two creative thinking concepts
Concepts refer to ideas or theories that fall under critical or creative

thinking.
 Define each concept identified
 Identify at least one characteristic of each concept identified
 Briefly explain how each concept can be applied to a workplace setting

c. Approaches
 Identify the following:
o At least two approaches used for critical thinking
o At least two approached used for creative thinking
Approaches refers to methods used to conduct critical or creative

thinking. Approaches identified must be applicable to a workplace
setting.
 Define each approach identified
 Briefly explain how each approach can be applied to a workplace
setting
d. Source Log
List at least three sources used to complete this research task. You can list either
print sources or online sources.
 For print sources, record the title and author of the source.
 For online sources, record the title and link to the webpage.
Where possible, information researched and identified for this task must be relevant to a
workplace.
2. Submit the completed Critical and Creative Thinking Research Form templates to your
assessor.
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Critical and Creative Thinking Research Form
Learner Name:
Workplace/Organisation:
Date
I. Critical Thinking
A. Model
Name of Model:
Definition of Critical Thinking

According to the Model
Application of Model to Workplace

Setting:
B. Concepts
Application to Workplace
Concept Definition of Concept Characteristic
Setting
1.
2.

C. Approaches
Approach Definition Application to Workplace Setting
1.
2.
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II. Creative Thinking
A. Model
Name of Model:
Definition of Creative Thinking

According to the Model
Application of Model to Workplace

Setting:
B. Concepts
Concept Meaning of Concept Characteristic Application to Workplace

Setting
1.
2.
C. Approaches
Approach Definition Application to Workplace Setting
1.
2.

III. Source Log
1.
2.
3.
4.
5.
Add more rows as needed
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Task 1.2 Develop Questions About Team Knowledge
1. Access and review the document from the link below:

Fitness Trainer Tasks Guidelines
https://bouncefitness.precisiongroup.com.au/supplementary-files/critical-thinking-
problem-solving-bsbcrt511/
Each team has a corresponding task with guidelines found in the following sections of the
document:
a. Team A’s task is based on Developing a Personal Fitness Plan section
b. Team B’s task is based on Giving Advice on Proper Nutrition section
2. Locate the Questions Log template provided within this workbook. Use the Questions
Log to develop questions that will assist in identifying the knowledge gaps of each team
in line with their corresponding tasks.
Questions to be developed for each team must be based on their corresponding tasks
outlined in the Fitness Trainer Tasks Guidelines.
Questions must ask about how, what, why, when, and where. (e.g., When are pre-
screening tests done? What can be tracked by using the records from a fitness test?)
3. Complete two Questions Logs – one for each team that you will work with. For each
Questions Log:
a. Develop at least one set of questions for each team to answer as a group.
 Write at least five to seven questions about the team’s task.
 Write the benchmark answer next to each question created.
Write these under the Questions for the Team section of the Questions Log.

b. Develop at least one set of questions for at least one individual team member
from each team to answer
For the purpose of this assessment, this is the team member with the least
experience. You may refer to the character brief in Task 1.3 of this assessment for
guidance.
 Write at least five to seven questions about the team’s task.
Questions developed for the selected individual must differ from the
questions developed for the team. However, these must correspond to
the Fitness Trainer Tasks Guidelines.
 Write the benchmark answer next to each question created.
Write these under the Questions for the Individual Team Member section of the
Questions Log.
2. Leave the following columns in the template blank:
 Answered Correctly
 Comments/Remarks
These will be completed in Task 1.3 of the assessment.
3. Submit two partially completed Question Logs to your assessor.
P a g e 50 | 144
Questions Log
Completed By:
Date:
Team:
Questions for the Team
Answered
Correctly?
Question Benchmark Answer Comments/Remarks
If yes tick the box. If
not, leave blank.
1.
2.

3.
4.
5.
Add additional rows as needed
P a g e 52 | 144
Questions for the Individual Team Member
Answered
Correctly?
Question Benchmark Answer Comments/Remarks
If yes tick the box. If
not, leave blank.
1.
2.
3.

4.
5.
Add additional rows as needed
P a g e 54 | 144
Task 1.3 Meeting with Teams to Identify Knowledge Gaps
1. Conduct two separate meetings with Team A and Team B to identify their knowledge
gaps:
a. One meeting must be with all members present for each team
b. One meeting must be with the selected individual member from each team
2. Enlist the assistance of at least four volunteers to undertake the role of the members of
Team A and Team B. Each team must have at least two members.
Discuss with your volunteers the roles they will undertake. Ensure that they are able to
participate throughout the end of this Practical Assessment.
3. Access the following documents from the link provided below:
a. Meeting with Team A Character Brief
b. Meeting with Team B Character Brief
https://bouncefitness.precisiongroup.com.au/supplementary-files/critical-
thinking-problem-solving-bsbcrt511/
Review these character briefs with your volunteers to understand the roles they will
undertake for the meeting.
4. Locate the Observation Form provided within this workbook. The Observation Form
outlines all the skills you need to demonstrate in this task. Review the document to
ensure the demonstration of the skills specified during each meeting with all team
members from each team present.
5. Review the instructions here and the skills outlined in the Observation Form. Arrange a
time with your assessor to observe you in conducting each separate meeting with all
team members present for each team. Provide your assessor with two copies of the
Observation Form. Discuss all requirements of the task with your assessor and prepare
these before the team meeting.
Your assessor must complete two Observation Forms – one for each team meeting
observed.
If direct observation is not possible, record the role play activity in a video. Ensure to
obtain permission first from persons involved before doing so.

6. Conduct the meetings for each team.

a. Hold the first meeting with all team members from each team present. During
each meeting, you must:
 Ask the team members the questions you developed in the Questions
Developed for the Team section of the Questions Log from Task 1.2.
 If the team is able to correctly answer the question, tick the box in the
Answered Correctly column. If not, leave it blank.
 Write specific comments on questions that team is unable to answer
correctly in the Comments/Remarks column.
b. Hold the second meeting with Fitness Trainer 2 of each team. During each
meeting, you must:
 Ask the team member the questions you developed in the Questions for
the Individual Team Member section of the Questions Log from Task 1.2.
 If the team member is able to correctly answer the question, tick the box
in the Answered Correctly column. If not, leave it blank.
 Write specific comments on questions that team member is unable to
answer correctly in the Comments/Remarks column.
Comments or remarks recorded for each question answered incorrectly will assist you in
completing Task 1.4
7. Submit the following to your assessor:
 Two completed Questions Logs – one for each team
Keep a copy of the two completed Questions Logs to be used in Task 1.4.
 Video recordings of each team meeting conducted (ONLY if assessor is not
available for direct observation)
P a g e 56 | 144
Observation Form (For Assessor’s Use Only)
INSTRUCTIONS TO THE ASSESSOR
The assessor is to observe the learner as they complete the assessment task and skill requirements
outlined in this Observation Form.
Before observing the learner:
 Review and discuss with the learner the task instructions, and skill requirements which they need
to demonstrate to complete this assessment.
 Ensure that the learner understands the requirements of the task and the skill requirements
before proceeding.
For this assessment, the learner is required to conduct a meeting for each team with all the team members
present. Prior to conducting each meeting, discuss with the learner to ensure that they have access to the
following:
A safe environment to conduct the meetings (please tick at least one):
 the workplace: Indicate location of assessment.
 a simulated workplace environment: Indicate location of assessment.
Assessment requirements (please tick all requirements found in the assessment environment):
 At least four volunteers undertaking the following roles:
 at least two Team Members from Team A
 at least two Team Members from Team B
 Questions Logs for each team
 Video camera or a mobile phone with video recording capabilities
Only if direct observation is not possible.
Continued on the next page.

