Assessment 2 - 20-03-2023 - 08 - 54 - 33

Assessment 2 – Coversheet
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.
Student and Submission Details
Student Name Student ID
Unit Code and Date of

BSBCRT511 Develop critical thinking in others
Name submission
STUDENT DECLARATION
I declare that
a. This assessment is my own work.
b. None of this work has been completed by any other person.
c. I have not cheated or plagiarised the work or colluded with any other student/s.
d. I have correctly referenced all resources and reference texts throughout these assessment tasks.
e. I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student
Signature
Assessor to complete
Assessment 2 Assessment Result Date Type Of Submission

□ C (Competent)
First submission
Assessment 2 (Workplace □ NYC (Not Yet
Competent) First re-submission
Project)
□NA (Not Assessed) Second re-submission
Assessor feedback
Assessor Name
Assessor Signature
Project 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.
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:
i. Research models of critical and creative thinking
ii. Develop questions to identify individual and team knowledge gaps
iii. Facilitate formal and informal learning opportunities for addressing identified gaps
iv. Articulate key features of critical and creative thinking concepts to relevant personnel
v. 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. A simulated workplace environment that will allow you access to:
a. 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
b. Resources required for delivering learning opportunities
Resources required will depend on the specific learning opportunities identified
c. Video camera or a mobile phone with video recording capabilities
d. 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.
Task 1.1 Research on Critical and Creative Thinking Models
SIMULATED ASSESSMENT INSTRUCTIONS
a. 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
i. Identify two models:
1. At least one model of critical thinking
2. At least one model of creative thinking
ii. Define critical or creative thinking according to the model
iii. 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
i. Identify the following
1. At least two critical thinking concepts
2. At least two creative thinking concepts
Concepts refer to ideas or theories that fall under critical or creative thinking.
Examples of critical thinking concepts can be viewed from the link below:
http://www.netuni.nl/courses/p4c/uploads/File/Critical-thinking-concepts.pdf
ii. Define each concept identified

iii. Identify at least one characteristic of each concept identified
iv. Briefly explain how each concept can be applied to a workplace setting
c. Approaches
i. Identify the following:
1. At least two approaches used for critical thinking
2. 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.
ii. Define each approach identified

iii. 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.
1. For print sources, record the title and author of the source.
2. 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.
b. Submit the completed Critical and Creative Thinking Research Form templates to your
assessor.
Critical and Creative Thinking Research Form
Learner Name:
Workplace/Organisation:
Date
a. 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.
b. 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.
c. Source Log
1.
2.
3.
4.
5.
Add more rows as needed

Task 1.2 Develop Questions About Team Knowledge
i. 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
ii. 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?)
iii. Complete two Questions Logs – one for each team that you will work with. For each
Questions Log:
 Develop at least one set of questions for each team to answer as a group.
1. Write at least five to seven questions about the team’s task.
2. Write the benchmark answer next to each question created.
Write these under the Questions for the Team section of the Questions Log.
2. 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.
1. Write the benchmark answer next to each question created.

Write these under the Questions for the Individual Team Member section of the Questions
Log.
6. Leave the following columns in the template blank:

1. Answered Correctly
2. Comments/Remarks
These will be completed in Task 1.3 of the assessment.
3. Submit two partially completed Question Logs to your assessor.

Questions Log
Completed By:
Date:
Team:
Questions for the Team
Answered
Correctly?
Question Benchmark Answer If yes tick Comments/Remarks

the box. If
not, leave
blank.
1.
2.
3.
4.
5.
Add additional rows as needed
Questions for the Individual Team Member
Question Benchmark Answer Answered Comments/Remarks

Correctly?
If yes tick
the box. If
not, leave
blank.
1.
2.
3.
4.
5.
Add additional rows as needed

Task 1.3 Meeting with Teams to Identify Knowledge Gaps
a. 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
b. 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.
c. 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.
d. 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.
e. 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.
f. Conduct the meetings for each team.
a. Hold the first meeting with all team members from each team present. During each meeting,
you must:
a. Ask the team members the questions you developed in the Questions Developed for the
Team section of the Questions Log from Task 1.2.
b. If the team is able to correctly answer the question, tick the box in the Answered Correctly
column. If not, leave it blank.
c. 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:
i. 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.
ii. If the team member is able to correctly answer the question, tick the box in the
Answered Correctly column. If not, leave it blank.
iii. 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
g. Submit the following to your assessor:

1. Two completed Questions Logs – one for each team
Keep a copy of the two completed Questions Logs to be used in Task 1.4.
2. Video recordings of each team meeting conducted (ONLY if assessor is not available for
direct observation)
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:
a. Review and discuss with the learner the task instructions, and skill requirements which they need to
demonstrate to complete this assessment.
b. 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):
A. the workplace: Indicate location of assessment.

