BSBCRT511 Develop cri cal thinking in others

Task 3 Project: Assess, establish and monitor

cri cal thinking prac ces for Bounce Fitness

Assessment Instructions
Assessment context and In the role of Centre Manager of Bounce Fitness Cairns, you are
overview responsible for leading two teams: Team Amazing and Team Brilliant. You
will assist the teams and individuals to improve work performance,
develop and coach team members to use cri cal thinking skills, and
make recommenda ons for future learning opportuni es.
Your trainer will provide you with clear instructions.

Student Instructions You must:

Complete all sec ons of the project using the Task 3 Assessment
Templates.
There are 4 parts to Assessment Task 3.
• Part 1: Assess individual and team cri cal and crea ve
thinking skills – Observa on assessment
• Part 2: Establish an environment that supports cri cal and
crea ve thinking
• Part 3: Apply cri cal and crea ve thinking to common
workplace issues
• Part 4: Monitor and improve thinking
prac ces. All work in this project is individual
work.
Templates and Resources Use the following templates and resources.
required • Task 3 – Project Assessment Templates (in Moodle)
• Required Assessment Resources:
o Bounce Fitness documents: (see login username and
password in Moodle)
▪ Marke ng policies and procedures
▪ WHS and emergency
▪ Bounce Fitness BSBCRT511 forms and templates
• Student book and any addi onal learning resources

Privacy Declaration: The college receives your assessment for marking and modera on only. It
will be treated con den ally, and only authorised college o cers will have
access to it. No access will be provided to any other person without your
consent, or unless authorised by law.

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 Scenario introduction
As the centre manager for Bounce Fitness Cairns, you are responsible for managing the
performance of the centre and its employees. You have two teams of tness trainers that
directly report to you: Team Amazing and Team Brilliant. There are two members in each team.
The tness trainers of Team Amazing are responsible for:
• One-on-one classes with clients, catered to each individual’s needs and capabilities.
• Crea ng training plans that are appropriate for each client.
• Tracking clients’ tness records and adjus ng training plans depending on progress.
Fitness trainers of Team Brilliant are responsible for:
• Group tness classes. Each class has an a endance of 10 to 25 clients.
• Educa ng clients, when required, on proper exercise and nutrition.

Project Ac vi es and directions

This project is divided into four parts:
• Part 1: Assess individual and team cri cal and crea ve thinking skills - Observa on
assessment
• Part 2: Establish an environment that supports cri cal and crea ve thinking
• Part 3: Applying cri cal and crea ve thinking to common workplace issues
• Part 4: Monitor and improve thinking practices

Part 1: Assess individual and team cri cal and crea ve

thinking skills
In Part 1, you will iden fy the knowledge gaps of tness trainer teams and individuals, and
facilitate learning opportuni es to support trainer growth and the e ec veness of the centre.

Scenario 1:
To help improve your employees’ performance, you decide to check how well members of
each team know their tasks. Based on your ndings, you intend to organise learning
opportuni es to help tness trainers perform be er. You will develop a cri cal and crea ve
thinking ques on log and learning plan to help you do this.

Steps

1. Access and review the document below using the link. Use the Bounce Fitness
username and password on Moodle.
• Fitness Trainer Tasks Guidelines
Each Bounce Fitness team has a task with guidelines found in the following sec ons of
the document:

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 a) Team Amazing's task is based on Developing a Personal Fitness Plan
b) Team Brilliant’s task is based on Giving Advice on Proper Nutrition

2. Research models of cri cal and crea ve thinking. Choose two (2) suitable models for
Team Amazing and Team Brilliant to adopt when dealing with workplace problems. You
will discuss these models with team members in an upcoming knowledge gap
assessment mee ng.