Your Role as the Observer/Assessor
You are required to observe the learner meet with each team and one member from each team to ask the
questions they had developed. The learner will provide you a copy of the Observation Form which you
must complete during the observation task.
Select the method of observation to be conducted:
 Direct observation
Assessor must be physically present in the assessment environment.
 Observation via video recording
Learner and the assessment requirements must be present in the video recording.
Complete the Observation Form for this task:
 Observe the learner demonstrate each skill requirement outlined in the form as they undertake
the task.
 Indicate the date when the observation is conducted.
 Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill
requirement based on the criteria provided. Write objective feedback on how the learner
demonstrated each skill requirement based on your observation.
 Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill
requirement. Write objective feedback including additional information on how the learner can
satisfactorily demonstrate this requirement for this task.
 Provide an overall feedback on the learner’s performance to assist the learner in addressing any
areas of improvement.
 Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.
Discuss any further queries about the task and associated requirements with the learner before
commencing.
Observation Form begins on the next page.
P a g e 58 | 144
Observation Form
Learner Name:
Name of Workplace/

Organisation:
Task Title

Refer to task title.
Date of Observation:
Team:
Did the learner demonstrate the following during

Yes No Comments
the meeting with team members?
1. Clearly ask the questions developed to identify

the team’s knowledge gaps
Did the learner:
 Rephrase the questions when team seems

unable to understand
 Define certain words in the question to

help others understand the question
 Explain the reasoning behind the correct

answer to point out why an answer may
be incorrect
2. Encourage others to participate in the discussion by:
a. Listening
Did the learner:
 Repeat a question or statement heard to

encourage others to elaborate their
thoughts further
 Paraphrase the main points of the

speaker’s message to show that you
understand what they are trying to say

b. Questioning
Did the learner:
 Ask the open-ended questions
 Ask the other to elaborate on their

response (e.g., ‘what do you mean by
that?’)
OVERALL FEEDBACK TO LEARNER

ASSESSOR DECLARATION
By signing here, I confirm that I have observed the learner, whose name appears above,
perform/demonstrate the skills outlined in this Observation Form during each meeting with all team
members present.
I further confirm that the information recorded on this Observation Form is true and accurately reflects
the learner’s performance during this task.
Assessor Name:
RTO Name:
Signature:
Date signed:
P a g e 60 | 144
Task 1.4 Create a Learning Plan
1. Review each teams’ and individuals’ responses in the completed Questions Log from
Task 1.3.
2. Access the Learning Plan templates located within this workbook. Complete one
Learning Plan for each team. For each Learning Plan, you must:
a. Review the team’s responses from the completed Questions Log from Task 1.3.
Based on the results of each discussion from Task 1.3, identify the following for
each section of the Learning Plan:
 Team section:
o At least one knowledge gap that can be addressed by a formal
learning opportunity
Formal learning opportunities occur in structured and organised
environments such as classrooms. The learning content is also
already pre-determined.
o At least one knowledge gap that can be addressed by an
informal learning opportunity
Informal learning opportunities occur in settings that are not
structured and organised.
o Identify the specific learning opportunities you intend to
facilitate for each team to address each identified knowledge
gap. Ensure that there is:
 At least one formal learning opportunity
These can include:
 Conducting workshops
 Conducting training sessions
 At least one informal learning opportunity
These can include:
 Conducting consultations
 Watching tutorial videos
 Participating in forums

o Select a date when you plan to facilitate the learning

opportunity.
o Identify your expected learning outcomes after each learning
opportunity has been facilitated.
 Individual section
o Identify at least one knowledge gap based on their incorrect
answers.
o Determine if the knowledge gap will be addressed by either a
formal or informal learning opportunity
o Identify the specific learning opportunity you intend to facilitate
to address the knowledge gap.
The specific learning opportunity must correspond with your
response of whether it will be a formal or informal learning
opportunity.
o Select a date when you plan to facilitate the learning opportunity
o Identify your expected learning outcomes after each learning

opportunity has been facilitated.
3. Leave the following sections of the template blank:
 Date Implemented
 Actual Outcome
 Assessor’s Signature
 Assessor’s Declaration
These columns will be completed after the learning opportunities are implemented in
the later tasks.
4. Submit two partially completed Learning Plans, one for each team, to your assessor.
P a g e 62 | 144
Learning Plan
Completed By:
Date:
Team
Team
Type of Planned
Learning Expected Learning Date Assessor’s
Knowledge Gap Learning Implementation Actual Outcome
Opportunity Outcome Implemented Signature
Opportunity Date
1.
2.

Individual
Type of Planned
Learning Expected Learning Date Assessor’s
Knowledge Gap Learning Implementation Actual Outcome
Opportunity Outcome Implemented Signature
Opportunity Date
1.
2.
P a g e 64 | 144
TO THE ASSESSOR
By signing in the spaces provided below, you are confirming that you have observed the learner, whose name appears above, facilitate the learning opportunities
outlined in the Learning Plan.
Assessor Name:
RTO Name:
Position:
Signature:

Task 1.5 Facilitate Formal Learning Opportunities
1. Review the knowledge gaps to be addressed by a formal learning opportunity from the
partially completed Learning Plans from Task 1.4.
2. Locate the Session Plan template provided within this workbook. Complete one Session
Plan for each formal learning opportunity you will facilitate. Each Session Plan must
include the following:
a. Date
Identify when you completed the Session Plan
b. Session Title
Identify the title of your session. Session Title must correspond to what you
intend to address in each session.
c. Session Length
Identify the target overall duration of the session to be facilitated.
d. Participants
Identify the participants of each formal learning opportunity you will facilitate.
e. Knowledge Gap
Identify at least one knowledge gap that you aim to address for each formal
learning opportunity based on your responses in the Learning Plan from Task 1.4.
f. Learning Objective
Identify at least one learning objective for each formal learning opportunity.
Learning Objectives are your purpose for facilitating the formal learning session.
g. Introduction
 Grab Attention
Identify at least one activity you intend to conduct to begin the session.
These can be activities that allow all participants to get to know each
other as well as yourself.
 Learning Outcome
Identify at least one task or activity that the participants should be able to
do at the end of each formal learning opportunity.
 Check Prior Knowledge
P a g e 66 | 144
Identify at least one activity to determine how much the participants

already know about the topic of the session
h. Body
 Content Outline
Outline the planned content for the session. This will include all the topics
you intend to discuss during the session.
Content outline in this section must include:
o All topics to be discussed to address knowledge gap identified
for each formal learning opportunity
o The following topics from Task 1.1:
 At least two critical thinking concepts