B. a simulated workplace environment: Indicate location of assessment.
Assessment requirements (please tick all requirements found in the assessment environment):
a. At least four volunteers undertaking the following roles:

1. at least two Team Members from Team A
2. at least two Team Members from Team B
b. Questions Logs for each team
c. 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:
a. Direct observation
Assessor must be physically present in the assessment environment.
b. Observation via video recording

Learner and the assessment requirements must be present in the video recording.
Complete the Observation Form for this task:
A. Observe the learner demonstrate each skill requirement outlined in the form as they undertake the
task.
B. Indicate the date when the observation is conducted.
C. 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.
D. 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.
E. Provide an overall feedback on the learner’s performance to assist the learner in addressing any
areas of improvement.
F. 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.

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?
Clearly ask the questions developed to identify

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

unable to understand
5. Define certain words in the question to

help others understand the question
6. Explain the reasoning behind the correct

answer to point out why an answer may
be incorrect
b. Encourage others to participate in the discussion by:
1. 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
2. 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:
Task 1.4 Create a Learning Plan
i. Review each teams’ and individuals’ responses in the completed Questions Log from Task 1.3.
ii. 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:
i. Team section:
1. 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.
2. 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.
3. Identify the specific learning opportunities you intend to facilitate for

each team to address each identified knowledge gap. Ensure that there
is:
a. At least one formal learning opportunity
These can include:
i. Conducting workshops
ii. Conducting training sessions
b. At least one informal learning opportunity
These can include:
iii. Conducting consultations

iv. Watching tutorial videos
v. Participating in forums
1. Select a date when you plan to facilitate the learning opportunity.
2. Identify your expected learning outcomes after each learning
opportunity has been facilitated.
1. Individual section
1. Identify at least one knowledge gap based on their incorrect answers.
2. Determine if the knowledge gap will be addressed by either a formal or
informal learning opportunity
3. 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.
1. Select a date when you plan to facilitate the learning opportunity

2. Identify your expected learning outcomes after each learning
opportunity has been facilitated.
iii. Leave the following sections of the template blank:
1. Date Implemented
2. Actual Outcome
3. Assessor’s Signature
4. Assessor’s Declaration
These columns will be completed after the learning opportunities are implemented in the later tasks.
iv. Submit two partially completed Learning Plans, one for each team, to your assessor.
Learning Plan
Completed By:
Date:
Team
Team
Type of Planned
Learning Expected Learning Assessor’s
Knowledge Gap Learning Implementation Date Implemented Actual Outcome
Opportunity Outcome Signature
Opportunity Date
1.
2.
Individual
Type of Planned
Learning Expected Learning Assessor’s
Knowledge Gap Learning Implementation Date Implemented Actual Outcome
Opportunity Outcome Signature
Opportunity Date
1.
2.
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
a. Review the knowledge gaps to be addressed by a formal learning opportunity from the
partially completed Learning Plans from Task 1.4.
b. 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
1. 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.
1. 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.
2. Check Prior Knowledge

Identify at least one activity to determine how much the participants already know
about the topic of the session
h. Body
3. 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:

b. All topics to be discussed to address knowledge gap identified for
each formal learning opportunity
c. The following topics from Task 1.1:
1. At least two critical thinking concepts
2. At least two creative thinking concepts
3. Application of critical thinking to workplace setting
4. 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)
5. Assessment
Identify at least one activity you plan to conduct during the session to check on the
participants’ learning.
This can include:
1. A short paper-and-pencil test

2. An identification game
i. Conclusion
1. 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.
c. 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 formal learning opportunity.
d. Review the instructions here and the skills outlined in the Observation Form. Arrange a 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.
e. 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
f. Arrange a time with each team and selected individual team member to facilitate the formal
learning opportunity.
g. 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
h. After conducting each formal learning session, access the partially completed Learning Plans
from Task 1.4. Complete the following sections on each Learning Plan:
b. Date Implemented
Record the actual date each formal learning opportunity was conducted.
c. 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.
i. 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.
j. Submit the following documents to your assessor:

1. Accomplished Session Plans for each formal learning opportunity facilitated
2. 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.
3. 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 Outcome
Check Prior
Knowledge
Identify at least one

activity to determine
how much
participants already
know about the topic
of the session
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.
Attendance Sheet
Learner Name:
Session Title:
Team:
Date of Learning Session:
Name Handwritten Signature

c. Review and discuss with the learner the task instructions, and skill requirements which they need to
d. 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 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:
C. the workplace: Indicate location of assessment.