3. Use the Ques on Log in Assessment Templates. Write ques ons to iden fy the
knowledge gaps of each team related to their tasks. Then complete the benchmark
answer sec on for each team. Leave the right two columns clear to be completed later.
a. Create at least ve (5) ques ons for each team based on the tasks outlined in the
Fitness Trainer Tasks Guidelines. Ques ons should ask about how, what, why, when,
and where (e.g., When are pre-screening tests done? What can be tracked using the
records from a tness test?).
b. Write a model answer next to each ques on created.
Note: You must develop your ques ons and benchmark answers before conduc ng
the mee ng in the next step.

4. Conduct a mee ng to iden fy knowledge gaps. This is your observa on assessment.

Your performance will be assessed by your trainer according to the observa on
criteria. See the separate instruc ons and observa on criteria for Task 4 –
Observa on in Moodle.

− Before the meeting:

o Ensure you have prepared your ques ons and benchmark answers for Team
Amazing and Team Brilliant.
o Choose at least two other class members to play the part of tness trainers and
assign each one to Team Amazing and Team Brilliant.
o Review the character briefs (A & B) via the link below and make sure your
chosen class members are clear on their roles.
▪ Mee ng with Team A(mazing) Character Brief
▪ Mee ng with Team B(rilliant) Character Brief
o Refer to the mee ng agenda in Moodle and address all the items during the
meeting.

− During the meeting:

o Explain to the tness trainers why you are assessing their knowledge gaps.
o Explain the importance of improving knowledge and skills for the success of
Bounce Fitness.
o Ask members from each team the ques ons you developed in the Ques on
Log, alterna ng ques ons between team members.
o If a team member can answer the ques on correctly, check the box in the
Answered Correctly column. If not, leave it blank.

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 o Write speci c comments in the comments/remarks column for ques ons that
team members were unable to answer correctly.
o Ask team members to share their ideas on ways they could improve their
knowledge and training skills.
o Ask team members for feedback on the ways they could improve cri cal and
crea ve thinking opportuni es at Bounce Fitness.
o Your trainer will be looking to see that you:
▪ communicate the importance of improving knowledge and skills for the
success of the trainer job role
▪ ask team members the ques ons you have prepared
▪ discuss ideas on improving trainer’s performance
▪ suggest models of cri cal and crea ve thinking your sta could use during
their role at Bounce Fitness
▪ listen to feedback and the ideas from team members.
▪ establish connec ons with team members and create a genuine
understanding of trainers knowledge gaps.

− A er the meeting:
o Collate the feedback and responses to ques ons you collected during the
mee ng. This will inform the learning plan you will develop next.

5. Create a Learning Plan. Now that you have iden ed individual learning gaps, develop
a formal and an informal learning plan for each team using the template in the
Assessment Templates. Your learning plan must provide learning opportuni es for
each team.

IMPORTANT: Check you have completed the following for Part 1:

• Ques on Log
• Knowledge Gap Assessment mee ng – observa on assessment
• Learning Plan

Ques on Log:
Team Ques on Benchmark Answer Answered Comments/
Correctly Remarks
Team When should pre- Pre-screening should be Yes -
Amazing screening be conducted before beginning the
conducted for new tness program to account for
clients? medical issues and risk factors.
What informa on Informa on such as medical
should be gathered condi ons and injuries should be
during pre-screening? gathered to tailor the tness
plan accordingly.

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 Why is it important to Tailoring plans ensures client
tailor tness plans engagement and helps achieve
based on client goals desired outcomes.
and mo va ons?
How can tness Fitness tes ng, including
trainers assess a cardiovascular endurance and
client's tness level? strength tests, can be conducted
to assess tness level.
What are the Components include general
components of a health evalua on, body
typical tness test? composi on tes ng,
cardiovascular endurance,
strength, endurance, and
exibility tests.
Team What topics can Fitness trainers can discuss the
Brilliant tness trainers discuss ve food groups, por on control,
with clients regarding and healthy ea ng prac ces.
nutri on?
What topics are Trainers should not conduct
beyond the scope of detailed nutri onal assessments
tness trainers or provide personalized meal
regarding nutri on? plans.
Why is it important for Adherence ensures client safety,
tness trainers to avoids legal issues, and
adhere to their scope maintains professionalism.
of prac ce?
How can tness Trainers can help clients iden fy
trainers assist clients areas for improvement and
in making dietary provide guidance based on
changes? dietary guidelines.
What are the poten al Consequences may include
consequences of health risks for clients and legal
providing improper consequences for trainers.
nutri on advice?