 At least two creative thinking concepts
 Application of critical thinking to workplace setting
 Application of creative thinking to workplace setting
Application of both critical and creative thinking must
be contextualised to the context of the session (e.g.,
how to apply critical thinking to conducting pre-
screening)
 Assessment
Identify at least one activity you plan to conduct during the session to
check on the participants’ learning.
This can include:
o A short paper-and-pencil test
o An identification game

i. Conclusion
 Summarise
Outline three to five key points you included in your discussion based on
your outline in the Content Outline section.
Identify the time frames you intend to allocate for each section.
The total time for all the time frames for each section should be the same as the amount
of time you identified for the Session Length.
ensure the demonstration of the skills specified during each formal learning opportunity.
time with your assessor to observe you in conducting each formal learning opportunity.
Provide them with one copy of the Observation Form for each formal learning
opportunity to be facilitated. Your assessor must complete one Observation Form for
each formal learning opportunity conducted.
5. Prepare for each formal learning opportunity you intend to conduct. This includes
preparing any additional material you intend to use (e.g. charts or diagrams) or creating
resources (e.g., PowerPoint presentation) that will be used during each formal learning
opportunity to be conducted
6. Arrange a time with each team and selected individual team member to facilitate the
formal learning opportunity.
7. Facilitate the formal learning opportunities.
During each formal learning opportunity, you must:
a. Locate the Attendance Sheet provided within this workbook. You must have one
copy for each formal learning session.
Have your participants sign the attendance sheet to confirm their attendance.
They must include their handwritten signature.
b. Access the Session Plan you completed for each formal learning opportunity.
Facilitate each formal learning opportunity following the Session Plan you
prepared
c. Ask each participant questions throughout the session to gauge their learning
P a g e 68 | 144
8. After conducting each formal learning session, access the partially completed Learning
Plans from Task 1.4. Complete the following sections on each Learning Plan:
a. Date Implemented
Record the actual date each formal learning opportunity was conducted.
b. Actual Outcome
Briefly explain if the participants for each formal learning opportunity were able
to successfully learn knowledge presented during each session. You may refer to
the outcome of the ‘Assessment’ section of your Session Plan for your reference.
9. Have your assessor sign the Assessor’s signature column in each Learning Plan for each
formal learning opportunity conducted. This is to confirm that you facilitated each formal
learning opportunity based on your responses in each Learning Plan. Assessor’s
signature must be handwritten.
Your assessor will complete the Assessor’s Declaration Form in Task 1.6.
Do not submit the Learning Plans yet. You will submit the completed Learning Plans after
completing Task 1.6.
10. Submit the following documents to your assessor:
 Accomplished Session Plans for each formal learning opportunity facilitated
 Completed Attendance Sheets for each formal learning opportunity facilitated
Number of submissions for the Session Plan and Attendance Sheet must
correspond to the number of formal learning opportunities conducted as
identified in each of your Learning Plans. However, at least one Session Plan and
at least one Attendance Sheet must be submitted for each team.
 Video recording of each formal learning opportunity conducted (ONLY if assessor
is not available for direct observation)

Session Plan
Name: Date:
Session Title: Session Length:

Identify target overall
duration of the
session
Participants:
Knowledge Gap:
Learning Objective:
Introduction Time
Grab Attention

Identify an activity that
will help participants
get to know everyone
in the learning
opportunity

Learning Outcome
Check Prior

Knowledge
Identify at least one
activity to determine
how much participants
already know about the
topic of the session
P a g e 70 | 144

Body Time
Content Outline

Outline here the
planned content of the
session
Assessment

Outline all activities to
be conducted to check
what the participants
have learned during the
session
Conclusion Time
Summarise

Outline at least three to
five key points of your
discussion.
P a g e 72 | 144
Attendance Sheet
Learner Name:
Session Title:
Team:
Date of Learning Session:
Name Handwritten Signature


before proceeding.
For this assessment, the learner is required to conduct the formal learning opportunities identified in each
Learning Plan for each team. Prior to conducting each formal learning opportunity, discuss with the
learner to ensure that they have access to the following:
 Attendance Sheets for each formal learning opportunity

 Session Plans for each formal learning opportunity
 Partially completed Learning Plans for each team
P a g e 74 | 144
You are required to observe the learner as they facilitate each formal learning opportunity. The learner will
provide you a copy of the Observation Form which you must complete during the observation task.
the task.
commencing.

Observation Form
Learner Name:
Name of Workplace/

Organisation:
Task Title

Participant:
Identify the participants of
each formal learning
opportunity

Yes No Comments
each formal learning opportunity facilitated?
1. Allocate time for each participant to get to

know everyone including themselves (e.g.,
conduct a short icebreaker at the start of the
session)
2. Use the following techniques to influence the opinions of others:
a. Inclusive Techniques
Did the learner:

 Ask each team members a question to
give everyone an opportunity to answer
 Go around the room to ask everyone

their opinion about a topic being
discussed
P a g e 76 | 144
b. Collaborative Techniques
Did the learner:

 Asks participants to discuss with their
peers about the topic being presented
 Allows time for participants to discuss

amongst themselves for an answer to a
question
3. Clearly discuss all topics covered in the session

plan to participant team/individual
Did the learner:
 Explain concepts clearly
 Provide definitions and examples where

relevant or necessary
 Follow logical sequence when

discussion and does not jump from
topic to topic
4. Ask open-ended questions to gauge the

participants’ learning as the session progresses

5. Adjusts method of explanation used to engage

participants when needed
Did the learner:
 Prompts participants when participants

have difficulty to answer a question
(e.g., providing hints, repeating the
question)
 Follows logical sequence when

discussion and does not jump from
topic to topic
 Avoids the use of jargons or technical

terms
 Paraphrases statements
 Asks the other speaker to elaborate on

their response (e.g., ‘what do you mean
by that?’)

perform/demonstrate the skills outlined in this Observation Form during each formal learning
opportunity.
Assessor Name:
RTO Name:
Signature:
Date signed:
P a g e 78 | 144

Task 1.6 Facilitate Informal Learning Opportunities
1. Review the knowledge gaps to be addressed by an informal learning opportunity from

the partially completed Learning Plans from Task 1.4.
ensure the demonstration of the skills specified during each meeting with all team
members from each team present.
time with your assessor to observe you in conducting each informal learning opportunity.
Provide them with one copy of the Observation Form for each informal learning
opportunity to be facilitated. Your assessor must complete one Observation Form for
each informal learning opportunity conducted.
4. Arrange a time with each team and the selected individual team member to facilitate the
informal learning opportunity.
5. Facilitate the informal learning opportunities identified in each of the Learning Plans. For
each informal learning opportunity, you must:
a. Brief participants about the informal learning opportunity.
 Discuss with each team and/or individual they can expect to happen
during each informal learning opportunity
 Discuss each knowledge gap that will be addressed in each informal
learning opportunity with each of the teams and/or individual team
member.
b. Address the knowledge gaps by providing information the participants are
expected to learn by the end of the informal learning opportunity:
This can include, but are not limited to, the following:
 Providing detailed instructions to help the participants better perform
their tasks after the learning opportunity
 Defining terms and providing detailed explanations
 Giving additional resources participants can access to gather more
information
P a g e 80 | 144