D. a simulated workplace environment: Indicate location of assessment.
d. At least four volunteers undertaking the following roles:

e. Attendance Sheets for each formal learning opportunity
f. Session Plans for each formal learning opportunity
g. Partially completed Learning Plans for each team
h. Video camera or a mobile phone with video recording capabilities

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.
c. Direct observation
d. Observation via video recording

G. Observe the learner demonstrate each skill requirement outlined in the form as they undertake the
task.
H. Indicate the date when the observation is conducted.
I. Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill
J. Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill
K. Provide an overall feedback on the learner’s performance to assist the learner in addressing any
L. Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.

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:
a. Ask each team members a question to

give everyone an opportunity to answer
7. Go around the room to ask everyone

their opinion about a topic being
discussed
b. Collaborative Techniques
Did the learner:
8. Asks participants to discuss with their

peers about the topic being presented
9. Allows time for participants to discuss

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

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

relevant or necessary
 Follow logical sequence when

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

participants’ learning as the session progresses
Adjusts method of explanation used to engage
participants when needed
Did the learner:
4. 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:
Task 1.6 Facilitate Informal Learning Opportunities
a. Review the knowledge gaps to be addressed by an informal learning opportunity from the partially
completed Learning Plans from Task 1.4.
b. Locate the Observation Form provided within this workbook. The Observation Form outlines all
the skills specified during each meeting with all team members from each team present.
c. Review the instructions here and the skills outlined in the Observation Form. Arrange a 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.
d. Arrange a time with each team and the selected individual team member to facilitate the informal
learning opportunity.
e. 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.
1. Discuss with each team and/or individual they can expect to happen during each
2. 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:
1. Providing detailed instructions to help the participants better perform their tasks after the learning
opportunity
2. Defining terms and providing detailed explanations
3. Giving additional resources participants can access to gather more information
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:
1. Details about the knowledge gaps

2. 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
f. After conducting each informal learning opportunity, access the partially completed Learner Plans
from Task 1.4. Complete the following sections on each Learning Plan:
1. Date Implemented
Record the actual date each informal learning opportunity was conducted.
2. Actual Outcome
Briefly explain if the participants for each informal learning opportunity were able to
successfully learn knowledge presented during each session.
g. 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.
h. Submit the following to your assessor:

You must submit at least one copy of the following documents for each informal learning opportunity
facilitated in this task.
1. Supplementary evidence for each informal learning opportunity conducted

2. Two completed Learning Plans
3. Video recording of informal learning opportunities (ONLY if assessor is not available for
direct observation)
e. Review and discuss with the learner the task instructions, and skill requirements which they need to
f. 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 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:
E. the workplace: Indicate location of assessment.

F. a simulated workplace environment: Indicate location of assessment.
i. At least four volunteers undertaking the following roles:

j. Additional resources the learner may need depending on the informal learning opportunity they
will facilitate
k. Partially completed Learning Plans for each team
l. Video camera or a mobile phone with video recording capabilities

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.
e. Direct observation
f. Observation via video recording

M. Observe the learner demonstrate each skill requirement outlined in the form as they undertake the
task.
N. Indicate the date when the observation is conducted.
O. Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill
P. Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill
Q. Provide an overall feedback on the learner’s performance to assist the learner in addressing any
R. Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.

Observation Form
Learner Name:
Name of Workplace/
Organisation:
Task Title
Participant:
Identify the participants of each


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:
1. Inclusive Techniques
Did the learner:
b. Ask each team members a question to

10. Go around the room to ask everyone

their opinion about a topic being
discussed
2. Collaborative Techniques
Did the learner:
11. Ask participants to discuss with their

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

question
Ask open-ended questions to gauge the

participants’ learning as the informal learning
opportunity progresses
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
 Ask the other to elaborate on their response

(e.g., ‘what do you mean by that?’)