Knowledge Gap Assessment Mee ng - Observa on Assessment:

Aspect of Descrip on
Assessment
Purpose To evaluate the cri cal and crea ve thinking skills of individual tness trainers and
their respec ve teams at Bounce Fitness.
Performance 1. Clearly communicate the signi cance of enhancing knowledge and skills to excel in
Criteria the role of a tness trainer.
2. Pose ques ons derived from the prepared ques on log to team members to assess
their understanding
Greystone College Australia:
of key concepts.
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 3. Engage in a dialogue with team members to brainstorm ideas for enhancing trainer
performance based on iden ed knowledge gaps.
4. Introduce and discuss suitable models of cri cal and crea ve thinking for adop on
within the teams.
5. Ac vely listen to feedback and sugges ons from team members regarding poten al
improvements.
6. Establish rapport with team members to gain insights into their speci c knowledge
gaps e ec vely.
Before the - Prepare a list of ques ons and benchmark answers based on the tness trainer tasks
Mee ng guidelines for Team Amazing and Team Brilliant.
- Select class members to portray tness trainers for each team and ensure they
understand their respec ve roles using provided character briefs.
- Familiarize yourself with the character briefs to facilitate smooth role-playing during
the mee ng.
During the - Begin the mee ng by emphasizing the importance of con nuous learning and skill
Mee ng improvement for the success of Bounce Fitness.
- Pose ques ons to team members, alterna ng between Team Amazing and Team
Brilliant, to assess their understanding of tasks outlined in the tness trainer tasks
guidelines.
- Record responses and provide speci c comments for incorrect answers to guide
future learning ini a ves.
- Encourage team members to share their thoughts on how to enhance their
knowledge and training skills to be er serve clients.
- Introduce models of cri cal and crea ve thinking, such as the RED Model and
SCAMPER technique, for considera on and adop on within the teams.
- Ac vely listen to feedback and sugges ons from team members regarding poten al
improvements in cri cal and crea ve thinking opportuni es at Bounce Fitness.
A er the - Collate feedback and responses to ques ons collected during the mee ng to iden fy
Mee ng common knowledge gaps and areas for improvement.
- Use the collected informa on to inform the development of a comprehensive
learning plan tailored to address the iden ed knowledge gaps for each team.
Key Skills - Communica on: E ec vely communica ng the importance of con nuous learning
Assessed and skill improvement.
- Cri cal Thinking: Evalua ng responses to ques ons and iden fying areas requiring
further understanding or clari ca on.
- Crea ve Thinking: Introducing innova ve models of cri cal and crea ve thinking for
considera on within the teams.
- Listening: Ac vely listening to feedback and sugges ons from team members to gain
insights into their speci c knowledge gaps.
Assessment - Iden ed individual and team knowledge gaps related to tasks outlined in the
Outcome tness trainer tasks guidelines.
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 - Gathered insights on areas for improvement in cri cal and crea ve thinking skills
among tness trainers.
- Established a founda on for developing a targeted learning plan to address the
iden ed knowledge gaps and enhance trainer performance at Bounce Fitness.