You must submit supplementary evidence of facilitating each informal learning

opportunity. Supplementary evidence to be submitted must show that the learning
opportunity has been facilitated. It must include:
 Details about the knowledge gaps
 How the learning opportunity addressed each knowledge gap
Evidence will vary depending on the specific informal learning opportunity conducted,
and can include, but are not limited to the following:
 Meeting minutes
 Discussion notes
6. After conducting each informal learning opportunity, access the partially completed
Learner Plans from Task 1.4. Complete the following sections on each Learning Plan:
a. Date Implemented
Record the actual date each informal learning opportunity was conducted.
b. Actual Outcome
Briefly explain if the participants for each informal learning opportunity were
able to successfully learn knowledge presented during each session.
7. Have your assessor sign the Assessor’s signature column in each Learning Plan for each
formal learning opportunity conducted. This is to confirm that you facilitated each
informal learning opportunity based on your responses in each Learning Plan. Assessor’s
signature must be handwritten.
Have them sign the Assessor’s Declaration Form found at the end of the Learning Plan.
You must submit at least one copy of the following documents for each informal learning
opportunity facilitated in this task.
 Supplementary evidence for each informal learning opportunity conducted
 Two completed Learning Plans
 Video recording of informal learning opportunities (ONLY if assessor is not
available for direct observation)
P a g e 82 | 144
before proceeding.
For this assessment, the learner is required to conduct the informal learning opportunities identified in
each Learning Plan for each team. Prior to conducting each informal learning opportunity, discuss with the
learner to ensure that they have access to the following:
 Additional resources the learner may need depending on the informal learning opportunity they
will facilitate
 Partially completed Learning Plans for each team

You are required to observe the learner conduct each informal learning opportunity for each team and
individual team members. The learner will provide you a copy of the Observation Form which you must
complete during the observation task.
the task.
commencing.
P a g e 84 | 144
Observation Form
Learner Name:
Name of Workplace/

Organisation:
Task Title
Participant:
Identify the participants of each
informal learning opportunity

Yes No Comments
each informal learning opportunity?
1. Allocate time for each participant to get to

know everyone including themselves (e.g.,
conduct a short icebreaker at the start of the
session)
2. Engage all participants in the learning opportunity by using:
Did the learner:


discussed

Did the learner:
 Ask participants to discuss with their

peer about the topic being presented
 Allow time for participants to discuss

question
3. Ask open-ended questions to gauge the

participants’ learning as the informal learning
opportunity progresses
4. Adjust method of explanation used to engage

participants when needed
Did the learner:
 Prompt participants when participants

have difficulty to answer a question (e.g.,
providing hints, repeating the question)
 Follow logical sequence when discussion

and does not jump from topic to topic
 Avoid the use of jargons or technical

terms
 Paraphrase statements

that?’)

P a g e 86 | 144
perform/demonstrate the skills outlined in this Observation Form during each informal learning
opportunity.
Assessor Name:
RTO Name:
Signature:
Date signed:

Task 1.7 Collect Feedback on Learning Opportunities
1. To complete this task, you must conduct two separate meetings with Team A and Team
B.
ensure the demonstration of the skills specified during each meeting.
time with your assessor to observe you in conducting each meeting.
Provide two copies of the Observation Form. Your assessor must complete one
Observation Form for each meeting conducted.
4. Arrange a time to meet with each of the two teams to collect feedback on the learning
opportunities facilitated.
5. Access the Meeting Minutes template provided within this workbook. You will record
your discussion with each team here.
6. Conduct the meeting for each team to gather their feedback on each of the learning
opportunities facilitated.
a. Formal learning opportunity conducted in Task 1.5
b. Informal learning opportunity conducted in Task 1.6
Discussion points include, but are not limited to, the following:
 Identify what they liked about the learning opportunities
 Identify what they did not like about the learning opportunities
 Discuss whether they think the learning opportunities were facilitated well or
not
Record the result of your discussion in the Meeting Minutes.
7. Have each attendee sign beside their name in each Meeting Minutes after each meeting.
All signatures must be handwritten.
8. Submit two completed Meeting Minutes to your assessor.
P a g e 88 | 144
Meeting Minutes
Date: Time: Location:
Purpose of the

meeting
Facilitator
Notetaker
Attendees
Please sign beside

your name after the
meeting.
Agenda Item 1 Formal Learning Opportunity

Discussion
Discuss with the Team

Discussion with Individual Team Member


Agenda Item 2 Informal Learning Opportunity

Discussion
Discuss with the Team

Discussion with Individual Team Member

P a g e 90 | 144
before proceeding.
For this assessment, the learner is required to meet with all the team members from each team. Prior to
conducting each meeting, discuss with the learner to ensure that they have access to the following:
 Meeting Minutes for each team

You are required to observe the learner meet with each team to gather their feedback on the learning
opportunities facilitated. The learner will provide you a copy of the Observation Form which you must
the task.
commencing.
P a g e 92 | 144
Observation Form
Learner Name:
Name of Workplace/

Organisation:
Task Title
Team:

Yes No Comments
the meeting with the team?
1. Explain the purpose of the meeting to

participants clearly:
2. Elicit the feedback of others by:
a. Listening
Did the learner:
 Repeat a question or statement heard to

encourage others to elaborate their
thoughts further
 Paraphrase the main points of the

speaker’s message to show that you
understand what they are trying to say
b. Questioning
Did the learner:
 Ask the other open ended questions

that?’)


perform/demonstrate the skills outlined in this Observation Form during each meeting.
Assessor Name:
RTO Name:
Signature:
Date signed:
P a g e 94 | 144
Part 2. Establish an Environment That Supports Critical and Creative

Thinking
Task Overview
This part of the project requires you to establish an environment that support critical and creative
thinking. Specifically, you are required to:
 Analyse current organisational systems to identify gaps and barriers to critical thinking
 Develop processes that create a safe environment for critical and creative thinking
approaches
Resources Required:
o Organisational documents relevant to:
 Performance Management System