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.
2. Locate the Observation Form provided within this workbook. The Observation Form outlines all
the skills specified during each meeting.
3. Review the instructions here and the skills outlined in the Observation Form. Arrange a 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.
1. Formal learning opportunity conducted in Task 1.5
2. Informal learning opportunity conducted in Task 1.6
Discussion points include, but are not limited to, the following:
1. Identify what they liked about the learning opportunities

2. Identify what they did not like about the learning opportunities
3. Discuss whether they think the learning opportunities were facilitated well or not
Record the result of your discussion in the Meeting Minutes.
4. Have each attendee sign beside their name in each Meeting Minutes after each meeting. All
signatures must be handwritten.
5. Submit two completed Meeting Minutes to your assessor.
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

g. Review and discuss with the learner the task instructions, and skill requirements which they need to
h. Ensure that the learner understands the requirements of the task and the skill requirements 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:
G. the workplace: Indicate location of assessment.

H. a simulated workplace environment: Indicate location of assessment.
m. At least four volunteers undertaking the following roles:

n. Meeting Minutes for each team
o. Video camera or a mobile phone with video recording capabilities

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
g. Direct observation
h. Observation via video recording

S. Observe the learner demonstrate each skill requirement outlined in the form as they undertake the
task.
T. Indicate the date when the observation is conducted.
U. Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill
V. Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill
W. Provide an overall feedback on the learner’s performance to assist the learner in addressing any
X. Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.

Observation Form
Learner Name:
Name of Workplace/
Organisation:
Task Title
Team:

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

participants clearly:
Elicit the feedback of others by:
1. 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
2. Questioning
Did the learner:
1. Ask the other open ended questions
2. Ask the other to elaborate on their

response (e.g., ‘what do you mean by
that?’)
perform/demonstrate the skills outlined in this Observation Form during each meeting.
Assessor Name:
RTO Name:
Signature:
Date signed:
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:
f. Analyse current organisational systems to identify gaps and barriers to critical thinking
g. Develop processes that create a safe environment for critical and creative thinking
approaches
Resources Required:
e. A simulated workplace environment that will allow you access to:
a. Organisational documents relevant to:
i. Performance Management System
ii. 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.
Task 2.1 Analyse Organisational Systems
a. Access and review the following documents from the links provided to complete this task:
a. Business Objectives and KPIs
https://bouncefitness.precisiongroup.com.au/infrastructure/business-strategy-and-
planning-documents/
b. Performance Management System

c. Customer Relations Management System
http://bouncefitness.precisiongroup.com.au/supplementary-files/critical-thinking-problem-
solving-bsbcrt511/
b. Locate the Organisational Systems Analysis Report provided within this workbook.
c. Complete the Organisational Systems Analysis Report. To complete the report, you must:
i. Identify at least one relevant business objective for each of the following Bounce Fitness
Systems:
a. Performance Management System
b. Customer Relations Management System
ii. Briefly explain the relevance of the identified business objectives to each Bounce Fitness
system.
iii. Analyse the processes found within the Performance Management System and the
Customer Relations Management System documents.
For each system, you must:
a. Determine if there are steps in the processes for each system that encourages employees to
practice critical or creative thinking
b. Identify steps in processes that are in place that seem to hinder the practice of critical or
creative thinking
c. Determine if a process is lacking a step in order for Bounce Fitness employees to fully
practice critical or creative thinking
iv. Identify either gaps or barriers in each system based on your analyses of each system:
1. 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.
1. 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.
2. At least one barrier to creative thinking methods

Creative Thinking methods focus on generating ideas, considering
alternative options of actions and assessing actions
2. 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.
v. Identify at least two resources used to implement each Bounce Fitness system.
Responses in this task will be used for Task 2.2.
d. Submit the completed Organisational Analysis Report to your assessor.

Organisational Systems Analysis Report
Name:
Workplace/Organisation
Date Completed:
Business Objectives
System Relevant Business Objective Relevance of Business Objective to

the System
 Performance
Management
System
 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.
Task 2.2 Develop Processes for Critical and Creative Thinking
 Locate the Critical and Creative Thinking Processes template found within this workbook. Use
this template to record your responses for the following:
o 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.
o 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:
a. Team and individual team member’s feedback on the following from the
Meeting Minutes in Task 1.7
a. Feedback on formal learning opportunity facilitated
b. Feedback on informal learning opportunity facilitated
Incorporate the following based on the feedback received:
1. Replicate what was said to have been done well during each learning opportunity
2. Include the changes and additional resources that might have been identified as lacking in each
b. 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.
 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:

