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BSBCRT511 Student Guide
BSBCRT511 Student Guide
BSBCRT511 Student Guide
GUIDE
BSBCRT511
DEVELOP CRITICAL
THINKING IN OTHERS
Contents
Overview 3
Topic 1: Assessing critical thinking skills in others 4
Topic 2: Training others in creative thinking 15
Topic 3: Developing others through application 21
Overview
The Student Guide should be used in conjunction with the recommended reading and any further
course notes or activities given by the trainer/assessor.
Learning goals
Learning goals include:
You understand critical and creative thinking concepts and models to assess the critical
thinking skills of individuals and teams.
You establish an environment that encourages the application of critical and creative thinking
by developing processes and facilitating formal and informal learning opportunities.
You monitor and improve creative thinking practices through review of your own and other’s
performance.
We all make decisions and solve problems each day – in both our personal lives and workplaces.
Some decisions are quick and easy to make. Perhaps the problem you encounter is a familiar one
that has a tried and tested solution. However, often times the solution to your problem is not
straight forward and the decision you must make requires more than your intuition.
Being able to think critically about an issue, decision or problem will help you and others arrive at
the best solution or decision possible. It may even result in innovation.
Did you know that critical thinking is a skill and can be learned and practised? In fact, critical
thinking is one of the most valued attributes employers consider when deciding whether to employ
or promote a candidate. It is also listed as one of the most important skills required for jobs of the
future.
Whether you’re a manager, supervisor, entrepreneur or an employee you can make meaningful,
innovative and competitive contributions to your workplace by thinking critically yourself and
helping others do the same.
As you develop and coach others in the workplace it’s important to assess their critical thinking
ability, facilitate learning to address any gaps that may exist in their skill set and provide
opportunities to apply what they’ve learnt.
This topic addresses issues related to assessing the critical thinking skills of others.
Before we start investigating critical thinking in more detail, discuss different ways
you can do research and the importance of using a wide range of information
sources. If you’re unsure of how to reference your sources, ask for help. Your trainer
will facilitate a discussion to consolidate your findings.
Critical thinking is when you deliberately and systematically think about a problem, situation or
decision.
Activity: Watch
As a critical thinker:
you set aside any of your own personal opinions and biases
you use foresight to consider the impact of your decision on the people and things around you.
Critical thinking, like communication and teamwork, is a soft skill that is difficult to measure or prove.
Even so, there are certain general characteristics associated with someone who thinks critically.
At work, critical thinking helps individuals and teams approach unexpected problems or
unfamiliar situations with confidence and make the best decisions possible.
Activity: Read
Read the following blog posts that list examples of where critical thinking can be
used in the workplace.
Blog 1: https://www.insightassessment.com/blog/18-examples-of-using-critical-
thinking-in-business
Blog 2: https://credentials.deakin.edu.au/4-examples-of-critical-thinking-that-show-its-
importance/
Take notes to summarise what you have read and keep them for future reference.
The article below provides a real example of how critical thinking is vital in the
workplace. This particular situation shows how critical thinking was necessary the
distribution of a potential Pfizer vaccine for COVD-19. Read it and reflect on the
many ways critical thinking formed part of the innovation process.
Article: https://www.abc.net.au/news/2020-11-11/coronavirus-pfizer-vaccine-
eskies/12871888
As you seek to address and improve the critical thinking skills of individuals and teams at work,
always keep the benefits in mind to motivate and direct your efforts. It’s also helpful to reflect on the
consequences of neglecting critical thinking.
Activity: Brainstorm
discuss how critical thinking benefitted Pfizer and what may have happened if
they neglected to think critically.
Oftentimes innovation (a new idea, thought or imagination in form of a product, device or method)
occurs when creativity and critical thinking are combined.
Activity: Discuss
Activity: Practical
Work together in small groups to discuss the article and answer the following
questions:
1. What innovative idea did Frederick Smith develop?
2. How does FedEx illustrate the link between creativity and critical thinking?
Discuss your answers with another small group to compare your ideas.
Various models have been developed to guide and explain critical and creative thinking in a way
that makes them an integral part of life.
Activity: Read
Read the articles explaining various creativity and critical thinking models.
Article 1: http://www.directedcreativity.com/pages/WPModels.html
Article 2: https://hbr.org/2019/10/a-short-guide-to-building-your-teams-critical-
thinking-skills
Article 3: https://louisville.edu/ideastoaction/about/criticalthinking/framework
Article 4: http://blogs.oregonstate.edu/wicnews/2017/11/29/critical-thinking-multiple-
models-teaching-learning/
Choose one creative or critical thinking model (either one of the examples from the
articles above, or a different model you’ve identified yourself).
Research the model including:
Activity: Discuss
As a group, discuss which features of critical and creative thinking were found across
a range of models.
Take notes and keep them for future reference.
Regardless of the model or approach you follow as you develop critical thinking skills in yourself
and others, general tips to help you along the way include:
follow a process
take time
think of as many ‘out-of-the box’ solutions as possible (don’t neglect the obvious ones)
Critical thinking requires the application of a range of skills, including analysis, interpretation,
reasoning, synthesis and evaluation.
Activity: Define
analysis
interpretation
reasoning
synthesis
evaluation.
Take notes and keep them for future reference.
Financial analysis
Surveys
Graphical representation
Spectrum of authority
Activity: Reflect
Are there any specific tools/techniques relevant to your field of interest or workplace?
For more information on the various techniques applicable to critical thinking for
specific workplace and industry situations, read the articles below:
Article 1: https://managementmania.com/en/analyses-analytical-techniques
Article 2: https://www.formpl.us/blog/data-interpretation
Article 3: https://courses.lumenlearning.com/austincc-
learningframeworks/chapter/chapter-7-critical-thinking-and-evaluating-information/
Article 4: https://www.reasoninglab.com/steps/
Choose one of the critical thinking skills from this section (e.g. analysis). Do research
to further summarise the skill as it relates to critical thinking and provide an example
to show how one technique related to the skill (e.g. gap analysis) can be applied to a
work situation.
Share your research with a larger group in an appropriate format e.g. video link (your
trainer will provide more information).
Take notes from the research shared by other students.
Activity: Read
Activity: Practical
In small groups, take turns to assess each other’s critical thinking gaps using five
“why” questions. Remember that the answer to the first “why” question determines in
the second “why” question.
Knowledge gaps related to critical thinking cover a broad range of issues, but may include:
Activity: Brainstorm
Almost all processes and programs in an organisation are guided by organisational systems and
Any assessment of critical thinking within a team or for individuals at work must:
Legislative requirements
Legislation and organisational policies/procedures are put in place to make sure everyone is as
safe as possible and to ensure a successful outcome for the business or organisation. Workplace
problems often occur due to a deviation from legislative and/or organisation policy/procedure
frameworks.
You need to identify any legislative obligations as well as existing organisational policies and
procedures applicable to critical thinking and workplace assessment and training.
Activity: Research
Corporations Act
Privacy Acts
Activity: Explore
Explore a few of the policies on the website below and identify how they address
critical thinking and/or training.
Website: https://www.csusb.edu/policies
Activity: Develop
Assume you are a manager and have noticed a lack of critical thinking in the team
you lead. Select any industry and job role applicable to your current work situation or
area of interest and use what you’ve learnt in this section to:
1. Develop a set of questions to assess individual and team critical and creative
thinking skills.
2. Establish any legislative requirements regarding creative thinking and/or
training/application.
3. Identify any policies and procedures that may impact how you approach the
development of critical thinking in your team.
4. List resources that may be required as you develop critical thinking in others.
The effective use of creative and critical thinking in the workplace requires a supportive
environment.
This topic focuses on developing critical thinking in others through training, application and the
establishment of appropriate organisational systems.
Activity: Reflect
Have you ever experienced a situation where your own creativity and critical thinking
has been impeded by policies, procedures or your superiors?
Are there any systems in your workplace or place of study that create barriers to
critical thinking?
Activity: Discuss
In a group, discuss how organisational systems may create gaps and barriers to
critical and creative thinking. By the end of the discussion, you should have a
comprehensive list applicable to a variety of industries.
Take notes and keep them for future reference.
Activity: Practical
Activity: Reflect
appreciation of differences
diverse contributions
time to reflect
As you seek to develop critical thinking in others, ensure that processes are developed to
provide a supportive environment.
Activity: Brainstorm
Activity: Read
Read the article on why Google is consistently voted one of the best companies to
work for:
Article: https://www.investopedia.com/articles/investing/060315/top-10-reasons-work-
google.asp
List the processes Google have put in place to facilitate critical and creative thinking.
You may recall that critical thinkers make decisions based on information from a variety of sources.
As you seek to develop processes that support critical thinking, make sure you source relevant
information from a variety of sources too (and don’t forget to establish fact from fiction). This may
include:
Activity: Reflect
Reflect back to the research you did on legislation (in topic 1). What are the
legislative requirements for workplace training?
Formal learning opportunities that may take place at work are explained in the table below.
Online training courses These can take place at any time using a range of desktop
or hand-help devices. Often staff can access the course at
a time convenient to them and demonstrate competency
through an online quiz at the end of the course.
E.g. online training course for staff to understand child
safety requirements and legislation
Face-to-face workshops These take place at a designated venue and time and is
usually for two or more people. Face-to-face workshops can
be facilitated by an external consultant or internally by other
staff members.
E.g. group training session for finance team to learn how to
graphically represent information.
Summary emails requiring These are usually used when the learning content is
response important but brief. An email summarise the content and
staff are required to acknowledge that they’ve read the
email.
E.g. New legislative requirement relating to workplace
safety.
Activity: Read
Organisations should frequently consider and review the best industry relevant training practices
on critical and creative thinking methods (the concept of “best practice” refers to good practices
that have been proven to achieve successful results).
This is particularly necessary considering how quickly the use of technology is evolving.
Activity: Practical
Think back to the critical thinking skills and associated techniques (analysis,
interpretation, reasoning, synthesis, evaluation) you learnt about in Topic 1.
Use the information from the articles you’ve just read (as well as any other relevant
information from this course) to select the best ways to provide instruction for each of
the skills.
Compare your work with another student and discuss any differences you have
(remember that critical thinking values differences in perspectives!).
Your trainer will facilitate a group discussion to create a comprehensive list of best
practices.
Activity: Develop
Assume you are a manager and have noticed a lack of critical thinking in the team
you lead. Select any industry and job role applicable to your current work situation or
area of interest and use what you’ve learnt in this section to:
1. Choose two appropriate methods for critical thinking instruction (one informal
opportunity and one formal opportunity).
2. Use each method to articulate critical and creative thinking concepts to team
members (e.g. by PowerPoint presentation, roleplaying a team meeting or
drafting an email).
3. Develop two processes relevant to your chosen industry and job role that will
provide our team with a safe critical and creative thinking environment.
4. List the resources required to implement the developed processes.
Activity: Reflect
How have you used critical thinking skills in this course so far?
This topic focuses on how to provide opportunities for individuals and teams to apply critical
thinking skills to workplace problems.
One popular way to address problems using critical and creative thinking is to host a
“hack-a-thon”. Read the articles below for more information:
Article 1: https://www.apa.org/science/about/psa/2020/03/hackathon
Article 2: https://blog.bizzabo.com/hackathon-ideas
Think back to topic 1 where we explored the characteristics of critical thinking. The table below
provides ideas on how to apply these characteristics at work.
Characteristics Application
Take other’s opinions and Team meetings where everyone feels safe to
perspectives into account contribute
Round-table discussions
Suggestion box
Informal feedback
Brainstorming sessions
Workplace competitions
Hackathons
Sometimes workplace problems can be so complex they are highly resistant to resolution. These
issues have been collectively named ‘wicked’ problems. The term ‘wicked’ in this context does not
mean evil, but rather highlights the complexity of the issue.
It’s very hard to solve wicked problems. Some even say these are problems that cannot be
successfully or completely solved, so think carefully before asking your team to address a
wicked problem.
the potential for mass unemployment once robotics and artificial intelligence (AI) become
pervasive
maintaining reliable, secure and affordable electricity while meeting emissions reductions
targets
balancing Australia’s commercial and political interests between China and the USA
food sustainability.
Activity: Practical
Work together in small groups to complete the tasks below. If possible, form a group
with people who have a similar job to you or are interested in the same industry.
1. Write a list of:
a. at least three tasks applicable to your workplace, or industry of interest that
use critical thinking (think back to topic 1 when you read the bog posts
providing examples of where critical thinking can be applied at work).
b. at least three workplace problems relevant to your workplace or industry of
interest.
2. For each of the tasks, state how you can provide opportunities for team
members to apply critical thinking (use what you’ve learnt so far in this course to
help you answer and be creative!).
3. Present your work to the larger group and seek feedback.
Provide constructive feedback to team members on their use of critical thinking as they perform
given tasks. They can use the feedback to improve on future critical thinking.
Feedback can be given informally (e.g. a quick discussion during lunch) or formally (e.g. as part of
a performance review). Whether its informal or formal, general principles for clear feedback should
be considered (see Figure 4).
Activity: Read
Remember that as part of your feedback, identify any additional support required by the team or
individual.
As part of your interaction with your team, it’s important that you continuously look for ways to
establish connections and genuinely understand their needs, strengths, weaknesses and potential.
Activity: Reflect
Reflect on the work you’ve done in this course and any feedback you’ve received.
What did you do well?
What can you improve on?
Activity: Brainstorm
Brainstorm as many ways you can think of to collect feedback from individuals and
teams on the creative thinking opportunities you’ve provided.
Take notes and keep them for future reference.
Analyse it (for relevancy, accuracy and adherence to legislation and organisational policies) and
develop recommendations for improvements in future learning arrangements.
As you develop recommendations, collaborate and negotiate remembering that your ultimate
goal is to develop critical thinking in others.
Activity: Watch
Activity: Discuss
As a group, discuss how the video you’ve just watched is similar AND dissimilar to
workplace negotiation.
Activity: Read
Activity: Develop
Use any feedback you have received as part of the course to develop
recommendations for improvements to your work (e.g. for the practical or develop
activities).
As you develop recommendations, meet with at least one person who provided you
with feedback and practice negotiating the outcomes.