 Customer Relations Management System

Bounce Fitness Systems
You’ve reviewed that the task of each team allows them to practice their critical and creative
thinking skills. You want to ensure that these skills are supported by the current systems Bounce
Fitness has in place. You are aware that most of Bounce Fitness’s systems have not been reviewed
or updated for a while now. You decide that this would be a good time to look over the systems
and check for necessary changes or updates to make to improve Bounce Fitness’s processes.
You choose two systems to review that would be applicable to both your teams:
The first system is the Performance Management System. Bounce Fitness’ performance
management system puts into place an annual review for all employees. The organisation uses a
forced ranking system for its employees. In this system, there is a set percentage that tells how
many employees can be classified for each group.
Each employee’s performance is reviewed against their key performance indicators (KPIs). These
KPI differ per employee, depending on their role and responsibilities.
The second system is the Customer Relations Management System. This system contains a
process to handle client complaints. Clients are encouraged to fill out a complaint form for
documentation. These forms are then forwarded to the concerned department to be resolved. If
clients are becoming emotional enough that they might be disrupting others, employees may
offer the client with a $10.00 gift card to Bounce Fitness services as an apology for the
inconvenience.
Bounce Fitness employees are also encouraged to recommend the product or service of the
month to their clients. This is to introduce them to new products and services that the clients
might be interested in.
P a g e 96 | 144
Task 2.1 Analyse Organisational Systems
1. Access and review the following documents from the links provided to complete this
task:
 Business Objectives and KPIs
https://bouncefitness.precisiongroup.com.au/infrastructure/business-strategy-
and-planning-documents/
 Performance Management System
 Customer Relations Management System
http://bouncefitness.precisiongroup.com.au/supplementary-files/critical-
thinking-problem-solving-bsbcrt511/
2. Locate the Organisational Systems Analysis Report provided within this workbook.
3. Complete the Organisational Systems Analysis Report. To complete the report, you
must:
a. Identify at least one relevant business objective for each of the following Bounce
Fitness Systems:
 Performance Management System
 Customer Relations Management System
b. Briefly explain the relevance of the identified business objectives to each Bounce
Fitness system.
c. Analyse the processes found within the Performance Management System and
the Customer Relations Management System documents.
For each system, you must:
 Determine if there are steps in the processes for each system that
encourages employees to practice critical or creative thinking
 Identify steps in processes that are in place that seem to hinder the
practice of critical or creative thinking
 Determine if a process is lacking a step in order for Bounce Fitness
employees to fully practice critical or creative thinking

d. Identify either gaps or barriers in each system based on your analyses of each
system:
 If you identify barriers, identify at least two barriers for each system
analysed:
Barriers are anything that hinders employees from exercising critical or
creative thinking methods.
o At least one barrier to critical thinking methods
Critical Thinking methods focus on analysing options and ideas,

synthesising existing information, and making judgements on the
value of something.
o At least one barrier to creative thinking methods
Creative Thinking methods focus on generating ideas,

considering alternative options of actions and assessing actions
 If you identify gaps, identify at least two gaps to critical thinking methods
for each system analysed
Gaps refer to something that is missing from the processes that prevents
employees from fully practicing critical thinking methods.
e. Identify at least two resources used to implement each Bounce Fitness system.
Responses in this task will be used for Task 2.2.
4. Submit the completed Organisational Analysis Report to your assessor.
P a g e 98 | 144
Organisational Systems Analysis Report
Name:
Workplace/Organisation
Date Completed:
Business Objectives
System Relevant Business Objective Relevance of Business Objective to

the System
1. Performance

Management System
2. Customer Relations

Management System
Performance Management System
Identify either at least two barriers or at least two gaps:
1.
2.
Organisational Resources
1.
2.

Customer Relations Management System
Identify either at least two barriers or at least two gaps:
1.
2.
Organisational Resources
1.
2.
P a g e 100 | 144
Task 2.2 Develop Processes for Critical and Creative Thinking
1. Locate the Critical and Creative Thinking Processes template found within this
workbook. Use this template to record your responses for the following:
a. Access the completed Organisational Systems Analysis Report from Task 2.1.
Review your responses for the gaps and barriers identified.
Use the identified gaps and barriers to determine what kind of process would
encourage critical and creative thinking in the workplace.
b. Outline processes for creating a safe environment for practicing critical and
creative thinking approaches within Bounce Fitness:
 At least one process must be relevant to critical thinking approaches
 At least one process must be relevant to creative thinking approaches
Safe environment is defined as an environment that actively encourages the
performance of certain skills, in this case, critical and creative thinking
approaches.
Ensure to include the following each process:
 Team and individual team member’s feedback on the following from the
Meeting Minutes in Task 1.7
o Feedback on formal learning opportunity facilitated
o Feedback on informal learning opportunity facilitated
Incorporate the following based on the feedback received:

o Replicate what was said to have been done well during each
learning opportunity
o Include the changes and additional resources that might have
been identified as lacking in each learning opportunity
 Include only steps that will facilitate the practice of critical and creative
thinking in others based on the gaps or barriers identified in Task 2.1
Ensure that the language used in the processes you will developed is clear and easily
understandable for the audience.
2. Submit the completed Critical and Creative Thinking Processes template to your
assessor

Critical and Creative Thinking Processes
Learner Name:
Date
Processes for Creating Safe Environments for Critical and Creative Thinking
Process for Critical Thinking:

Process for Creative Thinking:

P a g e 102 | 144
Part 3. Facilitate Opportunities for Application of Critical and

Creative Thinking
Task Overview
This part of the project requires you to facilitate activities that will allow application of critical and
creative thinking in the workplace. Specifically, you are required to:
 Facilitate opportunities for team members to apply critical thinking skills to workplace
problems
 Provide feedback to team members on performance of tasks
 Collect feedback from individuals and teams on critical and creative thinking opportunities
 Identify additional support required for teams and individuals
Resources Required:
o Volunteers to participate in assessment activities, including:
 At least two Fitness Instructors for Team A

 At least two Fitness Instructor for Team B
 Video camera or a mobile phone with video recording capabilities
 A safe environment to conduct the role play activity

Workplace Problems
In the past few days, you have noticed the following workplace problems happening in your
branch of Bounce Fitness, Bounce Fitness Cairns:
Impatient Clients
One of your personal fitness trainer’s clients has expressed their lack of interest in the current
exercises they are performing because they are not seeing immediate weight loss results. They
have requested that their personal fitness trainer change some of the exercises that is currently
part of his training plan. The fitness trainer has approached you and the rest of Team A for help as
this is the third time the client has asked that their training plan be changed. The other members
of Team A have also experienced clients who become impatient when they do not see immediate
results.
Trendy Classes
You notice that there are less clients attending the different in-house group classes offered by
Bounce Fitness. The current classes being offered are aerobic classes, circuit classes, and dance
classes. These classes have been offered to clients for more than a year now. When you asked one
of the Team B fitness instructors to ask their clients, the response they received was that it might
be because the classes were not ‘trendy’ enough. You realise that now would be a good time to
introduce a new class to your clients.
P a g e 104 | 144
Task 3.1 Create Action Plans to Address Workplace Problems
1. Identify the two workplace problems that must be addressed by Team A and Team B
based on Part 3 Case Study Overview.
2. Locate the Action Plan provided within this workbook. Create one Action Plan for each
team. For each Action Plan, you must identify the following:
a. At least one workplace problem to be addressed by each team based on the Part
3 Case Study Overview
b. At least two actions items to address each team’s workplace problem:
 At least one action item must allow team members to demonstrate
critical thinking
An action item for critical thinking would allow team members to
conduct analysis, evaluation, or synthesis of ideas to address the
workplace problem.
 At least one action item must allow team members to demonstrate
creative thinking
An action item for creative thinking would allow team members to
generate new ideas to address the workplace problem.
b. Date when each action item will be implemented
c. Expected outcome when each action item has been implemented.
Do not write anything on the following sections. These will be completed in the later task
after each action item has been implemented:
a. Date Implemented
b. Actual Result
c. Assessor’s Signature.
d. Assessor’s Declaration
2. Submit the two partially completed Action Plans to your assessor.