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:
h. Facilitate opportunities for team members to apply critical thinking skills to workplace
problems
i. Provide feedback to team members on performance of tasks
j. Collect feedback from individuals and teams on critical and creative thinking opportunities
k. Identify additional support required for teams and individuals
Resources Required:
f. A simulated workplace environment that will allow you access to:
b. Volunteers to participate in assessment activities, including:
 At least two Fitness Instructors for Team A
 At least two Fitness Instructor for Team B
g. Video camera or a mobile phone with video recording capabilities
h. 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.
Task 3.1 Create Action Plans to Address Workplace Problems
 Identify the two workplace problems that must be addressed by Team A and Team B based on Part 3
Case Study Overview.
 Locate the Action Plan provided within this workbook. Create one Action Plan for each team. For
each Action Plan, you must identify the following:
1. At least one workplace problem to be addressed by each team based on the Part 3 Case Study
Overview
2. At least two actions items to address each team’s workplace problem:
1. 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.
2. 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.
2. Date when each action item will be implemented

3. 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
3. 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:
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
CHAPTER 1. Implement each action item identified in the Action Plan from Task 3.1.
CHAPTER 2. Arrange a time to meet with each team to facilitate the action items identified.
CHAPTER 3. 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 the facilitation of each action item.
CHAPTER 4. Review the instructions here and the skills outlined in the Observation Form. Arrange a
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.
CHAPTER 5. When facilitating each action item for each workplace problem, you must:
i. Present the workplace problems from the Part 3 Case Study Overview to the team.
1. Present Team A with Problem 1: Impatient Clients
2. Present Team B with Problem 2: Trendy Classes
4. Implement each action item and come up with at least two solutions for the team’s problem:
1. One solution must be created using critical thinking
2. One solution must be created using creative thinking
5. 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.
CHAPTER 6. Complete the following columns in each Action Plan after implementing all action items
for each team:
6.1. Date Implemented
Record the actual date each action item was conducted.
6.2. Actual Result

Describe if the team was able to achieve each anticipated result for each action item
facilitated.
CHAPTER 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.
CHAPTER 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:
8.1. Record the task title for when the Feedback Form was completed
8.2. Identify the job role they are undertaking in this assessment
8.3. Review each criteria listed in the Feedback Form
8.4. 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.
8.5. 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.
CHAPTER 9. Submit the following documents to your assessor:

1. Two completed Action Plans – one for each team
2. At least four completed Feedback Forms
3. Video recordings of action items implemented (ONLY if assessor is not available for
direct observation)
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66
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
    
i. Facilitator
communicated
information clearly
    
ii. Facilitator was
approachable for
questions or
clarifications
    
iii. Facilitator was well-
prepared
Information Presentation
    
iv. Information was
presented logically
    
v. All information needed
to complete the task
was presented
Physical Resources
    
vi. Session
materials/handouts
were helpful (if
provided)
    
vii. The venue was
comfortable
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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.
BSBCRT511
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i. Review and discuss with the learner the task instructions, and skill requirements which they need to
j. Ensure that the learner understands the requirements of the task and the skill requirements 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):
I. the workplace: Indicate location of assessment.

J. a simulated workplace environment: Indicate location of assessment.
p. At least four volunteers undertaking the following roles:

q. One partially completed Action Plan for each team
r. Additional resources the learner may need to facilitate each action item
s. Video camera or a mobile phone with video recording capabilities
BSBCRT511
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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.
i. Direct observation
j. Observation via video recording

Y. Observe the learner demonstrate each skill requirement outlined in the form as they undertake the
task.
Z. Indicate the date when the observation is conducted.
AA. Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill
BB. Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill
CC. Provide an overall feedback on the learner’s performance to assist the learner in addressing any
DD. Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.
BSBCRT511
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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
Observed by:
1. Explain the workplace problem
clearly to each team. Initials:
Did the learner: Date observed:
1. Introduce the persons involved