Learning Plan:
Team Formal Learning Opportuni es Informal Learning Opportuni es
Team 1. Conduct workshops on tness tes ng 1. Encourage peer-to-peer knowledge
Amazing techniques and interpreta on. sharing during team mee ngs.
2. Provide access to online courses on 2. Assign case studies for real-life
personalized tness planning. applica on of personal tness planning.
3. Schedule guest lectures from industry 3. Foster a suppor ve environment for
experts on client mo va on. experimenta on and innova on.
Team 1. O er seminars on nutri on basics and its 1. Host group discussions on interpre ng
Brilliant importance in tness. dietary guidelines e ec vely.
2. Organize cooking demonstra ons 2. Facilitate shadowing opportuni es with
showcasing healthy meal prepara on. experienced nutri onists.
3. Invite registered die ans for Q&A 3. Encourage self-directed learning through
sessions on nutri on misconcep ons. reading nutri on literature.

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 Part 2: Establish an environment that supports cri cal and
crea ve thinking
In Part 2, you will analyse current organisa onal systems to iden fy gaps and barriers to cri cal
thinking. You will develop processes that create a safe environment for cri cal and crea ve
thinking approaches.

Scenario 2:
You become aware that most of Bounce Fitness’s systems have not been reviewed or updated
for a while. You decide that now would be a good me to look over the systems, check for
necessary changes to improve processes, and provide an opportunity for employees to prac ce
their cri cal and crea ve thinking skills.
You choose two systems to review that would apply to both teams:
The rst system is the ‘Performance Management System’. Bounce Fitness’ performance
management system conducts an annual review for all employees. The organisa on uses a
‘forced ranking system’ for its employees. In this system, there is a set percentage that
indicates how many employees can be classi ed into each group.
Each employee’s performance is reviewed against their key performance indicators (KPIs).
These KPIs di er between employees, depending on their role and responsibilities.
The second system is the ‘Customer Rela ons Management System’. This system contains a
process to handle client complaints. Clients are encouraged to ll out a complaint form for
documenta on. These forms are then forwarded to the relevant department to be resolved. If
during the process clients become angry and frustrated, disrup ng others, employees may
o er the client a $10.00 gi 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 clients to new products and services that they might
be interested in.

Steps:

1. Access and review the following documents using the links below.
• Business Objec ves and KPIs
• Performance Management System
• Customer Rela ons Management System

2. Develop an Organisa onal Systems Analysis Report in the Assessment Templates. To

complete the report, you must:
a. Iden fy at least one (1) relevant business objec ve for each of the following Bounce
Fitness Systems:
• Performance Management System
• Customer Rela ons Management System

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 b. Brie y explain how the business objec ves you have iden ed are relevant to each
system.
c. Iden fy either barriers or gaps in each system. Barriers are anything that blocks
employees from exercising cri cal or crea ve thinking skills. Gaps refer to something
that is missing that prevents employees from fully prac cing cri cal or crea ve thinking
methods.
Cri cal thinking methods focus on analysing op ons and ideas, synthesising exis ng
informa on, and making judgements on the value of something. Crea ve thinking
methods focus on genera ng ideas, considering alterna ve op ons of ac ons and
assessing ac ons.
• If you iden fy barriers, iden fy at least two (2) barriers for each system
analysed:
- At least one (1) barrier to cri cal thinking methods.
- At least one (1) barrier to crea ve thinking methods.
• If you iden fy gaps, iden fy at least two (2) gaps for each system analysed:
- At least one (1) gap in cri cal thinking methods.
- At least one (1) gap in crea ve thinking methods.
d. Iden fy at least two (2) resources used to implement each Bounce Fitness system.

3. Open the Cri cal and Crea ve Thinking Processes template in the Assessment
Templates. Then:
a. Access your completed ‘Organisa onal Systems Analysis Report’ and review your
responses. Decide what kind of process would encourage cri cal and crea ve
thinking in the workplace.
b. In the Cri cal and Crea ve Thinking Processes template, outline processes for
crea ng a safe environment to prac ce cri cal and crea ve thinking approaches at
Bounce Fitness.
• At least one (1) process must be relevant to cri cal thinking approaches
• At least one (1) process must be relevant to crea ve thinking approaches

IMPORTANT: Check you have completed the following for Part 2:

• Organisa onal Systems Analysis Report
• Cri cal and Crea ve Thinking Processes

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 Organisa onal Systems Analysis Report:

System Relevant Business Explana on Barriers/Gaps Resources Used

Objec ve
Performance Enhance The performance • Barrier to Cri cal Performance
Managemen employee management Thinking: Limited evalua on
t System produc vity and system aims to exibility in the forced so ware, HR
performance assess employee ranking system. personnel
performance • Barrier to Crea ve
against KPIs to
Thinking: Lack of
improve
opportuni es for
produc vity and
innova ve performance
achieve business
evalua on methods.
objec ves.
• Gap in Cri cal Thinking:
Absence of mechanisms
for open-ended feedback
and discussion.
• Gap in Crea ve Thinking:
Insu cient pla orms for
employees to propose
new evalua on criteria.

Customer Enhance customer The CRM system Barrier to Cri cal Thinking: CRM so ware,
Rela ons sa sfac on and aims to e ec vely Strict adherence to protocol complaint
Managemen reten on manage client may limit problem-solving forms, training
t System complaints and exibility. materials
provide
Barrier to Crea ve Thinking:
sa sfactory
Lack of encouragement for
resolu ons to
employees to propose
improve customer
unconven onal solu ons.
loyalty and
reten on. Gap in Cri cal Thinking:
Inadequate mechanisms for
analyzing root causes of
recurring complaints.
Gap in Crea ve Thinking:
Limited avenues for
brainstorming and
implemen ng innova ve
solu ons.

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Cri cal and Crea ve Thinking Processes:
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 Process Descrip on
Cri cal Implement regular feedback sessions where employees are encouraged to cri cally
Thinking evaluate the e ec veness of the forced ranking system. Encourage open discussions on
Approach poten al improvements to the evalua on criteria and explore alterna ve methods for
assessing performance.
Create a pla orm for anonymous feedback to allow employees to express concerns and
sugges ons without fear of repercussions. This will facilitate open communica on and
the exchange of diverse perspec ves, fostering cri cal analysis and construc ve
cri cism.
Crea ve Establish a sugges on box system where employees can submit crea ve ideas and
Thinking sugges ons for enhancing the performance management system. Encourage a culture of
Approach innova on by recognizing and rewarding innova ve sugges ons that lead to tangible
improvements.
Organize brainstorming sessions focused on exploring unconven onal approaches to
performance evalua on. Encourage par cipa on from cross-func onal teams to
leverage diverse perspec ves and generate innova ve solu ons to address exis ng
challenges in the performance management system.

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 Part 3: Apply cri cal and crea ve thinking to common
workplace issues
In Part 3, you will apply cri cal and crea ve thinking to common workplace problems at
Bounce Fitness, with the aim of crea ng a safe environment that encourages the prac ce of
cri cal and crea ve thinking skills. You will facilitate opportuni es for team members to apply
cri cal thinking skills to workplace problems.

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 Scenario 3:
As the centre manager, you have become aware of the following workplace problems occurring
in your branch at Bounce Fitness, Cairns, over the past few days.
Impa ent clients – Team Amazing
One of your personal tness trainer’s clients has lost interest in the current exercises they are
performing because they are not seeing immediate weight loss results. They have requested
that their personal tness trainer change some of the exercises that are currently part of their
training plan. The tness trainer has approached you and the other member of Team Amazing
for help, as this is the third me the client has asked for a change to their training plan. The
other tness trainer in Team Amazing has also experienced clients who become impa ent
when they do not see immediate results.
Small class sizes – Team Brilliant
There have been fewer clients a ending the di erent in-house group classes o ered by Bounce
Fitness. The classes currently o ered are aerobic classes, circuit classes, and dance classes.
These classes have been running for more than a year now. When asked about the situa on,
clients suggested that perhaps the classes were not ‘trendy’ enough. You realise that now
would be a good me to introduce a new class to your clients.
To nd solu ons to the problems you will need to create a safe environment that supports
cri cal and crea ve thinking.

Steps

1. Study the scenario problems above carefully. Prepare to develop an ac on plan using
the template in Assessment Templates for two items, one each for Team Amazing and
Team Brilliant. Before comple ng the ac on plan, you will discuss the problems with
team members to nd the best solu ons.

2. Share problems with team members

• Form a group with other class members (at least two others) who represent Team
Amazing and Team Brilliant. Create the team in MS Teams to share problems with team
members and send and receive messages. If you need help using MS Teams, access the
link for set-up instruc ons. h ps://youtu.be/OI-ABFcTELw
• To start the conversa on, give your discussion a topic and provide team members with
an outline of the associated problem. Ask each person to contribute their ideas for a
solu on using a cri cal thinking approach that could include analysis, evalua on, or
synthesis of ideas and a crea ve thinking approach for new ideas.
• Once members have contributed sugges ons, and the discussions are nished, provide
construc ve wri en feedback to each team member. For example, your feedback
could be about the member’s ability to use cri cal or crea ve thinking skills, and how
their ideas will contribute to a solu on.
• Take a screenshot of the conversa on in Teams and add the image to the Assessment
Templates.
Your assessor will be checking that you:

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 • Provide an opportunity for team members to contribute solu ons to workplace
problems
• Provide feedback to team members on how they have applied cri cal and crea ve
thinking skills to work tasks.

3. Complete an Ac on Plan for two di erent items. Use a cri cal thinking approach to
respond to one item, and a crea ve thinking approach to respond to the other.

IMPORTANT: Check you have completed the following for Part 3:

• MS Teams discussion
• Ac on Plan

MS Teams Discussion:
Discussion Topic: Addressing Workplace Problems at Bounce Fitness
Outline of Associated Problems:
1. Impa ent Clients (Team Amazing):
• Clients losing interest due to lack of immediate weight loss results.
• Personal trainer seeking assistance a er repeated requests for changes to training plans.
2. Small Class Sizes (Team Brilliant):
• Decreased a endance in group classes.
• Clients sugges ng classes may not be trendy enough.
Instruc ons:
• Please contribute your ideas for solu ons to the iden ed problems using both cri cal and
crea ve thinking approaches.
• Cri cal thinking approaches may involve analysis, evalua on, or synthesis of ideas, while crea ve
thinking approaches should focus on genera ng new and innova ve ideas.
• A er contribu ng sugges ons, we will provide construc ve wri en feedback to each team
member.
Team Contribu ons:
1. Member 1 (Team Amazing):
• Cri cal Thinking: Analyze client feedback to iden fy common issues and trends.
• Crea ve Thinking: Introduce themed workout sessions to add variety and excitement.
• Feedback: Well done on applying both cri cal and crea ve thinking approaches. Your
sugges ons o er prac cal solu ons while also considering the need for novelty and
engagement.
2. Member 2 (Team Amazing):
• Cri cal Thinking: Evaluate the e ec veness of current training plans based on scien c
evidence.
Greystone College Australia: BSBCRT511 Task 3 Assessment Instructions Version 3.0923 Page 14 of 19
• Crea ve Thinking: Implement gami ca on elements to make workouts more enjoyable.
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 • Feedback: Your cri cal analysis provides a solid founda on for decision-making, and your
crea ve sugges ons add an innova ve touch to addressing client concerns.
3. Member 3 (Team Brilliant):
• Cri cal Thinking: Conduct market research to understand client preferences and trends.
• Crea ve Thinking: Introduce unique class formats inspired by popular tness trends.
• Feedback: Your sugges ons demonstrate a thorough understanding of the problem and
show crea vity in proposing new solu ons. Your commitment to research and innova on is
commendable.
Feedback: Overall, the team demonstrated strong cri cal and crea ve thinking skills in addressing the
workplace problems at Bounce Fitness. Each member provided valuable insights and innova ve ideas,
contribu ng to the development of e ec ve solu ons. Keep up the excellent work!

Ac on Plan: Team Amazing

Item Problem Descrip on Cri cal Thinking Approach Crea ve Thinking Approach

Impa ent Clients are losing interest - Analyze client feedback and - Brainstorm alterna ve exercise
Clients in their training plans due review their current training rou nes that focus on di erent
to a lack of immediate plans to iden fy areas for tness goals such as strength
weight loss results. improvement. building, exibility, or
endurance.

Ac on Plan: Team Brilliant

Item Problem Descrip on Cri cal Thinking Approach Crea ve Thinking Approach

Small A endance in group classes - Evaluate client feedback - Organize a brainstorming session
Class has decreased, possibly due and conduct market with team members to generate
Sizes to clients perceiving the research to iden fy trends ideas for new class concepts that
classes as not trendy and preferences in tness align with current trends and client
enough. classes. preferences.

Greystone College Australia: BSBCRT511 Task 3 Assessment Instructions Version 3.0923 Page 15 of 19
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 Part 4: Monitor and improve thinking practices
In Part 4, you will develop recommenda ons for future learning arrangements.

Scenario 4:
A er discussing the workplace problems with team members, you implemented two ac on
items. Then you developed a survey to iden fy areas for improvement in future opportuni es,
as well as the resources and processes you might need. You have asked members of Team
Amazing and Team Brilliant to complete the survey and the results are in. You will need to
analyse the survey results, write a brief report and complete the Recommenda ons Log. Note
that in the survey results below, numbers refer to the number of responses in each case.

Survey results
Team feedback

Strongly Strongly
Aspect of facilitation agree Agree Disagree disagree N/A

1. Facilitator knowledge
1. Facilitator communicated 2 2
informa on clearly
2. Facilitator was approachable for 1 3
ques ons or clari ca ons
3. Facilitator was well-prepared
and provided an outline of the 2 2
issues
2. Informa on presentation
4. Informa on was communicated 1 3
clearly
5. All informa on needed to 1 3
consider a solu on was available
3. Physical resources
6. The forum was an e ec ve
way to communicate discuss 2 2
workplace issues
7. The forum was easy to use 3 1
Team member comments
• Facilitator seemed a li le unprepared. The problem was not clear to me. Having an outline
of the problem beforehand would have allowed me me to think about solu ons.
• Would be good if there is a series for training on cri cal and crea ve thinking. I don’t feel
con dent to contribute my ideas.
• I would prefer to discuss the problems face to face. I couldn’t express myself using the typing
tool in the forum.

Greystone College Australia: BSBCRT511 Task 3 Assessment Instructions Version 3.0923 Page 16 of 19
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 • I feel because I’m new to the team, others have more to o er than me.
• Facilitator didn’t lead the conversa on. I wasn’t sure when to join in.

Steps

1. Analyse the above survey results from Team Amazing and Team Brilliant and consider
areas for improvement. You do not have to write anything in this step.

2. Feedback Analysis:
a. Complete the Facilitators Own Performance template in the Assessment
Templates and, considering the survey results:
• Describe how you facilitated the ac on items for both teams
• Iden fy two (2) areas you feel you could improve on.
b. Iden fy at least three (3) areas for improvement in future opportuni es based on
your analysis of the responses from the three sec ons. Use the Areas for
Improvement template to record your responses.
c. Con nuing in the Areas for Improvement template, add addi onal support for
teams and individuals:
• Iden fy at least one (1) addi onal support that each team can use to help
improve each other’s performance
• Iden fy at least one (1) addi onal support that each team member can use
during their own me to improve on performance.

3. Complete the Recommenda on Log in the Assessment Templates and develop

recommenda ons for future learning arrangements.
a. Iden fy the following for each of your areas for improvement:
• At least one (1) relevant piece of legislation.
You must iden fy legisla on that is applicable to the state or territory you are
located in. This can include, but is not limited to, the following:
o Fair Work Act 2009
o Work Health and Safety Act 2011
• At least one (1) relevant Bounce Fitness policy and procedure.

b. Brie y explain how each iden ed piece of legisla on or policy and procedure is
relevant to your areas for improvement.

IMPORTANT: Check that you have completed the following for Part 4:

• Facilitator’s Own Performance template

• Areas for Improvement template
• Recommenda on Log

Greystone College Australia: BSBCRT511 Task 3 Assessment Instructions Version 3.0923 Page 17 of 19
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 Facilitator's Own Performance:

Ac on Items Descrip on
Facilita on

Team Amazing: Facilitated the discussion by providing clear instruc ons and objec ves. Encouraged
ac ve par cipa on and ensured all team members had the opportunity to contribute.

Team Brilliant: Similarly facilitated the discussion by se ng clear objec ves and encouraging
par cipa on. Ensured topics were discussed comprehensively and provided guidance
where necessary.

Areas for Improvement in Future Opportuni es:

Aspect Improvement

Facilitator Enhance facilitator knowledge through con nuous professional development,

Knowledge: including training on e ec ve facilita on techniques and problem-solving strategies.

Informa on Improve the clarity and accessibility of informa on presented during discussions to
Presenta on: ensure all relevant details are readily available. This could involve using visual aids,
providing clear summaries, and ensuring su cient context is provided.

Physical Provide training and support for using online forums e ec vely, including tutorials on
Resources: pla orm func onality and troubleshoo ng common issues. Addi onally, explore
alterna ve communica on methods to accommodate di erent preferences and
ensure all team members can ac vely par cipate.

Addi onal Support:

Support Team Amazing Team Brilliant

Peer-to-peer Experienced team members can mentor Implement regular team mee ngs or
Mentoring: newer members, o ering guidance on brainstorming sessions to facilitate face-
e ec ve problem-solving approaches and to-face discussions and encourage
fostering a suppor ve learning environment. collabora on.

Online Provide access to online courses or O er individual coaching sessions

Training workshops focused on cri cal thinking, tailored to each team member's speci c
Resources: communica on skills, and e ec ve problem- learning needs and goals, providing
solving strategies. personalized support for skill
development.

Greystone College Australia: BSBCRT511 Task 3 Assessment Instructions Version 3.0923 Page 18 of 19
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 Recommenda on Log:

Area for Relevant Relevant Bounce Explana on

Improvement Legisla on Fitness Policy/
Procedure

Prepara on: Fair Work Bounce Fitness The Fair Work Act 2009 outlines provisions related
Act 2009 Training and to employee training and development,
Development Policy emphasizing the employer's responsibility to
provide adequate training opportuni es. The
Bounce Fitness Training and Development Policy
aligns with this legisla on by outlining the
organiza on's commitment to suppor ng
employee learning and growth through structured
training programs and resources. By adhering to
both the legisla on and company policy, Bounce
Fitness can ensure that facilitators receive the
necessary prepara on and support to e ec vely
lead discussions and problem-solving sessions.
Facilita on Work Health Bounce Fitness The Work Health and Safety Act 2011 promotes a
Skills: and Safety Code of Conduct safe working environment by requiring employers
Act 2011 to ensure the health and safety of their
employees. E ec ve facilita on involves crea ng
a suppor ve and inclusive atmosphere where
team members feel comfortable expressing their
ideas and opinions. The Bounce Fitness Code of
Conduct reinforces this by emphasizing respec ul
communica on and collabora on among
employees. By upholding both the legisla on and
company code of conduct, facilitators can
enhance their skills in leading discussions and
promo ng a posi ve team dynamic, ul mately
contribu ng to a safer and more produc ve
workplace.

Greystone College Australia: BSBCRT511 Task 3 Assessment Instructions Version 3.0923 Page 19 of 19
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