Action Plan
Completed by Workplace/Organisation
Team Date Completed
Workplace Problem
Planned
Date Assessor’s
Action Item Implementation Expected Outcome Actual Result
Implemented Signature
Date
Critical Thinking:

Creative Thinking:

P a g e 106 | 144
TO THE ASSESSOR
By signing in the spaces provided below, you are confirming that you have observed the learner, whose name appears above, implement each action item according
to their responses in the Action Plan.
Assessor Name:
RTO Name:
Position:
Signature:

Task 3.2 Apply Critical and Creative Thinking Skills to Workplace Problems
1. Implement each action item identified in the Action Plan from Task 3.1.
2. Arrange a time to meet with each team to facilitate the action items identified.
ensure the demonstration of the skills specified during the facilitation of each action
item.
time with your assessor to observe you in implementing each action item with each
team. Provide them with two copies of the Observation Form provided within this
workbook. Your assessor must complete one Observation Form for each team.
If direct observation is not possible, record the activity in a video. Ensure to obtain
permission first from persons involved before doing so.
5. When facilitating each action item for each workplace problem, you must:
a. Present the workplace problems from the Part 3 Case Study Overview to the
team.
 Present Team A with Problem 1: Impatient Clients
 Present Team B with Problem 2: Trendy Classes
b. Implement each action item and come up with at least two solutions for the
team’s problem:
 One solution must be created using critical thinking
 One solution must be created using creative thinking
b. Observe how the team applies both critical and creative thinking to the
workplace problem.
Your observations of the team’s and individual members’ performance will be
used in the later tasks.
6. Complete the following columns in each Action Plan after implementing all action items
for each team:
a. Date Implemented
Record the actual date each action item was conducted.
b. Actual Result
P a g e 108 | 144
Describe if the team was able to achieve each anticipated result for each action
item facilitated.

7. Have your assessor sign the Assessor’s signature column for each action item facilitated
and the Assessor Declaration Form in each Action Plan. Assessor’s signature must be
handwritten.
8. Locate the Feedback Form provided within this workbook. Provide each team member
from each team a copy of the Feedback Form after implementing both action items.
Instruct each team member to:
a. Record the task title for when the Feedback Form was completed
b. Identify the job role they are undertaking in this assessment
c. Review each criteria listed in the Feedback Form
d. Provide feedback to how you facilitated the implementation of each action item.
Place only one tick mark per criteria for each area of facilitation. Team members
should not leave anything blank.
e. Provide at least one specific comment on how future learning opportunities can
be improved.
Each comment provided must mention a specific aspect of your facilitation of
action items. Each team member must provide at least one suggestion on how
that aspect can be improve in future learning opportunities.
Keep a copy of each Feedback Form completed by each team members. These will be
used in the later tasks.
9. Submit the following documents to your assessor:
 Two completed Action Plans – one for each team
 At least four completed Feedback Forms
 Video recordings of action items implemented (ONLY if assessor is not available
for direct observation)
P a g e 110 | 144
Feedback Form
Task:
Team Member:
Date:
Learner Name:
INSTRUCTIONS TO THE VOLUNTEER

Rate the learner’s performance during the facilitation of your team’s action items. Tick only one rating per
rating criteria that you believe best represents the learner’s performance. Tick ‘N/A’ if the learner was not
able to demonstrate a rating criteria. Do not leave anything blank.
Provide additional comments or feedback on the learner’s performance on the space provided at the end of
this form.
Ratings
Areas of Facilitation
Strongly Strongly N/A
Agree Disagree
Agree Disagree
Facilitator Knowledge
1. Facilitator communicated information     

clearly
2. Facilitator was approachable for     

questions or clarifications
3. Facilitator was well-prepared     
Information Presentation
4. Information was presented logically     
5. All information needed to complete the     

task was presented
Physical Resources
6. Session materials/handouts were     

helpful (if provided)
7. The venue was comfortable     

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

P a g e 112 | 144
before proceeding.
For this assessment, the learner is required to facilitate each action item for each team. Prior to facilitating
the action items, discuss with the learner to ensure that they have access to the following:
A safe environment to facilitate each action item (please tick at least one):
 One partially completed Action Plan for each team
 Additional resources the learner may need to facilitate each action item

You are required to observe the learner facilitate the implementation of each action item for each team.
The learner will provide you a copy of the Observation Form which you must complete during the
observation task.
the task.
commencing.
P a g e 114 | 144
Observation Form
Learner Name:
Name of Workplace/

Organisation:
Task Title

Team
Start Date of Observation:
End Date of Observation:
Details of Observation
Did the learner demonstrate the
following during the facilitation of Yes No
action items for each team? Comments
1. Explain the workplace problem Observed by:

clearly to each team.
Initials:
Did the learner:
Date observed:

 Introduce the persons involved
or affected by the problem
(e.g., client, fellow fitness
trainer)
 Explain the situation in each Observed by:

workplace problem thoroughly
Initials:
by including the details of the
problem Date observed:


2. Present all the requirements of the

task the team members must fulfil
Did the learner:
 Instruct team members to Observed by:

perform both action items
Initials:
using different thinking
methods (i.e., must perform Date observed:
one action item using critical
thinking and the other using
creative thinking)
 Inform members that they Observed by:

must produce two solutions
Initials:
to each problem (i.e., one
solution using critical thinking Date observed:
and one solution using
creative thinking)
3. Adapt method for presenting

information depending on the venue
of the activities
Did the learner:
 Project voice sufficiently Observed by:

throughout the room in the
Initials:
absence of a mic
Date observed:
 Provide handouts to provide Observed by:

members with physical copies
Initials:
to allow them to look back on
requirements Date observed:
P a g e 116 | 144
4. Encourage members to share their

own input
Did the learner:
 Adopt a round robin discussion

Observed by:
approach to give all members a
chance to speak Initials:
Date observed:
 Ask members one by one about Observed by:

what they think (e.g., what do
Initials:
they think would be a good
solution, how should the team Date observed:
proceed with the task, etc.)
 Ask participants to discuss with Observed by:

their peer the answer to a
Initials:
question presented
Date observed:

Assessor Name:
RTO Name:
Signature:
Date signed:

Task 3.3 Provide Feedback to Teams
1. Arrange a time to meet with each of the two teams to provide feedback on their
performance of each action item implemented in Task 3.2.
ensure the demonstration of the skills specified during each meeting.
time with your assessor to observe you in conducting the meetings.
Provide your assessor with two copies of the Observation Form. Your assessor must
complete one Observation Form for each team meeting.
4. Locate the Meeting Minutes template provided within this template. You will record
your discussion with each team here.
5. During each meeting, you must:
a. Provide feedback to each team member on their application of critical and
creative thinking skills during Task 3.2.
Discussion points can include, but are not limited to, the following:
 Discuss if critical and creative thinking was properly used to address the
workplace problem.
 Areas where the team member performed well
 Areas where the team member did not perform well
P a g e 118 | 144
b. Identify at least one additional support that can be provided to each of the
following:
 Each team
 Each individual team member from each team
Additional support can include supplemental resources, or practices that can be
implemented when completing workplace tasks that require critical or creative
thinking (e.g., think of all the possible scenarios for a workplace problem and
come up with solutions for each one to practice creative thinking)
Record your discussion in the Meeting Minutes template. You must complete one
Meeting Minutes template for each team.
6. Have all the attendees sign beside their name in each Meeting Minutes after each
meeting. All signatures must be handwritten.
 Two completed Meeting Minutes
 Two video recording for each meeting conducted (ONLY if direct observation is
not possible)

Meeting Minutes
Date: Time: Location:
Purpose of the

meeting
Facilitator
Notetaker
Attendees
Please sign beside
your name after the
meeting.
Agenda Item 1 Provide Feedback to the Team

Discussion

P a g e 120 | 144
Agenda Item 2 Additional Support for Team and Individuals

Discussion
Team

Individuals


before proceeding.
For this assessment, the learner is required to provide feedback to all the team members from each team
in separate meetings. Prior to conducting each meeting, discuss with the learner to ensure that they have
access to the following:
 Meeting Minutes template

P a g e 122 | 144
You are required to observe the learner meet with each team to provide feedback on their performance of
each action item in Task 3.2. The learner will provide you a copy of the Observation Form which you must
the task.
commencing.

Observation Form
Learner Name:
Name of Workplace/

Organisation:
Task Title
Team:

Yes No Comments
the meeting with each team?
1. Begin the meeting by greeting each team

member (e.g., asking how each team member
has been lately)
2. Provide constructive feedback to team on performance
a. Recount the team’s performance
Did the learner:
 Explain what the team did well
 Mention specific examples of actions

which the team did well
 Explain what may have caused the

team to not perform well
 Point out moments during the activity

that led to the team not performing
well
P a g e 124 | 144
b. Give advice on how the team can perform better
Did the learner:
 Present the team with alternative

actions that they could have done (e.g.,
‘could have set an order to the
discussion so everyone could have
participated’)
 Share methods team can use to

improve on their performance (e.g.,
practice methods)
3. Ask open-ended questions to encourage

team members to answer
4. Answer all questions and questions and

clarifications of the team members
5. Use the following techniques to influence the opinions of others:
Did the learner:


discussed

Did the learner:
 Ask participants to think of examples

with their peer
 Allow time for participants to discuss

question

Assessor Name:
RTO Name:
Signature:
Date signed:
P a g e 126 | 144
Part 4. Improve Critical and Creative Thinking Practices

Task Overview
This part of the project requires you to develop recommendations for future learning
arrangements. Specifically, you are required to:
 Analyse feedback from individuals and teams on critical and creative thinking
opportunities
 Develop recommendations for improvements in future learning arrangements according
to relevant legislation and organisation policies
Resources Required:
o Legislation relevant to the identified areas for improvement for future learning
arrangements
Legislation accessed must be applicable to the state/territory you are located in. These
can include, but are not limited to the following:
 Fair Work Act 2009

 Work Health and Safety Act 2011
o Organisational operational policies and procedures required to address the areas
for improvement for future learning arrangements
 Personal Development Procedure
 Minimising Use of Resources Procedure

Task 4.1 Analyse Feedback Collected
1. Review the responses provided by the teams and individuals in the Feedback Forms from
Task 3.2.
2. Analyse the feedback collected from both teams using the Feedback Analysis Form
provided within this workbook. Complete the following section in the Feedback Analysis
Form:
a. Team and Individual Feedback
 Refer to the feedback collected in the Feedback Forms for each area of
facilitation listed below:
o Facilitator Knowledge
o Information Presentation
o Physical Resources
 Count the total number of tick marks all team members marked for
each criteria in their completed Feedback Forms. Total number of tick
marks must correspond to the total number of team members of both
teams.
 Identify the aspects of facilitation that has majority of its ratings under
either ‘Disagree’, ‘Strongly Disagree’, or ‘N/A’. Record them under
Aspects for Improvement
 Record all the specific comments provided by the team members at
the end of the Feedback Forms in the Compiled Comments section
b. Facilitator’s Own Performance
 Reflect on how you facilitated the action items for each team in Task
3.2 by answering the two short questions in the Feedback Analysis
Form:
o How would you describe how you facilitated the action items
for both teams?
o What are the areas you feel you need to improve on? Identify at
least two.
P a g e 128 | 144
c. Areas for Improvement

 Review the responses for the following:
o Under Team and Individual Feedback:
 Aspects for Improvement section

 Compiled Comments section
o At least two responses to the second question under
Facilitator’s Own Performance
 Analyse the responses from each section to identify areas for
improvement.
o Identify areas of your performance that is commonly mentioned
across the three sections
o Determine what needs to be changed for future opportunities
o Determine resources or processes you might need to include to

improve future opportunities
 Identify at least three areas for improvement for future opportunities
based on your analysis of the responses from the three sections.
You may refer to the specific criteria under each aspect of facilitation to
know the specific area that you can improve on.
Responses for areas for improvement will be used to complete the next
task.
3. Submit the completed Feedback Analysis Form to your assessor.

Feedback Analysis Form
Learner Name:
Date
TEAM AND INDIVIDUAL FEEDBACK
Disagree
Disagree
Strongly
Strongly
Agree
Agree
N/A
Aspect of Facilitation
Facilitator Knowledge
1. Facilitator communicated information clearly
2. Facilitator was approachable for questions or
clarifications
3. Facilitator was well-prepared
Information Presentation
4. Information was presented logically
5. All information needed to complete the task
was presented
Physical Resources
6. Session materials/handouts were helpful (if
provided)
7. The venue was comfortable
P a g e 130 | 144
Aspects for Improvement

Compiled Comments

FACILITATOR’S OWN PERFORMANCE
1. How would you describe how you facilitated the actions item for both teams?

2. What are areas you feel you need to improve on? Identify at least two.
a.
b.
AREAS FOR IMPROVEMENT
1.
2.
3.
Add more rows as needed.

Task 4.2 Develop Recommendations for Future Learning Arrangements
1. To complete this task, you must review legislation and Bounce Fitness documents that
will address the areas for improvement identified in Task 4.1.
2. Review your responses in the Areas for Improvement section of the completed Feedback
Analysis from Task 4.1.
3. Locate the Recommendations Log provided within this workbook. Complete the log by
identifying the following:
a. Identify at least three of your responses for Areas for Improvement from the
completed Feedback Analysis from Task 4.1.
b. Identify at least one of each of the following that is relevant to each of your
areas for improvement:
 At least one relevant legislation
You must identify legislation that is applicable to the state or territory
you are located in. These can include, but are not limited to, the
following:
o Fair Work Act 2009
o Work Health and Safety Act 2011
 At least one relevant Bounce Fitness policy and procedures documents.

Use the link below to access Bounce Fitness’s Policy and Procedures:
Policies and Procedures
https://bouncefitness.precisiongroup.com.au/policies-and-procedures/
These can include, but are not limited to, the following:
o Personal Development Policy and Procedure
o Staff Induction Policy and Procedure
A legislation or policy and procedures document must be relevant to each area

for improvement identified. Documents become relevant if it contains a
requirement that will guide you on how to improve each of the areas for future
opportunities.
P a g e 132 | 144
Relevant legislation and policy and procedures document will vary depending on
the areas of improvement you have identified in Task 4.1.
You may ask for assistance from your assessor to identify legislation and policies
and procedures relevant to your areas for improvement.
c. Briefly explain how each identified legislation and policy and procedure
document are relevant to your areas for improvement
4. Submit a copy of the completed Recommendations Log to your assessor.

Recommendations Log
Completed By:
Date:
Area for Improvement for Future Relevant Legislation/ Organisational Relevance of Legislation/ Policy to the Recommendation
Opportunities Policy to Area for Improvement
1.
2.
3.
P a g e 134 | 144



Instructions:
Your assessor will review your submissions against the checklist below. This section is to be
completed by your assessor.
The learner has completed the Short Answer Questions in this workbook 
Short Answer Questions 
The learner has completed the Practical Assessments in this workbook and has 
submitted all the required evidence:
Case Study
Task 1.1 Research on Critical and Creative Thinking Models
Critical and Creative Thinking Research Form 
Task 1.2: Develop Questions about Team Tasks
Two partially completed Questions Log 
Task 1.3: Meeting with Teams
Two completed Questions Log 
Task 1.4: Create a Learning Plan
Two partially completed Learning Plans 
Task 1.5: Facilitate Formal Learning opportunities
At least two Session Plan 
At least two Attendance Sheets 
P a g e 136 | 144
Task 1.6: Facilitate informal Learning Opportunities
Two completed Learning Plans 
At least two Meeting Minutes 
At least two Video Recordings (if direct observation not possible) 
Task 1.7: Collect Feedback on Learning Opportunities
Two Meeting Minutes 
Task 2.1: Analyse Organisational Systems
Organisational Systems Analysis Report 
Task 2.2: Develop Processes for Critical and Creative Thinking
Critical and Creative Thinking Processes 
Task 3.1: Create Action Plans to Address Workplace Problems
Two partially completed Action Plans 
Task 3.2: Apply Critical and Creative Thinking Skills to Workplace Problems
Two completed Action Plans 
Six completed Feedback Forms 
Task 3.3.: Provide Feedback to Teams
Two Meeting Minutes 
Task 4.1: Analyse Feedback Collected
Feedback Analysis 
Task 4.2: Develop Recommendations for Future Learning Arrangements
Recommendations Log 


Recording
P a g e 138 | 144
Record of Assessment
Instructions:
This section is to be completed by your assessor.
Assessment Details
Learner
Course Code
Unit of Competency BSBCRT511 - Develop critical thinking in others (Release 1)
Assessor Name
RTO
Needs more
Assessment Activity Satisfactory
evidence
Short Answer Questions
Short Answer Question 1  

Needs more
Assessment Activity Satisfactory
evidence
Practical Assessment
Part I Task 1.1 Research on Critical and Creative Thinking Models  
Part I Task 1.2: Develop Questions about Team Tasks  
Part I Task 1.3: Meeting with Teams  
Part I Task 1.4: Create a Learning Plan  
Part I Task 1.5: Facilitate Formal Learning opportunities  
Part I Task 1.6: Facilitate informal Learning Opportunities  
Part I Task 1.7: Collect Feedback on Learning Opportunities  
Part II Task 2.1: Analyse Organisational Systems  
Part II Task 2.2: Develop Processes for Critical and Creative Thinking  
Part III Task 3.1: Create Action Plans to Address Workplace Problems  
Part III Task 3.2: Apply Critical and Creative Thinking Skills to Workplace  
Problems
Part III Task 3.3.: Provide Feedback to Teams  
Part IV Task 4.1: Analyse Feedback Collected  
Part IV Task 4.2: Develop Recommendations for Future Learning  

Arrangements
P a g e 140 | 144
Needs more
Context Details Satisfactory
evidence
 
 
 
 
 
 
Supervisor/Observer Verification Log
Supervisor/Observer
Supervisor/Observer Role in the Contact Date of
verifies the learner’s
Name Assessment Details Contact
submissions
 Yes  No
 Yes  No
 Yes  No
 Yes  No

Assessor’s Comments
Remarks/feedback
Details of further evidence required
Please tick the appropriate box. Yes No
Comments and further action required are noted in the Learner

 
Assessment Pack
Results discussed and agreed to by the learner

 
You have the right to appeal the outcome of your assessment.
 Competent
The Learner is
 Not Yet Competent
Assessor’s signature Date signed
I further confirm that I have verified the learner’s submissions by contacting the learner’s
supervisor and/or observer whose names appear in the Supervisor/Observer Verification Log
above.
After reassessment, the Learner is:  Competent  Not Yet Competent
Assessor’s signature Date signed
P a g e 142 | 144
Learner’s Comments
The signature confirms that I have submitted all my own work, and agree with the assessment
decision and feedback.
Learner’s signature Date signed

End of Document
P a g e 144 | 144

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Learner Assessment Pack

Australis Institute of Technology and Education (AITE) (Australia)

© 2020 Australis Institute

BSBCRT511 - Develop critical thinking in others (Release 1)

Overseas Student Information Copying for Educational Purposes

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Version Control & Document History

Date Summary of modifications Version

Version 1.0 produced following assessment

22 January 2021 Updated broken Bounce Fitness links 1.1

25 October 2021 Updated instructions in Task 4.2. 1.2

24 November 2021 Removed broken link in Task 1.1 1.3

Learner Assessment Pack

Each Learner Assessment Pack is made up of four parts:

Steps for Learners

Resources Required for Assessment

 Performance Management System

Accessing Intranet Pages and External Links

Have you signed off 

Other (please describe) 

Assessment Pathway (for Practical Assessment)

Learner’s Organisation (Pre-assessment meeting conducted) 

Simulated Workplace Environment (Contextualised by RTO) 

Organisational operational policies and procedures required for role. 

Assessors of this unit must satisfy the assessor requirements in applicable

Learner’s name

Learner’s signature Date

Assessor’s name

Assessor’s signature Date

End of Assessment Agreement

Learner Assessment Pack

Contextualisation of Assessments by RTOs

Short Answer Questions

Critical Thinking Explanation on How Each

a. Clarity

c. Accuracy

Explanation on How Each

a. Analysis

b. Synthesis

c. Evaluation

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

a. Describe the appraisal process.

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

Learning Environment Description

a. Classroom Learning

b. Distance Learning

Complete the table listed below.

Learning Environment Learning System Description of Use in an Organisation

Complete the table below:

Legislation Requirement Explanation

Privacy Act 1988

Complete the table below:

Legislation Requirement Explanation

Equal Employment Opportunity

Criteria Questions to answer to help you evaluate each source.

 Does the source provide valid information for your

 Is the content authored and published by a reputable and

 Who is the intended audience?

 Is the source relevant to your procedure?

 Is the information provided in this source biased?

BSBCRT511 – Develop critical thinking in others (Release 1)

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Is the content authored and published by a reputable and