or affected by the problem (e.g.,
client, fellow fitness trainer)
Observed by:
c. Explain the situation in each
workplace problem thoroughly Initials:
by including the details of the
problem Date observed:
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2. Present all the requirements of
the task the team members must
fulfil
Did the learner:
Observed by:
d. Instruct team members to
perform both action items using Initials:
different thinking methods (i.e.,
must perform one action item Date observed:
using critical thinking and the
other using creative thinking)
Observed by:
1. Inform members that they
must produce two solutions to Initials:
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:
Observed by:
1. Project voice sufficiently
throughout the room in the Initials:
absence of a mic
Date observed:
Observed by:
1. Provide handouts to provide
members with physical copies Initials:
to allow them to look back on
requirements Date observed:
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2. Encourage members to share
their own input
Did the learner:
3. Adopt a round robin discussion Observed by:

approach to give all members a
Initials:
chance to speak
Date observed:
Observed by:
e. Ask members one by one about
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.)
Observed by:
f. Ask participants to discuss with
their peer the answer to a Initials:
question presented
Date observed:
Assessor Name:
RTO Name:
Signature:
Date signed:
BSBCRT511
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Task 3.3 Provide Feedback to Teams
a. 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.
b. Locate the Observation Form provided within this workbook. The Observation Form outlines all
the skills specified during each meeting.
c. Review the instructions here and the skills outlined in the Observation Form. Arrange a 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.
d. Locate the Meeting Minutes template provided within this template. You will record your
discussion with each team here.
e. 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:
a. Discuss if critical and creative thinking was properly used to address the workplace problem.
b. Areas where the team member performed well
c. Areas where the team member did not perform well
b. Identify at least one additional support that can be provided to each of the following:
i. Each team
ii. 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.
f. Have all the attendees sign beside their name in each Meeting Minutes after each meeting. All
signatures must be handwritten.
g. Submit the following to your assessor:
1. Two completed Meeting Minutes
2. Two video recording for each meeting conducted (ONLY if direct observation is not
possible)
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75
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
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Agenda Item 2 Additional Support for Team and Individuals
Discussion
Team
Individuals
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77
k. Review and discuss with the learner the task instructions, and skill requirements which they need to
l. Ensure that the learner understands the requirements of the task and the skill requirements 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:
K. the workplace: Indicate location of assessment.

L. a simulated workplace environment: Indicate location of assessment.
t. At least four volunteers undertaking the following roles:

u. Meeting Minutes template
v. Video camera or a mobile phone with video recording capabilities
BSBCRT511
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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
k. Direct observation
l. Observation via video recording

EE. Observe the learner demonstrate each skill requirement outlined in the form as they undertake the
task.
FF. Indicate the date when the observation is conducted.
GG. Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill
HH. Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill
II. Provide an overall feedback on the learner’s performance to assist the learner in addressing any
JJ. Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.
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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:
g. Explain what the team did well
1. Mention specific examples of actions

which the team did well
2. Explain what may have caused the team to

not perform well
3. Point out moments during the activity that

led to the team not performing well
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80
b. Give advice on how the team can perform better
Did the learner:
4. 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’)
5. Share methods team can use to improve on

their performance (e.g., practice
methods)
6. Ask open-ended questions to encourage team

members to answer
7. Answer all questions and questions and

clarifications of the team members
8. Use the following techniques to influence the opinions of others:
1. Inclusive Techniques
Did the learner:
h. Ask each team members a question to

2. Go around the room to ask everyone their

opinion about a topic being discussed
BSBCRT511
81
3. Collaborative Techniques
Did the learner:
4. Ask participants to think of examples with

their peer
5. Allow time for participants to discuss

question
Assessor Name:
RTO Name:
Signature:
Date signed:
BSBCRT511
82
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:
l. Analyse feedback from individuals and teams on critical and creative thinking
opportunities
m. Develop recommendations for improvements in future learning arrangements according to
relevant legislation and organisation policies
Resources Required:
i. A simulated workplace environment that will allow you access to:
1. 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:
1. Fair Work Act 2009
2. Work Health and Safety Act 2011
1. Organisational operational policies and procedures required to address the areas for
improvement for future learning arrangements
These can include, but are not limited to the following:
3. Personal Development Procedure
4. Minimising Use of Resources Procedure
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83
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
i) Refer to the feedback collected in the Feedback Forms for each area of facilitation listed
below:
(1) Facilitator Knowledge
(2) Information Presentation
(3) Physical Resources
1. 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.
2. 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
ii) 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
i) 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:
(1) How would you describe how you facilitated the action items for both teams?
(2) What are the areas you feel you need to improve on? Identify at least two.
c) Areas for Improvement

i) Review the responses for the following:
(1) Under Team and Individual Feedback:
(a) Aspects for Improvement section
(b) Compiled Comments section
(2) At least two responses to the second question under Facilitator’s Own Performance
ii) Analyse the responses from each section to identify areas for improvement.
(1) Identify areas of your performance that is commonly mentioned across the three sections
(2) Determine what needs to be changed for future opportunities
(3) Determine resources or processes you might need to include to improve future
opportunities
iii) Identify at least three areas for improvement for future opportunities based on your analysis of
the responses from the three sections.
BSBCRT511
84
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.
BSBCRT511
85
Feedback Analysis Form
Learner Name:
Date
TEAM AND INDIVIDUAL FEEDBACK
Disagree
Disagree
Strongly
Strongly
Agree
Agree
Aspect of Facilitation
N/A
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
BSBCRT511
86
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.
1.
2.
AREAS FOR IMPROVEMENT
1.
2.
3.
Add more rows as needed.
BSBCRT511
87
Task 4.2 Develop Recommendations for Future Learning Arrangements
b. To complete this task, you must review legislation and Bounce Fitness documents that will address
the areas for improvement identified in Task 3.4.
c. Review your responses in the Areas for Improvement section of the completed Feedback Analysis
from Task 4.1.
d. 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:
i. 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:
1. Fair Work Act 2009

2. Work Health and Safety Act 2011
ii. 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:
1. Personal Development Policy and Procedure

2. 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.
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
e. Submit a copy of the completed Recommendations Log to your assessor.
BSBCRT511
88
Recommendations Log
Completed By:
Date:
Area for Improvement for Relevant Legislation/ Relevance of Legislation/ Policy to the
Future Opportunities Organisational Policy to Recommendation
Area for Improvement
1.
2.
3.
Assessor Use Only
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  
BSBCRT511
89
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
Needs more
Context Details Satisfactory
evidence
 
 
 
 
 
 
Supervisor/Observer Verification Log
Supervisor/Observer
Supervisor/ Role in the Contact Date of
verifies the learner’s
Observer Name Assessment Details Contact
submissions
 Yes  No
 Yes  No
 Yes  No
 Yes  No
BSBCRT511
90
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
BSBCRT511
91
BSBCRT511
92

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Assessment 2 – Coversheet

Student and Submission Details

Student Name Student ID

Unit Code and Date of

Assessment 2 Assessment Result Date Type Of Submission

SIMULATED ASSESSMENT INSTRUCTIONS

ii. Define each concept identified

ii. Define each approach identified

Definition of Critical Thinking

Definition of Creative Thinking

Add more rows as needed

SIMULATED ASSESSMENT INSTRUCTIONS

i. Access and review the document from the link below:

a. Team A’s task is based on Developing a Personal Fitness Plan section

 Write at least five to seven questions about the team’s task.

1. Write the benchmark answer next to each question created.

6. Leave the following columns in the template blank:

3. Submit two partially completed Question Logs to your assessor.

Questions for the Team

Question Benchmark Answer If yes tick Comments/Remarks

Add additional rows as needed

Questions for the Individual Team Member

Question Benchmark Answer Answered Comments/Remarks

Add additional rows as needed

SIMULATED ASSESSMENT INSTRUCTIONS

c. Access the following documents from the link provided below:

g. Submit the following to your assessor:

INSTRUCTIONS TO THE ASSESSOR

Before observing the learner:

A safe environment to conduct the meetings (please tick at least one):

A. the workplace: Indicate location of assessment.

a. At least four volunteers undertaking the following roles:

Continued on the next page.

Select the method of observation to be conducted:

b. Observation via video recording

Complete the Observation Form for this task:

Observation Form begins on the next page.

Refer to task title.

Did the learner demonstrate the following during

Clearly ask the questions developed to identify

a. Rephrase the questions when team seems

5. Define certain words in the question to

6. Explain the reasoning behind the correct

b. Encourage others to participate in the discussion by:

 Repeat a question or statement heard to

 Paraphrase the main points of the

 Ask the open-ended questions

 Ask the other to elaborate on their

OVERALL FEEDBACK TO LEARNER

SIMULATED ASSESSMENT INSTRUCTIONS

2. At least one knowledge gap that can be addressed by an informal

3. Identify the specific learning opportunities you intend to facilitate for

iii. Conducting consultations

1. Select a date when you plan to facilitate the learning opportunity

SIMULATED ASSESSMENT INSTRUCTIONS

2. Check Prior Knowledge

Content outline in this section must include:

This can include: