BSBCRT511 Develop critical thinking in others

Develop critical thinking in others

Learner Assessment Pack

BSBCRT511 Develop critical thinking in others

Precision Group (Australia)
Level 13, 269 Wickham St, Fortitude Valley 4006
Email: info@precisiongroup.com.au
Website: www.precisiongroup.com.au

© 2021 Precision Group (Australia)

BSBCRT511 – Develop critical thinking in others (Release 1)
Overseas Student Information
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Copying for Educational Purposes
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Copyright Notice
No part of this resource may be reproduced in any form or by any means, electronic or mechanical, including photocopying or recording, or by an information retrieval system without written permission from Precision Group (Australia). Legal action may be taken against any person who infringes their copyright through unauthorised copying.
These terms are subject to the conditions prescribed under the Australian Copyright Act 1968. Disclaimer
Precision Group (Australia) has made a great effort to ensure that this material is free from error or omissions. However, you should conduct your own enquiries and seek professional advice before relying on any fact, statement or matter contained in this document. Precision Group (Australia) is not responsible for any injury, loss or damage as a result of resource included or omitted from this material. Information in this course material is current at the time of publication.

Version Control & Document History
Date Summary of modifications Version
23 July 2020 Version 1.0 produced following assessment validation. 1.0
22 January 2021 Updated broken Bounce Fitness links 1.1
25 October 2021 Updated instructions in Task 4.2. 1.2


Table of Contents
ASSESSMENT DELIVERY 5
LEARNER INFORMATION 6
STEPS FOR LEARNERS 8
REASONABLE ADJUSTMENT 9
RESOURCES REQUIRED FOR ASSESSMENT 10
ACCESSING INTRANET PAGES AND EXTERNAL LINKS 11
ASSESSMENT AGREEMENT 12
ASSESSMENT TASKS 14
Short Answer Questions 16
Practical Assessment 35
Case Study Assessment 36
Case Study Assessment Overview 36
Part 1. Assess the Individual and Team Critical and Creative Thinking Skills 37
Part 2. Establish an Environment That Supports Critical and Creative Thinking 88
Part 3. Facilitate Opportunities for Application of Critical and Creative Thinking 96
Part 4. Improve Critical and Creative Thinking Practices 119
ASSESSMENT WORKBOOK CHECKLIST 127
Assessment Workbook Checklist 128
RECORDING 130
Record of Assessment 131

Learner Assessment Pack
Assessment Delivery


Learner Information
This Learner Assessment Pack is designed for you to complete the assessment for BSBCRT511 – Develop critical thinking in others (Release 1). It may refer to your own workplace/organisation, or to a simulated business provided by your assessor.
The assessment tasks include Short Answer Questions where you need to demonstrate your knowledge and understanding of the unit, and the Practical Assessment, where you need to demonstrate your skills required in the unit. It is recommended that you complete the Practical Assessments in your own workplace/organisation. If you don’t have access to a real workplace, you can complete the assessment in a simulated environment where resources and conditions similar to a workplace must be accessed. Ensure to discuss this with your assessor prior to commencing with the assessment.

Each Learner Assessment Pack is made up of four parts:
Assessment Delivery
Learner Information
Steps for Learner
Assessment Agreement
Assessment Tasks
Assessment Tasks, including:
 Short Answer Questions
 Practical Assessment
Assessment Workbook Checklist
Assessment Workbook Checklist
Recording
Record of Assessment

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

Steps for Learners
Your Learner Assessment Pack:

  1. Upon receiving your Learner Assessment Pack, discuss with your assessor the expectations and requirements of this assessment. You may also need to supply contact details of one or two work referees who can confirm your skills in the industry.
    Discuss with your assessor if you intend to undertake the practical assessment tasks based on your employing organisation, in a simulated business, or in a mix of both.
  2. Your Learner Assessment Pack is where you will get the task information. Complete each task as instructed using either your own workplace, or using a simulated business, as discussed with your assessor.
  3. After you complete your assessment, gather and submit your evidence documents as detailed in the task(s) in the timeframe agreed with your assessor.
    Your assessor will advise you if there are any further steps for you to take to satisfactorily complete this assessment.

    Reasonable Adjustment
    Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability – November 2010 – Prepared by – Queensland VET Development Centre
    Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities or installing a particular type of software on a computer for a person with vision impairment.
    Why make a reasonable adjustment?
    We make reasonable adjustments in VET to make sure that learners with a disability have:
     The same learning opportunities as learners without a disability, and
     The same opportunity to perform and complete assessments as those without a disability.
    Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:
     Customising resources and assessment activities within the training package or accredited course
     Modifying the presentation medium
     Learner support
     Use of assistive/adaptive technologies
     Making information accessible both before enrolment and during the course
     Monitoring the adjustments to ensure learners needs continue to be met
    Assistive/Adaptive Technologies
    Assistive/Adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium – W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note-takers.
    IMPORTANT:
    Reasonable adjustment made for collecting learner assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant unit(s) of competency. For example, if the assessment were gathering evidence of the learner’s competency in writing, allowing the learner to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.  
    Resources Required for Assessment
    To complete the Practical Assessment projects, you will require access to:
     Computer with internet and email access and a working web browser
     Installed software: MS Word, Adobe Acrobat Reader
     A simulated environment that will allow you access to:
    o Legislation relevant to identified areas for improvement for future learning arrangements
    Legislation accessed must be applicable to the state/territory you are located in. These can include, but are not limited to the following:
    • Fair Work Act 2009
    • Work Health and Safety Act 2011
    o Organisational operational policies and procedures required to address the areas for improvement for future learning arrangements
    These can include, but are not limited to the following:
    • Personal Development Procedure
    • Minimising Use of Resources Procedure
    o Organisational documents relevant to:
    • Performance Management System
    • Customer Relations Management System
    o At least four volunteers to undertake the role of fitness instructors in role play activities
    o Resources required for delivering learning opportunities to each team and individual team members
    Resources required will depend on the specific learning opportunities identified in Task 1.4.
    o Video camera or a mobile phone with video recording capabilities (ONLY if direct observation is not possible for activities that require observation)
    o A safe environment to conduct the role play activity

    Accessing Intranet Pages and External Links
    Throughout this workbook, you will be asked to access specific pages from the simulated business, Bounce Fitness. Links to these pages are formatted in Blue Text.
    To access these, hold the Ctrl key for Windows users while clicking on these links. For Mac users, directly click the link.
    The simulated business, Bounce Fitness, can be accessed by going to http://bouncefitness.precisiongroup.com.au.
    Login to Bounce Fitness using the username and password provided by your Registered Training Organisation (RTO).

    Assessment Agreement
    Instructions:
    Discuss and accomplish this section with your assessor before commencing then sign the confirmation at the end of this Agreement.

Have you signed off 
Delivery Method
Classroom •
Small Group •
One-on-One •
Online •
Other (please describe) •
Assessment Pathway (for Practical Assessment)
Learner’s Organisation (Pre-assessment meeting conducted) •
Simulated Workplace Environment (Contextualised by RTO) •

Assessment Conditions
Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.
This includes access to:
Organisational operational policies and procedures required for role. •
Assessors of this unit must satisfy the assessor requirements in applicable vocational education and training legislation, frameworks and/or standards.

I confirm that the activities and assessment completed as part of this unit are my own work, and comply with all relevant copyright and plagiarism rules.
I understand that if there is any doubt of the authenticity of any piece of my assessment, I can be orally examined, and the signatory of evidence records may be contacted.
Learner’s name

Learner’s signature
Date

Assessor’s name

Assessor’s signature
Date

End of Assessment Agreement

Learner Assessment Pack
Assessment Tasks


Tasks
Complete all tasks in this assessment as instructed. If you have questions, consult with your assessor.

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

Short Answer Questions
Question 1
Identify one characteristic for each critical thinking concepts listed below. Briefly explain how each characteristic is used in each concept.

Critical Thinking Concept Characteristic Explanation on How Each Characteristic is Used in Each Concept
a. Clarity

b. Accuracy


Question 2
Identify one characteristic for each critical thinking approaches listed below. Briefly explain how each characteristic is used in each approach.

Critical Thinking Approach Characteristic Explanation on How Each Characteristic is Used in Each Approach
a. Analysis

b. Synthesis

c. Evaluation

Question 3
Bounce Fitness is a premier fitness centre with four centres across Australia. Its head office is currently located in Cairns, Queensland. Access the link below to learn more about Bounce Fitness.
Bounce Fitness Homepage
https://bouncefitness.precisiongroup.com.au/
Identify three business objectives of Bounce Fitness. Access Bounce Fitness’ business objectives in the link below.
Business Objectives and KPI
https://bouncefitness.precisiongroup.com.au/infrastructure/business-strategy-and-planning-documents/

a.

b.

c.


Question 4
Identify the three communication processes used in Bounce Fitness. Briefly explain the procedures for each identified process. Access the link provided below to access Bounce Fitness’s Communication Processes.
Communications Process
https://bouncefitness.precisiongroup.com.au/policies-and-procedures/administrative-policy-procedures/

Process Explanation
a.

b.

c.


Question 5
Answer the guide questions below about Bounce Fitness’ On the Job Training Plan. Access the link below to answer the guide question.
On the Job Training Plan
https://bouncefitness.precisiongroup.com.au/policies-and-procedures/human-resource/

a. Identify one reason why the task must be presented to the trainee.

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

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


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

a. Describe the appraisal process.

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

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


Question 7
Briefly describe how each learning environment listed below may be used in an organisation.

Learning Environment Description
a. Classroom Learning

b. Distance Learning

Question 8
Complete the table listed below.
 Identify two learning systems that can be used for the listed organisational learning environment.
Learning systems are the different ways that learning can be delivered using each learning environment listed below. (e.g., In-House Training can use a classroom learning environment.)
 Briefly describe how each learning system is used in an organisation.

Learning Environment Learning System Description of Use in an Organisation
a. Classroom Learning i.

ii.      

b. Distance Learning i.

ii.      


Question 9

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

Legislation Requirement Explanation
Privacy Act 1988 a.

b.       


Question 10
Complete the table below:
 Identify two requirements for the legislation below related to Bounce Fitness’s staff recruitment policy.
 Briefly explain how the identified requirements are related to the policy.
Access the links below to assist you in answering this question:
 Staff Recruitment Policy
https://bouncefitness.precisiongroup.com.au/policies-and-procedures/human-resource/.
 Equal Employment Opportunity (Commonwealth Authorities) Act 1987
https://www.legislation.gov.au/Series/C2004A03429
You must access the latest version of the Equal Employment Opportunity (Commonwealth Authorities) Act 1987.

Legislation Requirement Explanation
Equal Employment Opportunity (Commonwealth Authorities) Act 1987 a.

b.       


Question 11
Access Bounce Fitness’ Market Research Procedure in the link below. Complete the table in the following page by:
a. Identify one source that can provide additional information related to the procedure.
b. Record the source of your information.
c. Answer the questions that follow to assess the reliability of your source.
Market Research Procedure
https://bouncefitness.precisiongroup.com.au/policies-and-procedures/marketing-policy-procedures/

Criteria Questions to answer to help you evaluate each source.
Accuracy  Does the source provide valid information for your research?
Authority  Is the content authored and published by a reputable and qualified organisation or person?
Audience  Who is the intended audience?
 Is the information appropriate for the intended audience?
Relevance  Is the source relevant to your procedure?
Likelihood of bias  Is the information provided in this source biased?


Title:

Source:

Criteria Explanation
Accuracy Does the source provide valid information for your research?

Authority Is the content authored and published by a reputable and qualified organisation or person?

Audience Who is the intended audience?

Is the information appropriate for the intended audience?

Relevance Is the source relevant to your research topic?

Likelihood of bias Is the information provided in this source biased?

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


Question 12

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

Criteria Questions to answer to help you evaluate each source.
Accuracy  Does the source provide valid information for your research?
Authority  Is the content authored and published by a reputable and qualified organisation or person?
Audience  Who is the intended audience?
 Is the information appropriate for the intended audience?
Relevance  Is the source relevant to your procedure?
Likelihood of bias  Is the information provided in this source biased?


Title:

Source:

Criteria Explanation
Accuracy Does the source provide valid information for your research?

Authority Is the content authored and published by a reputable and qualified organisation or person?

Audience Who is the intended audience?

Is the information appropriate for the intended audience?

Relevance Is the source relevant to your research topic?

Likelihood of bias Is the information provided in this source biased?

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


Question 13
Complete the following table by identifying:
 Your current workplace industry.
If you currently do not have a workplace, use the industry you are familiar with.
 Identify the best practice used in the identified industry to instruct others on critical and creative thinking methods.
Industry best practice for instructing others refers to the most effective method for teaching people in that industry.
Responses here will be used to answer the following guide questions.

Current workplace industry

Industry best practice to instructing

Complete the table below by identifying the following:
a. One workplace task in your industry that uses each method provided below.
b. One way of applying your identified industry’s best practice to teach others on how to perform each identified workplace task.

Type of Thinking Method Workplace Task Application of Industry Best Practice to Teach the Workplace Task Using the Method
a. Critical Thinking Scaffolding

b. Creative Thinking Brainstorming

Question 14
Complete the tables below:
a. Critical Thinking Skills
 Identify at least one team building activity that will promote the development of each critical thinking skill.
 Briefly explain how each team building activity identified promotes each critical thinking skill
b. Creative Thinking Skills
 Identify at least one team building activity that will promote the development of each creative thinking skill.
 Briefly explain how each team building activity identified promotes each creative thinking skill

A. Critical Thinking Skills
Critical Thinking Skills Team Building Activity for Critical Thinking Brief Explanation of How Each Activity Promotes a Team’s Critical Thinking Skills
a. Problem Solving Skill

b. Consider Alternatives


B. Creative Thinking Skills
Creative Thinking Skills Team Building Activity for Creative Thinking Brief Explanation of How Each Activity Promotes Each Creative Thinking Skill
a. Thinking Outside the Box

b. Brainstorm for solutions


Question 15
Complete the tables below:
a. Critical Thinking
 Briefly explain an action that you can do in the workplace that will help an employee develop the critical thinking skills listed below.
b. Creative Thinking Skills
 Briefly explain an action that you can do in the workplace that will help an employee develop the creative thinking skills listed below.

A. Critical Thinking
Critical Thinking Skill Brief Explanation of an Action in the Workplace That Will Help Develop Each Critical Thinking Skill
a. Research

b. Avoid Assumptions

B. Creative Thinking
Creative Thinking Skill Brief Explanation of an Action in the Workplace That Will Help Develop Each Creative Thinking Skill
a. Imagine Possibilities

b. Open-mindedness


Practical Assessment
The Practical Assessment is a set of tasks that must be completed in a workplace, or in an environment with conditions similar to that of a real workplace.
To be assessed for this unit of competency, you must demonstrate your skills and knowledge to develop critical and creative thinking skills in others within a workplace context.
The Practical Assessments in this workbook include:

  1. Case Study Assessment
    Includes detailed scenarios and simulated environments, providing all necessary information required to complete relevant tasks and activities. These are based on the simulated business, Bounce Fitness.
  2. Workplace Practical Observation
    A set of assessment tasks where the learner must demonstrate practical skills relevant to the unit of competency. These skills are to be demonstrated while being observed by the assessor.
    IMPORTANT!
     All signatures/initials in your submissions, including yours, must be handwritten and dated. Submissions with signatures/initials must be scanned.
     The supervisor/observer who completes and signs your evidence submissions must provide their real name, contact number, and email address for your assessor’s reference.
     Should you encounter issue or concerns regarding your assessment, contact your assessor.  
    Case Study Assessment
    Case Study Assessment Overview
    The assessment is divided into four parts:
  3. Assess the Individual and Team Critical and Creative Thinking Skills
  4. Establish an Environment that Supports Critical and Creative Thinking
  5. Facilitate Opportunities for Application of Critical and Creative Thinking
  6. 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:
 Research models of critical and creative thinking
 Develop questions to identify individual and team knowledge gaps
 Facilitate formal and informal learning opportunities for addressing identified gaps
 Articulate key features of critical and creative thinking concepts to relevant personnel
 Collect feedback from individuals and teams on critical and creative thinking opportunities

Resources Required:
To complete this project, you will need access to the following:
 A simulated workplace environment that will allow you access to:
o At least four volunteers to participate in assessment activities, including:
• At least two Fitness Instructors for Team A
• At least two Fitness Instructors for Team B
 Resources required for delivering learning opportunities
Resources required will depend on the specific learning opportunities identified
 Video camera or a mobile phone with video recording capabilities
 A safe environment to conduct the role play activity


Part 1 Case Study Overview
Welcome to Bounce Fitness
You are the centre manager for Bounce Fitness Cairns. There are two teams of fitness trainers that directly report to you, Team A and Team B, with two members in each team. As the centre manager, you are in charge of overseeing this branch’s performance, including the performance of all its employees.
Fitness trainers of Team A handle one-on-one classes with their clients. The special feature of these classes is that each training plan is catered specifically to each client’s needs and capabilities. These trainers are in charge of creating training plans that are appropriate for each of their clients. They also keep track of their clients’ fitness records which helps them adjust training plans depending on their clients’ progress.
Fitness trainers of Team B handle the different fitness classes that Bounce Fitness. Each class has an attendance of 10 to 25 clients. As part of handling group classes, Team B fitness trainers must be knowledgeable on proper exercise and nutrition should their clients ask them for advice.
To help improve your employees’ performance, you decide to see how well members of each team know their tasks. Based on your findings, you intend to organise learning opportunities to help the fitness trainers perform better.

Task 1.1 Research on Critical and Creative Thinking Models

SIMULATED ASSESSMENT INSTRUCTIONS

  1. Conduct research on information about critical and creative thinking. Record your responses in the Critical and Creative Thinking Research Form provided within this workbook.
    Complete the following sections of the form with the information you have researched:
    a. Models
     Identify two models:
    o At least one model of critical thinking
    o At least one model of creative thinking
     Define critical or creative thinking according to the model
     Briefly explain how each model can be applied to a workplace setting
    Brief explanation of how the model might be used in any workplace setting
    b. Concepts
     Identify the following
    o At least two critical thinking concepts
    o At least two creative thinking concepts
    Concepts refer to ideas or theories that fall under critical or creative thinking. Examples of critical thinking concepts can be viewed from the link below:
    http://www.netuni.nl/courses/p4c/uploads/File/Critical-thinking-concepts.pdf
     Define each concept identified
     Identify at least one characteristic of each concept identified
     Briefly explain how each concept can be applied to a workplace setting

    c. Approaches
     Identify the following:
    o At least two approaches used for critical thinking
    o At least two approached used for creative thinking
    Approaches refers to methods used to conduct critical or creative thinking. Approaches identified must be applicable to a workplace setting.
     Define each approach identified
     Briefly explain how each approach can be applied to a workplace setting
    d. Source Log
    List at least three sources used to complete this research task. You can list either print sources or online sources.
     For print sources, record the title and author of the source.
     For online sources, record the title and link to the webpage.
    Where possible, information researched and identified for this task must be relevant to a workplace.
  2. Submit the completed Critical and Creative Thinking Research Form templates to your assessor.  
    Critical and Creative Thinking Research Form
    Learner Name:

Workplace/Organisation:

Date

I. Critical Thinking
A. Model
Name of Model:

Definition of Critical Thinking According to the Model

Application of Model to Workplace Setting:

B. Concepts
Concept Definition of Concept Characteristic Application to Workplace Setting


  1. C. Approaches
    Approach Definition Application to Workplace Setting

  2. II. Creative Thinking
    A. Model
    Name of Model:

Definition of Creative Thinking According to the Model

Application of Model to Workplace Setting:

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

C. Approaches
Approach Definition Application to Workplace Setting


  1. III. Source Log

Add more rows as needed

Task 1.2 Develop Questions About Team Knowledge

          SIMULATED ASSESSMENT INSTRUCTIONS
  1. Access and review the document from the link below:
    Fitness Trainer Tasks Guidelines
    https://bouncefitness.precisiongroup.com.au/supplementary-files/critical-thinking-problem-solving-bsbcrt511/
    Each team has a corresponding task with guidelines found in the following sections of the document:
    a. Team A’s task is based on Developing a Personal Fitness Plan section
    b. Team B’s task is based on Giving Advice on Proper Nutrition section
  2. Locate the Questions Log template provided within this workbook. Use the Questions Log to develop questions that will assist in identifying the knowledge gaps of each team in line with their corresponding tasks.
    Questions to be developed for each team must be based on their corresponding tasks outlined in the Fitness Trainer Tasks Guidelines.
    Questions must ask about how, what, why, when, and where. (e.g., When are pre-screening tests done? What can be tracked by using the records from a fitness test?)
  3. Complete two Questions Logs – one for each team that you will work with. For each Questions Log:
    a. Develop at least one set of questions for each team to answer as a group.
     Write at least five to seven questions about the team’s task.
     Write the benchmark answer next to each question created.
    Write these under the Questions for the Team section of the Questions Log.  
    b. Develop at least one set of questions for at least one individual team member from each team to answer
    For the purpose of this assessment, this is the team member with the least experience. You may refer to the character brief in Task 1.3 of this assessment for guidance.
     Write at least five to seven questions about the team’s task.
    Questions developed for the selected individual must differ from the questions developed for the team. However, these must correspond to the Fitness Trainer Tasks Guidelines.
     Write the benchmark answer next to each question created.
    Write these under the Questions for the Individual Team Member section of the Questions Log.
  4. Leave the following columns in the template blank:
     Answered Correctly
     Comments/Remarks
    These will be completed in Task 1.3 of the assessment.
  5. Submit two partially completed Question Logs to your assessor.

Questions Log
Completed By:

Workplace/Organisation:

Date:

Team:

Questions for the Team
Question Benchmark Answer Answered Correctly?
If yes tick the box. If not, leave blank. Comments/Remarks

  1. 0

0

  1. 0

0

  1. 0

Add additional rows as needed

Questions for the Individual Team Member
Question Benchmark Answer Answered Correctly?
If yes tick the box. If not, leave blank. Comments/Remarks

  1. 0

0

  1. 0

0

  1. 0

Add additional rows as needed

Task 1.3 Meeting with Teams to Identify Knowledge Gaps

         SIMULATED ASSESSMENT INSTRUCTIONS 
  1. Conduct two separate meetings with Team A and Team B to identify their knowledge gaps:
    a. One meeting must be with all members present for each team
    b. One meeting must be with the selected individual member from each team
  2. Enlist the assistance of at least four volunteers to undertake the role of the members of Team A and Team B. Each team must have at least two members.
    Discuss with your volunteers the roles they will undertake. Ensure that they are able to participate throughout the end of this Practical Assessment.
  3. Access the following documents from the link provided below:
    a. Meeting with Team A Character Brief
    b. Meeting with Team B Character Brief
    https://bouncefitness.precisiongroup.com.au/supplementary-files/critical-thinking-problem-solving-bsbcrt511/
    Review these character briefs with your volunteers to understand the roles they will undertake for the meeting.
  4. Locate the Observation Form provided within this workbook. The Observation Form outlines all the skills you need to demonstrate in this task. Review the document to ensure the demonstration of the skills specified during each meeting with all team members from each team present.
  5. Review the instructions here and the skills outlined in the Observation Form. Arrange a time with your assessor to observe you in conducting each separate meeting with all team members present for each team. Provide your assessor with two copies of the Observation Form. Discuss all requirements of the task with your assessor and prepare these before the team meeting.
    Your assessor must complete two Observation Forms – one for each team meeting observed.
    If direct observation is not possible, record the role play activity in a video. Ensure to obtain permission first from persons involved before doing so.
  6. Conduct the meetings for each team.
    a. Hold the first meeting with all team members from each team present. During each meeting, you must:
     Ask the team members the questions you developed in the Questions Developed for the Team section of the Questions Log from Task 1.2.
     If the team is able to correctly answer the question, tick the box in the Answered Correctly column. If not, leave it blank.
     Write specific comments on questions that team is unable to answer correctly in the Comments/Remarks column.
    b. Hold the second meeting with Fitness Trainer 2 of each team. During each meeting, you must:
     Ask the team member the questions you developed in the Questions for the Individual Team Member section of the Questions Log from Task 1.2.
     If the team member is able to correctly answer the question, tick the box in the Answered Correctly column. If not, leave it blank.
     Write specific comments on questions that team member is unable to answer correctly in the Comments/Remarks column.
    Comments or remarks recorded for each question answered incorrectly will assist you in completing Task 1.4
  7. Submit the following to your assessor:
     Two completed Questions Logs – one for each team
    Keep a copy of the two completed Questions Logs to be used in Task 1.4.
     Video recordings of each team meeting conducted (ONLY if assessor is not available for direct observation)

    Observation Form (For Assessor’s Use Only)
    INSTRUCTIONS TO THE ASSESSOR
    The assessor is to observe the learner as they complete the assessment task and skill requirements outlined in this Observation Form.
    Before observing the learner:
     Review and discuss with the learner the task instructions, and skill requirements which they need to demonstrate to complete this assessment.
     Ensure that the learner understands the requirements of the task and the skill requirements before proceeding.

For this assessment, the learner is required to conduct a meeting for each team with all the team members present. Prior to conducting each meeting, discuss with the learner to ensure that they have access to the following:
A safe environment to conduct the meetings (please tick at least one):
 the workplace: Indicate location of assessment.
 a simulated workplace environment: Indicate location of assessment.

Assessment requirements (please tick all requirements found in the assessment environment):
 At least four volunteers undertaking the following roles:
 at least two Team Members from Team A
 at least two Team Members from Team B
 Questions Logs for each team
 Video camera or a mobile phone with video recording capabilities
Only if direct observation is not possible.

Continued on the next page.

Your Role as the Observer/Assessor
You are required to observe the learner meet with each team and one member from each team to ask the questions they had developed. The learner will provide you a copy of the Observation Form which you must complete during the observation task.
Select the method of observation to be conducted:
 Direct observation
Assessor must be physically present in the assessment environment.
 Observation via video recording
Learner and the assessment requirements must be present in the video recording.

Complete the Observation Form for this task:
 Observe the learner demonstrate each skill requirement outlined in the form as they undertake the task.
 Indicate the date when the observation is conducted.
 Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill requirement based on the criteria provided. Write objective feedback on how the learner demonstrated each skill requirement based on your observation.
 Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill requirement. Write objective feedback including additional information on how the learner can satisfactorily demonstrate this requirement for this task.
 Provide an overall feedback on the learner’s performance to assist the learner in addressing any areas of improvement.
 Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.

Discuss any further queries about the task and associated requirements with the learner before commencing.

Observation Form begins on the next page. 
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 the meeting with team members? Yes No Comments

  1. Clearly ask the questions developed to identify the team’s knowledge gaps

Did the learner:
 Rephrase the questions when team seems unable to understand 0
0

 Define certain words in the question to help others understand the question 0
0

 Explain the reasoning behind the correct answer to point out why an answer may be incorrect 0
0

  1. Encourage others to participate in the discussion by:
    a. Listening
    Did the learner:
     Repeat a question or statement heard to encourage others to elaborate their thoughts further

0

0

 Paraphrase the main points of the speaker’s message to show that you understand what they are trying to say 0
0


b. Questioning
Did the learner:
 Ask the open-ended questions 0
0

 Ask the other to elaborate on their response (e.g., ‘what do you mean by that?’) 0
0

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

          SIMULATED ASSESSMENT INSTRUCTIONS
  1. Review each teams’ and individuals’ responses in the completed Questions Log from Task 1.3.
  2. Access the Learning Plan templates located within this workbook. Complete one Learning Plan for each team. For each Learning Plan, you must:
    a. Review the team’s responses from the completed Questions Log from Task 1.3.
    Based on the results of each discussion from Task 1.3, identify the following for each section of the Learning Plan:
     Team section:
    o At least one knowledge gap that can be addressed by a formal learning opportunity
    Formal learning opportunities occur in structured and organised environments such as classrooms. The learning content is also already pre-determined.
    o At least one knowledge gap that can be addressed by an informal learning opportunity
    Informal learning opportunities occur in settings that are not structured and organised.
    o Identify the specific learning opportunities you intend to facilitate for each team to address each identified knowledge gap. Ensure that there is:
    • At least one formal learning opportunity
    These can include:
    • Conducting workshops
    • Conducting training sessions
    • At least one informal learning opportunity
    These can include:
    • Conducting consultations
    • Watching tutorial videos
    • Participating in forums

    o Select a date when you plan to facilitate the learning opportunity.
    o Identify your expected learning outcomes after each learning opportunity has been facilitated.
     Individual section
    o Identify at least one knowledge gap based on their incorrect answers.
    o Determine if the knowledge gap will be addressed by either a formal or informal learning opportunity
    o Identify the specific learning opportunity you intend to facilitate to address the knowledge gap.
    The specific learning opportunity must correspond with your response of whether it will be a formal or informal learning opportunity.
    o Select a date when you plan to facilitate the learning opportunity
    o Identify your expected learning outcomes after each learning opportunity has been facilitated.
  3. Leave the following sections of the template blank:
     Date Implemented
     Actual Outcome
     Assessor’s Signature
     Assessor’s Declaration
    These columns will be completed after the learning opportunities are implemented in the later tasks.
  4. Submit two partially completed Learning Plans, one for each team, to your assessor.

Learning Plan
Completed By:

Workplace/Organisation:

Date:

Team

Team
Knowledge Gap Type of Learning Opportunity Learning Opportunity Planned Implementation Date Expected Learning Outcome Date Implemented Actual Outcome Assessor’s Signature


  1. Individual
    Knowledge Gap Type of Learning Opportunity Learning Opportunity Planned Implementation Date Expected Learning Outcome Date Implemented Actual Outcome Assessor’s Signature

  2. ASSESSOR DECLARATION
    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

          SIMULATED ASSESSMENT INSTRUCTIONS
  1. Review the knowledge gaps to be addressed by a formal learning opportunity from the partially completed Learning Plans from Task 1.4.
  2. Locate the Session Plan template provided within this workbook. Complete one Session Plan for each formal learning opportunity you will facilitate. Each Session Plan must include the following:
    a. Date
    Identify when you completed the Session Plan
    b. Session Title
    Identify the title of your session. Session Title must correspond to what you intend to address in each session.
    c. Session Length
    Identify the target overall duration of the session to be facilitated.
    d. Participants
    Identify the participants of each formal learning opportunity you will facilitate.
    e. Knowledge Gap
    Identify at least one knowledge gap that you aim to address for each formal learning opportunity based on your responses in the Learning Plan from Task 1.4.
    f. Learning Objective
    Identify at least one learning objective for each formal learning opportunity. Learning Objectives are your purpose for facilitating the formal learning session.
    g. Introduction
     Grab Attention
    Identify at least one activity you intend to conduct to begin the session. These can be activities that allow all participants to get to know each other as well as yourself.
     Learning Outcome
    Identify at least one task or activity that the participants should be able to do at the end of each formal learning opportunity.
     Check Prior Knowledge
    Identify at least one activity to determine how much the participants already know about the topic of the session
    h. Body
     Content Outline
    Outline the planned content for the session. This will include all the topics you intend to discuss during the session.
    Content outline in this section must include:
    o All topics to be discussed to address knowledge gap identified for each formal learning opportunity
    o The following topics from Task 1.1:
    • At least two critical thinking concepts
    • At least two creative thinking concepts
    • Application of critical thinking to workplace setting
    • Application of creative thinking to workplace setting
    Application of both critical and creative thinking must be contextualised to the context of the session (e.g., how to apply critical thinking to conducting pre-screening)
     Assessment
    Identify at least one activity you plan to conduct during the session to check on the participants’ learning.
    This can include:
    o A short paper-and-pencil test
    o An identification game

    i. Conclusion
     Summarise
    Outline three to five key points you included in your discussion based on your outline in the Content Outline section.
    Identify the time frames you intend to allocate for each section.
    The total time for all the time frames for each section should be the same as the amount of time you identified for the Session Length.
  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 each formal learning opportunity.
  4. 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.
    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.
  5. Prepare for each formal learning opportunity you intend to conduct. This includes preparing any additional material you intend to use (e.g. charts or diagrams) or creating resources (e.g., PowerPoint presentation) that will be used during each formal learning opportunity to be conducted
  6. Arrange a time with each team and selected individual team member to facilitate the formal learning opportunity.
  7. Facilitate the formal learning opportunities.
    During each formal learning opportunity, you must:
    a. Locate the Attendance Sheet provided within this workbook. You must have one copy for each formal learning session.
    Have your participants sign the attendance sheet to confirm their attendance. They must include their handwritten signature.
    b. Access the Session Plan you completed for each formal learning opportunity. Facilitate each formal learning opportunity following the Session Plan you prepared
    c. Ask each participant questions throughout the session to gauge their learning
  8. After conducting each formal learning session, access the partially completed Learning Plans from Task 1.4. Complete the following sections on each Learning Plan:
    a. Date Implemented
    Record the actual date each formal learning opportunity was conducted.
    b. Actual Outcome
    Briefly explain if the participants for each formal learning opportunity were able to successfully learn knowledge presented during each session. You may refer to the outcome of the ‘Assessment’ section of your Session Plan for your reference.
  9. Have your assessor sign the Assessor’s signature column in each Learning Plan for each formal learning opportunity conducted. This is to confirm that you facilitated each formal learning opportunity based on your responses in each Learning Plan. Assessor’s signature must be handwritten.
    Your assessor will complete the Assessor’s Declaration Form in Task 1.6.
    Do not submit the Learning Plans yet. You will submit the completed Learning Plans after completing Task 1.6.
  10. Submit the following documents to your assessor:
     Accomplished Session Plans for each formal learning opportunity facilitated
     Completed Attendance Sheets for each formal learning opportunity facilitated
    Number of submissions for the Session Plan and Attendance Sheet must correspond to the number of formal learning opportunities conducted as identified in each of your Learning Plans. However, at least one Session Plan and at least one Attendance Sheet must be submitted for each team.
     Video recording of each formal learning opportunity conducted (ONLY if assessor is not available for direct observation)

    Session Plan
    Name:
    Date:

Session Title:
Session Length:
Identify target overall duration of the session

Participants:

Knowledge Gap:

Learning Objective:

Introduction Time
Grab Attention
Identify an activity that will help participants get to know everyone in the learning opportunity

Learning Outcome

Check Prior Knowledge
Identify at least one activity to determine how much participants already know about the topic of the session


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:

Workplace/Organisation:

Session Title:

Team:

Date of Learning Session:

Name Handwritten Signature


Observation Form (For Assessor’s Use Only)
INSTRUCTIONS TO THE ASSESSOR
The assessor is to observe the learner as they complete the assessment task and skill requirements outlined in this Observation Form.
Before observing the learner:
 Review and discuss with the learner the task instructions, and skill requirements which they need to demonstrate to complete this assessment.
 Ensure that the learner understands the requirements of the task and the skill requirements before proceeding.

For this assessment, the learner is required to conduct 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:
A safe environment to conduct the meetings (please tick at least one):
 the workplace: Indicate location of assessment.
 a simulated workplace environment: Indicate location of assessment.

Assessment requirements (please tick all requirements found in the assessment environment):
 At least four volunteers undertaking the following roles:
 at least two Team Members from Team A
 at least two Team Members from Team B
 Attendance Sheets for each formal learning opportunity
 Session Plans for each formal learning opportunity
 Partially completed Learning Plans for each team
 Video camera or a mobile phone with video recording capabilities
Only if direct observation is not possible.

Continued on the next page.

Your Role as the Observer/Assessor
You are required to observe the learner 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.
Select the method of observation to be conducted:
 Direct observation
Assessor must be physically present in the assessment environment.
 Observation via video recording
Learner and the assessment requirements must be present in the video recording.

Complete the Observation Form for this task:
 Observe the learner demonstrate each skill requirement outlined in the form as they undertake the task.
 Indicate the date when the observation is conducted.
 Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill requirement based on the criteria provided. Write objective feedback on how the learner demonstrated each skill requirement based on your observation.
 Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill requirement. Write objective feedback including additional information on how the learner can satisfactorily demonstrate this requirement for this task.
 Provide an overall feedback on the learner’s performance to assist the learner in addressing any areas of improvement.
 Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.

Discuss any further queries about the task and associated requirements with the learner before commencing.

Observation Form begins on the next page. 
Observation Form
Learner Name:

Name of Workplace/
Organisation:

Task Title
Refer to task title.

Date of Observation:

Participant:
Identify the participants of each formal learning opportunity

Did the learner demonstrate the following during each formal learning opportunity facilitated? Yes No Comments

  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) 0
    0
  2. Use the following techniques to influence the opinions of others:
    a. Inclusive Techniques
    Did the learner:
     Ask each team members a question to give everyone an opportunity to answer
    0

0

 Go around the room to ask everyone their opinion about a topic being discussed 0
0


b. Collaborative Techniques
Did the learner:
 Asks participants to discuss with their peers about the topic being presented 0
0

 Allows time for participants to discuss amongst themselves for an answer to a question 0
0

  1. Clearly discuss all topics covered in the session plan to participant team/individual

Did the learner:
 Explain concepts clearly 0
0

 Provide definitions and examples where relevant or necessary 0
0

 Follow logical sequence when discussion and does not jump from topic to topic 0
0

  1. Ask open-ended questions to gauge the participants’ learning as the session progresses 0
    0
  2. Adjusts method of explanation used to engage participants when needed

Did the learner:
 Prompts participants when participants have difficulty to answer a question (e.g., providing hints, repeating the question) 0
0

 Follows logical sequence when discussion and does not jump from topic to topic 0
0

 Avoids the use of jargons or technical terms 0
0

 Paraphrases statements 0
0

 Asks the other speaker to elaborate on their response (e.g., ‘what do you mean by that?’) 0
0

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 formal learning opportunity.
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 1.6 Facilitate Informal Learning Opportunities

SIMULATED ASSESSMENT INSTRUCTIONS

  1. Review the knowledge gaps to be addressed by an informal learning opportunity from the partially completed Learning Plans from Task 1.4.
  2. 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.
  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 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.
    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.
  4. Arrange a time with each team and the selected individual team member to facilitate the informal learning opportunity.
  5. Facilitate the informal learning opportunities identified in each of the Learning Plans. For each informal learning opportunity, you must:
    a. Brief participants about the informal learning opportunity.
     Discuss with each team and/or individual they can expect to happen during each informal learning opportunity
     Discuss each knowledge gap that will be addressed in each informal learning opportunity with each of the teams and/or individual team member.
    b. Address the knowledge gaps by providing information the participants are expected to learn by the end of the informal learning opportunity:
    This can include, but are not limited to, the following:
     Providing detailed instructions to help the participants better perform their tasks after the learning opportunity
     Defining terms and providing detailed explanations
     Giving additional resources participants can access to gather more information

    You must submit supplementary evidence of facilitating each informal learning opportunity. Supplementary evidence to be submitted must show that the learning opportunity has been facilitated. It must include:
     Details about the knowledge gaps
     How the learning opportunity addressed each knowledge gap
    Evidence will vary depending on the specific informal learning opportunity conducted, and can include, but are not limited to the following:
     Meeting minutes
     Discussion notes
  6. After conducting each informal learning opportunity, access the partially completed Learner Plans from Task 1.4. Complete the following sections on each Learning Plan:
    a. Date Implemented
    Record the actual date each informal learning opportunity was conducted.
    b. Actual Outcome
    Briefly explain if the participants for each informal learning opportunity were able to successfully learn knowledge presented during each session.
  7. Have your assessor sign the Assessor’s signature column in each Learning Plan for each formal learning opportunity conducted. This is to confirm that you facilitated each informal learning opportunity based on your responses in each Learning Plan. Assessor’s signature must be handwritten.
    Have them sign the Assessor’s Declaration Form found at the end of the Learning Plan.
  8. 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.
     Supplementary evidence for each informal learning opportunity conducted
     Two completed Learning Plans
     Video recording of informal learning opportunities (ONLY if assessor is not available for direct observation)

    Observation Form (For Assessor’s Use Only)
    INSTRUCTIONS TO THE ASSESSOR
    The assessor is to observe the learner as they complete the assessment task and skill requirements outlined in this Observation Form.
    Before observing the learner:
     Review and discuss with the learner the task instructions, and skill requirements which they need to demonstrate to complete this assessment.
     Ensure that the learner understands the requirements of the task and the skill requirements before proceeding.

For this assessment, the learner is required to conduct 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:
A safe environment to conduct the meetings (please tick at least one):
 the workplace: Indicate location of assessment.
 a simulated workplace environment: Indicate location of assessment.

Assessment requirements (please tick all requirements found in the assessment environment):
 At least four volunteers undertaking the following roles:
 at least two Team Members from Team A
 at least two Team Members from Team B
 Additional resources the learner may need depending on the informal learning opportunity they will facilitate
 Partially completed Learning Plans for each team
 Video camera or a mobile phone with video recording capabilities
Only if direct observation is not possible.

Continued on the next page.

Your Role as the Observer/Assessor
You are required to observe the learner 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.
Select the method of observation to be conducted:
 Direct observation
Assessor must be physically present in the assessment environment.
 Observation via video recording
Learner and the assessment requirements must be present in the video recording.

Complete the Observation Form for this task:
 Observe the learner demonstrate each skill requirement outlined in the form as they undertake the task.
 Indicate the date when the observation is conducted.
 Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill requirement based on the criteria provided. Write objective feedback on how the learner demonstrated each skill requirement based on your observation.
 Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill requirement. Write objective feedback including additional information on how the learner can satisfactorily demonstrate this requirement for this task.
 Provide an overall feedback on the learner’s performance to assist the learner in addressing any areas of improvement.
 Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.

Discuss any further queries about the task and associated requirements with the learner before commencing.

Observation Form begins on the next page. 
Observation Form
Learner Name:

Name of Workplace/
Organisation:

Task Title
Refer to task title.

Date of Observation:

Participant:
Identify the participants of each informal learning opportunity

Did the learner demonstrate the following during each informal learning opportunity? Yes No Comments

  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) 0
    0
  2. Engage all participants in the learning opportunity by using:
    a. Inclusive Techniques
    Did the learner:

 Ask each team members a question to give everyone an opportunity to answer 0
0

 Go around the room to ask everyone their opinion about a topic being discussed 0
0


b. Collaborative Techniques
Did the learner:

 Ask participants to discuss with their peer about the topic being presented 0
0

 Allow time for participants to discuss amongst themselves for an answer to a question 0
0

  1. Ask open-ended questions to gauge the participants’ learning as the informal learning opportunity progresses 0
    0
  2. 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) 0
0

 Follow logical sequence when discussion and does not jump from topic to topic 0
0

 Avoid the use of jargons or technical terms 0
0

 Paraphrase statements 0
0

 Ask the other to elaborate on their response (e.g., ‘what do you mean by that?’) 0
0

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 informal learning opportunity.
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 1.7 Collect Feedback on Learning Opportunities

SIMULATED ASSESSMENT INSTRUCTIONS

  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 you need to demonstrate in this task. Review the document to ensure the demonstration of 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.
    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.
  4. Arrange a time to meet with each of the two teams to collect feedback on the learning opportunities facilitated.
  5. Access the Meeting Minutes template provided within this workbook. You will record your discussion with each team here.
  6. Conduct the meeting for each team to gather their feedback on each of the learning opportunities facilitated.
    a. Formal learning opportunity conducted in Task 1.5
    b. Informal learning opportunity conducted in Task 1.6
    Discussion points include, but are not limited to, the following:
     Identify what they liked about the learning opportunities
     Identify what they did not like about the learning opportunities
     Discuss whether they think the learning opportunities were facilitated well or not
    Record the result of your discussion in the Meeting Minutes.
  7. Have each attendee sign beside their name in each Meeting Minutes after each meeting. All signatures must be handwritten.
  8. Submit two completed Meeting Minutes to your assessor.

    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


Observation Form (For Assessor’s Use Only)
INSTRUCTIONS TO THE ASSESSOR
The assessor is to observe the learner as they complete the assessment task and skill requirements outlined in this Observation Form.
Before observing the learner:
 Review and discuss with the learner the task instructions, and skill requirements which they need to demonstrate to complete this assessment.
 Ensure that the learner understands the requirements of the task and the skill requirements before proceeding.

For this assessment, the learner is required to 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:
A safe environment to conduct the meetings (please tick at least one):
 the workplace: Indicate location of assessment.
 a simulated workplace environment: Indicate location of assessment.

Assessment requirements (please tick all requirements found in the assessment environment):
 At least four volunteers undertaking the following roles:
 at least two Team Members from Team A
 at least two Team Members from Team B
 Meeting Minutes for each team
 Video camera or a mobile phone with video recording capabilities
Only if direct observation is not possible.

Continued on the next page.

Your Role as the Observer/Assessor
You are required to observe the learner meet with each team to gather their feedback on the learning opportunities facilitated. The learner will provide you a copy of the Observation Form which you must complete during the observation task.
Select the method of observation to be conducted:
 Direct observation
Assessor must be physically present in the assessment environment.
 Observation via video recording
Learner and the assessment requirements must be present in the video recording.

Complete the Observation Form for this task:
 Observe the learner demonstrate each skill requirement outlined in the form as they undertake the task.
 Indicate the date when the observation is conducted.
 Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill requirement based on the criteria provided. Write objective feedback on how the learner demonstrated each skill requirement based on your observation.
 Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill requirement. Write objective feedback including additional information on how the learner can satisfactorily demonstrate this requirement for this task.
 Provide an overall feedback on the learner’s performance to assist the learner in addressing any areas of improvement.
 Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.

Discuss any further queries about the task and associated requirements with the learner before commencing.

Observation Form begins on the next page. 
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 the meeting with the team? Yes No Comments

  1. Explain the purpose of the meeting to participants clearly: 0
    0
  2. Elicit the feedback of others by:
    a. Listening
    Did the learner:
     Repeat a question or statement heard to encourage others to elaborate their thoughts further 0
    0

 Paraphrase the main points of the speaker’s message to show that you understand what they are trying to say 0
0

b. Questioning
Did the learner:
 Ask the other open ended questions 0
0

 Ask the other to elaborate on their response (e.g., ‘what do you mean by that?’) 0
0


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.
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:


Part 2. Establish an Environment That Supports Critical and Creative Thinking
Task Overview
This part of the project requires you to establish an environment that support critical and creative thinking. Specifically, you are required to:
 Analyse current organisational systems to identify gaps and barriers to critical thinking
 Develop processes that create a safe environment for critical and creative thinking approaches

Resources Required:
To complete this project, you will need access to the following:
 A simulated workplace environment that will allow you access to:
o Organisational documents relevant to:
• Performance Management System
• Customer Relations Management System

Part 2 Case Study Overview
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

SIMULATED ASSESSMENT INSTRUCTIONS

  1. Access and review the following documents from the links provided to complete this task:
     Business Objectives and KPIs
    https://bouncefitness.precisiongroup.com.au/infrastructure/business-strategy-and-planning-documents/
     Performance Management System
     Customer Relations Management System
    http://bouncefitness.precisiongroup.com.au/supplementary-files/critical-thinking-problem-solving-bsbcrt511/
  2. Locate the Organisational Systems Analysis Report provided within this workbook.
  3. Complete the Organisational Systems Analysis Report. To complete the report, you must:
    a. Identify at least one relevant business objective for each of the following Bounce Fitness Systems:
     Performance Management System
     Customer Relations Management System
    b. Briefly explain the relevance of the identified business objectives to each Bounce Fitness system.
    c. Analyse the processes found within the Performance Management System and the Customer Relations Management System documents.
    For each system, you must:
     Determine if there are steps in the processes for each system that encourages employees to practice critical or creative thinking
     Identify steps in processes that are in place that seem to hinder the practice of critical or creative thinking
     Determine if a process is lacking a step in order for Bounce Fitness employees to fully practice critical or creative thinking

    d. Identify either gaps or barriers in each system based on your analyses of each system:
     If you identify barriers, identify at least two barriers for each system analysed:
    Barriers are anything that hinders employees from exercising critical or creative thinking methods.
    o At least one barrier to critical thinking methods
    Critical Thinking methods focus on analysing options and ideas, synthesising existing information, and making judgements on the value of something.
    o At least one barrier to creative thinking methods
    Creative Thinking methods focus on generating ideas, considering alternative options of actions and assessing actions
     If you identify gaps, identify at least two gaps to critical thinking methods for each system analysed
    Gaps refer to something that is missing from the processes that prevents employees from fully practicing critical thinking methods.
    e. Identify at least two resources used to implement each Bounce Fitness system.
    Responses in this task will be used for Task 2.2.
  4. Submit the completed Organisational Analysis Report to your assessor.  
    Organisational Systems Analysis Report
    Name:

Workplace/Organisation

Date Completed:

Business Objectives
System Relevant Business Objective Relevance of Business Objective to the System

  1. Performance Management System
  2. Customer Relations Management System

Performance Management System
Identify either at least two barriers or at least two gaps:

Organisational Resources


  1. Customer Relations Management System
    Identify either at least two barriers or at least two gaps:

Organisational Resources


  1. Task 2.2 Develop Processes for Critical and Creative Thinking

SIMULATED ASSESSMENT INSTRUCTIONS

  1. Locate the Critical and Creative Thinking Processes template found within this workbook. Use this template to record your responses for the following:
    a. Access the completed Organisational Systems Analysis Report from Task 2.1. Review your responses for the gaps and barriers identified.
    Use the identified gaps and barriers to determine what kind of process would encourage critical and creative thinking in the workplace.
    b. Outline processes for creating a safe environment for practicing critical and creative thinking approaches within Bounce Fitness:
     At least one process must be relevant to critical thinking approaches
     At least one process must be relevant to creative thinking approaches
    Safe environment is defined as an environment that actively encourages the performance of certain skills, in this case, critical and creative thinking approaches.
    Ensure to include the following each process:
     Team and individual team member’s feedback on the following from the Meeting Minutes in Task 1.7
    o Feedback on formal learning opportunity facilitated
    o Feedback on informal learning opportunity facilitated
    Incorporate the following based on the feedback received:
    o Replicate what was said to have been done well during each learning opportunity
    o Include the changes and additional resources that might have been identified as lacking in each learning opportunity
     Include only steps that will facilitate the practice of critical and creative thinking in others based on the gaps or barriers identified in Task 2.1
    Ensure that the language used in the processes you will developed is clear and easily understandable for the audience.
  2. Submit the completed Critical and Creative Thinking Processes template to your assessor

    Critical and Creative Thinking Processes
    Learner Name:

Workplace/Organisation:

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:
 Facilitate opportunities for team members to apply critical thinking skills to workplace problems
 Provide feedback to team members on performance of tasks
 Collect feedback from individuals and teams on critical and creative thinking opportunities
 Identify additional support required for teams and individuals

Resources Required:
To complete this project, you will need access to the following:
 A simulated workplace environment that will allow you access to:
o Volunteers to participate in assessment activities, including:
• At least two Fitness Instructors for Team A
• At least two Fitness Instructor for Team B
 Video camera or a mobile phone with video recording capabilities
 A safe environment to conduct the role play activity

Part 3 Case Study Overview
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

SIMULATED ASSESSMENT INSTRUCTIONS

  1. Identify the two workplace problems that must be addressed by Team A and Team B based on Part 3 Case Study Overview.
  2. Locate the Action Plan provided within this workbook. Create one Action Plan for each team. For each Action Plan, you must identify the following:
    a. At least one workplace problem to be addressed by each team based on the Part 3 Case Study Overview
    b. At least two actions items to address each team’s workplace problem:
     At least one action item must allow team members to demonstrate critical thinking
    An action item for critical thinking would allow team members to conduct analysis, evaluation, or synthesis of ideas to address the workplace problem.
     At least one action item must allow team members to demonstrate creative thinking
    An action item for creative thinking would allow team members to generate new ideas to address the workplace problem.
    b. Date when each action item will be implemented
    c. Expected outcome when each action item has been implemented.
    Do not write anything on the following sections. These will be completed in the later task after each action item has been implemented:
    a. Date Implemented
    b. Actual Result
    c. Assessor’s Signature.
    d. Assessor’s Declaration
  3. Submit the two partially completed Action Plans to your assessor.

Action Plan
Completed by
Workplace/Organisation

Team
Date Completed

Workplace Problem

Action Item Planned Implementation Date Expected Outcome Date Implemented Actual Result Assessor’s Signature
Critical Thinking:

Creative Thinking:


ASSESSOR DECLARATION
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

SIMULATED ASSESSMENT INSTRUCTIONS

  1. Implement each action item identified in the Action Plan from Task 3.1.
  2. Arrange a time to meet with each team to facilitate the action items identified.
  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.
  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.
  5. When facilitating each action item for each workplace problem, you must:
    a. Present the workplace problems from the Part 3 Case Study Overview to the team.
     Present Team A with Problem 1: Impatient Clients
     Present Team B with Problem 2: Trendy Classes
    b. Implement each action item and come up with at least two solutions for the team’s problem:
     One solution must be created using critical thinking
     One solution must be created using creative thinking
    b. Observe how the team applies both critical and creative thinking to the workplace problem.
    Your observations of the team’s and individual members’ performance will be used in the later tasks.
  6. Complete the following columns in each Action Plan after implementing all action items for each team:
    a. Date Implemented
    Record the actual date each action item was conducted.
    b. Actual Result
    Describe if the team was able to achieve each anticipated result for each action item facilitated.
  7. Have your assessor sign the Assessor’s signature column for each action item facilitated and the Assessor Declaration Form in each Action Plan. Assessor’s signature must be handwritten.
  8. Locate the Feedback Form provided within this workbook. Provide each team member from each team a copy of the Feedback Form after implementing both action items. Instruct each team member to:
    a. Record the task title for when the Feedback Form was completed
    b. Identify the job role they are undertaking in this assessment
    c. Review each criteria listed in the Feedback Form
    d. Provide feedback to how you facilitated the implementation of each action item. Place only one tick mark per criteria for each area of facilitation. Team members should not leave anything blank.
    e. Provide at least one specific comment on how future learning opportunities can be improved.
    Each comment provided must mention a specific aspect of your facilitation of action items. Each team member must provide at least one suggestion on how that aspect can be improve in future learning opportunities.
    Keep a copy of each Feedback Form completed by each team members. These will be used in the later tasks.
  9. Submit the following documents to your assessor:
     Two completed Action Plans – one for each team
     At least four completed Feedback Forms
     Video recordings of action items implemented (ONLY if assessor is not available for direct observation)

    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.
Areas of Facilitation Ratings
Strongly Agree Agree Disagree Strongly Disagree 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     

    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.  
    Observation Form (For Assessor’s Use Only)
    INSTRUCTIONS TO THE ASSESSOR
    The assessor is to observe the learner as they complete the assessment task and skill requirements outlined in this Observation Form.
    Before observing the learner:
     Review and discuss with the learner the task instructions, and skill requirements which they need to demonstrate to complete this assessment.
     Ensure that the learner understands the requirements of the task and the skill requirements before proceeding.

For this assessment, the learner is required to 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):
 the workplace: Indicate location of assessment.
 a simulated workplace environment: Indicate location of assessment.

Assessment requirements (please tick all requirements found in the assessment environment):
 At least four volunteers undertaking the following roles:
 at least two Team Members from Team A
 at least two Team Members from Team B
 One partially completed Action Plan for each team
 Additional resources the learner may need to facilitate each action item
 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 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.
Select the method of observation to be conducted:
 Direct observation
Assessor must be physically present in the assessment environment.
 Observation via video recording
Learner and the assessment requirements must be present in the video recording.

Complete the Observation Form for this task:
 Observe the learner demonstrate each skill requirement outlined in the form as they undertake the task.
 Indicate the date when the observation is conducted.
 Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill requirement based on the criteria provided. Write objective feedback on how the learner demonstrated each skill requirement based on your observation.
 Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill requirement. Write objective feedback including additional information on how the learner can satisfactorily demonstrate this requirement for this task.
 Provide an overall feedback on the learner’s performance to assist the learner in addressing any areas of improvement.
 Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.

Discuss any further queries about the task and associated requirements with the learner before commencing.

Observation Form begins on the next page. 
Observation Form
Learner Name:

Name of Workplace/
Organisation:

Task Title
Refer to task title.

Team

Start Date of Observation:

End Date of Observation:

Did the learner demonstrate the following during the facilitation of action items for each team? Yes No Details of Observation
Comments

  1. Explain the workplace problem clearly to each team.
    Did the learner: Observed by:
    Initials:
    Date observed:

 Introduce the persons involved or affected by the problem (e.g., client, fellow fitness trainer) 0
0

 Explain the situation in each workplace problem thoroughly by including the details of the problem 0
0
Observed by:
Initials:
Date observed:

  1. Present all the requirements of the task the team members must fulfil
    Did the learner:

 Instruct team members to perform both action items using different thinking methods (i.e., must perform one action item using critical thinking and the other using creative thinking) 0
0
Observed by:
Initials:
Date observed:
 Inform members that they must produce two solutions to each problem (i.e., one solution using critical thinking and one solution using creative thinking) 0
0
Observed by:
Initials:
Date observed:

  1. Adapt method for presenting information depending on the venue of the activities
    Did the learner:

 Project voice sufficiently throughout the room in the absence of a mic 0
0
Observed by:
Initials:
Date observed:
 Provide handouts to provide members with physical copies to allow them to look back on requirements 0
0
Observed by:
Initials:
Date observed:

  1. Encourage members to share their own input
    Did the learner:

 Adopt a round robin discussion approach to give all members a chance to speak 0
0
Observed by:
Initials:
Date observed:
 Ask members one by one about what they think (e.g., what do they think would be a good solution, how should the team proceed with the task, etc.) 0
0
Observed by:
Initials:
Date observed:
 Ask participants to discuss with their peer the answer to a question presented 0
0
Observed by:
Initials:
Date observed:
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.
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 3.3 Provide Feedback to Teams

SIMULATED ASSESSMENT INSTRUCTIONS

  1. Arrange a time to meet with each of the two teams to provide feedback on their performance of each action item implemented in Task 3.2.
  2. 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.
  3. 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.
    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.
  4. Locate the Meeting Minutes template provided within this template. You will record your discussion with each team here.
  5. During each meeting, you must:
    a. Provide feedback to each team member on their application of critical and creative thinking skills during Task 3.2.
    Discussion points can include, but are not limited to, the following:
     Discuss if critical and creative thinking was properly used to address the workplace problem.
     Areas where the team member performed well
     Areas where the team member did not perform well

    b. Identify at least one additional support that can be provided to each of the following:
     Each team
     Each individual team member from each team
    Additional support can include supplemental resources, or practices that can be implemented when completing workplace tasks that require critical or creative thinking (e.g., think of all the possible scenarios for a workplace problem and come up with solutions for each one to practice creative thinking)
    Record your discussion in the Meeting Minutes template. You must complete one Meeting Minutes template for each team.
  6. Have all the attendees sign beside their name in each Meeting Minutes after each meeting. All signatures must be handwritten.
  7. Submit the following to your assessor:
     Two completed Meeting Minutes
     Two video recording for each meeting conducted (ONLY if direct observation is not possible)  
    Meeting Minutes
    Date:
    Time:
    Location:

Purpose of the meeting

Facilitator

Notetaker

Attendees
Please sign beside your name after the meeting.

Agenda Item 1 Provide Feedback to the Team
Discussion


Agenda Item 2 Additional Support for Team and Individuals
Discussion

Team

Individuals


Observation Form (For Assessor’s Use Only)
INSTRUCTIONS TO THE ASSESSOR
The assessor is to observe the learner as they complete the assessment task and skill requirements outlined in this Observation Form.
Before observing the learner:
 Review and discuss with the learner the task instructions, and skill requirements which they need to demonstrate to complete this assessment.
 Ensure that the learner understands the requirements of the task and the skill requirements before proceeding.

For this assessment, the learner is required to 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:
A safe environment to conduct the meetings (please tick at least one):
 the workplace: Indicate location of assessment.
 a simulated workplace environment: Indicate location of assessment.

Assessment requirements (please tick all requirements found in the assessment environment):
 At least four volunteers undertaking the following roles:
 at least two Team Members from Team A
 at least two Team Members from Team B
 Meeting Minutes template
 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 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 complete during the observation task.
Select the method of observation to be conducted:
 Direct observation
Assessor must be physically present in the assessment environment.
 Observation via video recording
Learner and the assessment requirements must be present in the video recording.

Complete the Observation Form for this task:
 Observe the learner demonstrate each skill requirement outlined in the form as they undertake the task.
 Indicate the date when the observation is conducted.
 Tick each item in the form as ‘YES’ if the learner satisfactorily demonstrates each skill requirement based on the criteria provided. Write objective feedback on how the learner demonstrated each skill requirement based on your observation.
 Tick each item in the form as ‘NO’ if the learner does not satisfactorily demonstrate each skill requirement. Write objective feedback including additional information on how the learner can satisfactorily demonstrate this requirement for this task.
 Provide an overall feedback on the learner’s performance to assist the learner in addressing any areas of improvement.
 Sign off the Assessor Declaration at the end of the Observation Form to confirm this observation.

Discuss any further queries about the task and associated requirements with the learner before commencing.

Observation Form begins on the next page. 
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 the meeting with each team? Yes No Comments

  1. Begin the meeting by greeting each team member (e.g., asking how each team member has been lately) 0
    0
  2. Provide constructive feedback to team on performance
    a. Recount the team’s performance
    Did the learner:

 Explain what the team did well 0
0

 Mention specific examples of actions which the team did well 0
0

 Explain what may have caused the team to not perform well 0
0

 Point out moments during the activity that led to the team not performing well 0
0


b. Give advice on how the team can perform better
Did the learner:

 Present the team with alternative actions that they could have done (e.g., ‘could have set an order to the discussion so everyone could have participated’) 0
0

 Share methods team can use to improve on their performance (e.g., practice methods) 0
0

  1. Ask open-ended questions to encourage team members to answer 0
    0
  2. Answer all questions and questions and clarifications of the team members 0
    0
  3. Use the following techniques to influence the opinions of others:
    a. Inclusive Techniques
    Did the learner:

 Ask each team members a question to give everyone an opportunity to answer 0
0

 Go around the room to ask everyone their opinion about a topic being discussed 0
0


b. Collaborative Techniques
Did the learner:

 Ask participants to think of examples with their peer 0
0

 Allow time for participants to discuss amongst themselves for an answer to a question 0
0

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.
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:


Part 4. Improve Critical and Creative Thinking Practices
Task Overview
This part of the project requires you to develop recommendations for future learning arrangements. Specifically, you are required to:
 Analyse feedback from individuals and teams on critical and creative thinking opportunities
 Develop recommendations for improvements in future learning arrangements according to relevant legislation and organisation policies

Resources Required:
To complete this project, you will need access to the following:
 A simulated workplace environment that will allow you access to:
o Legislation relevant to the identified areas for improvement for future learning arrangements
Legislation accessed must be applicable to the state/territory you are located in. These can include, but are not limited to the following:
 Fair Work Act 2009
 Work Health and Safety Act 2011
o Organisational operational policies and procedures required to address the areas for improvement for future learning arrangements
These can include, but are not limited to the following:
 Personal Development Procedure
 Minimising Use of Resources Procedure

Task 4.1 Analyse Feedback Collected

SIMULATED ASSESSMENT INSTRUCTIONS

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

    c. Areas for Improvement
     Review the responses for the following:
    o Under Team and Individual Feedback:
    • Aspects for Improvement section
    • Compiled Comments section
    o At least two responses to the second question under Facilitator’s Own Performance
     Analyse the responses from each section to identify areas for improvement.
    o Identify areas of your performance that is commonly mentioned across the three sections
    o Determine what needs to be changed for future opportunities
    o Determine resources or processes you might need to include to improve future opportunities
     Identify at least three areas for improvement for future opportunities based on your analysis of the responses from the three sections.
    You may refer to the specific criteria under each aspect of facilitation to know the specific area that you can improve on.
    Responses for areas for improvement will be used to complete the next task.
  3. Submit the completed Feedback Analysis Form to your assessor.  
    Feedback Analysis Form
    Learner Name:

Workplace/Organisation:

Date

TEAM AND INDIVIDUAL FEEDBACK
Aspect of Facilitation Strongly Agree Agree Disagree Strongly Disagree N/A
Facilitator Knowledge

  1. Facilitator communicated information clearly
  2. Facilitator was approachable for questions or clarifications
  3. Facilitator was well-prepared

Information Presentation

  1. Information was presented logically
  2. All information needed to complete the task was presented

Physical Resources

  1. Session materials/handouts were helpful (if provided)
  2. The venue was comfortable  
    Aspects for Improvement

Compiled Comments

FACILITATOR’S OWN PERFORMANCE

  1. How would you describe how you facilitated the actions item for both teams?
  2. What are areas you feel you need to improve on? Identify at least two.
    a.
    b.

AREAS FOR IMPROVEMENT

Add more rows as needed.

Task 4.2 Develop Recommendations for Future Learning Arrangements

SIMULATED ASSESSMENT INSTRUCTIONS

  1. To complete this task, you must review legislation and Bounce Fitness documents that will address the areas for improvement identified in Task 4.1.
  2. Review your responses in the Areas for Improvement section of the completed Feedback Analysis from Task 4.1.
  3. Locate the Recommendations Log provided within this workbook. Complete the log by identifying the following:
    a. Identify at least three of your responses for Areas for Improvement from the completed Feedback Analysis from Task 4.1.
    b. Identify at least one of each of the following that is relevant to each of your areas for improvement:
     At least one relevant legislation
    You must identify legislation that is applicable to the state or territory you are located in. These can include, but are not limited to, the following:
    o Fair Work Act 2009
    o Work Health and Safety Act 2011
     At least one relevant Bounce Fitness policy and procedures documents. Use the link below to access Bounce Fitness’s Policy and Procedures:
    Policies and Procedures
    https://bouncefitness.precisiongroup.com.au/policies-and-procedures/
    These can include, but are not limited to, the following:
    o Personal Development Policy and Procedure
    o Staff Induction Policy and Procedure
    A legislation or policy and procedures document must be relevant to each area for improvement identified. Documents become relevant if it contains a requirement that will guide you on how to improve each of the areas for future opportunities.

    Relevant legislation and policy and procedures document will vary depending on the areas of improvement you have identified in Task 4.1.
    You may ask for assistance from your assessor to identify legislation and policies and procedures relevant to your areas for improvement.
    c. Briefly explain how each identified legislation and policy and procedure document are relevant to your areas for improvement
  4. Submit a copy of the completed Recommendations Log to your assessor.

Recommendations Log
Completed By:

Workplace/Organisation:

Date:

Area for Improvement for Future Opportunities Relevant Legislation/ Organisational Policy to Area for Improvement Relevance of Legislation/ Policy to the Recommendation

Learner Assessment Pack
Assessment Workbook Checklist


Assessment Workbook Checklist
Instructions:
Your assessor will review your submissions against the checklist below. This section is to be completed by your assessor.

The learner has completed the Short Answer Questions in this workbook 
Short Answer Questions •
The learner has completed the Practical Assessments in this workbook and has submitted all the required evidence: 
Case Study
Task 1.1 Research on Critical and Creative Thinking Models
Critical and Creative Thinking Research Form •
Task 1.2: Develop Questions about Team Tasks
Two partially completed Questions Log •
Task 1.3: Meeting with Teams
Two completed Questions Log •
Task 1.4: Create a Learning Plan
Two partially completed Learning Plans •
Task 1.5: Facilitate Formal Learning opportunities
At least two Session Plan •
At least two Attendance Sheets •

Task 1.6: Facilitate informal Learning Opportunities
Two completed Learning Plans •
At least two Meeting Minutes •
At least two Video Recordings (if direct observation not possible) •
Task 1.7: Collect Feedback on Learning Opportunities
Two Meeting Minutes •
Task 2.1: Analyse Organisational Systems
Organisational Systems Analysis Report •
Task 2.2: Develop Processes for Critical and Creative Thinking
Critical and Creative Thinking Processes •
Task 3.1: Create Action Plans to Address Workplace Problems
Two partially completed Action Plans •
Task 3.2: Apply Critical and Creative Thinking Skills to Workplace Problems
Two completed Action Plans •
Six completed Feedback Forms •
At least two Video Recordings (if direct observation not possible) •
Task 3.3.: Provide Feedback to Teams
Two Meeting Minutes •
At least two Video Recordings (if direct observation not possible) •
Task 4.1: Analyse Feedback Collected
Feedback Analysis •
Task 4.2: Develop Recommendations for Future Learning Arrangements
Recommendations Log •

Learner Assessment Pack
Recording


Record of Assessment
Instructions:
This section is to be completed by your assessor.

Assessment Details
Learner
Course Code
Unit of Competency BSBCRT511 – Develop critical thinking in others (Release 1)
Assessor Name
RTO

Assessment Activity Satisfactory Needs more evidence
Short Answer Questions
Short Answer Question 1 • •
Short Answer Question 2 • •
Short Answer Question 3 • •
Short Answer Question 4 • •
Short Answer Question 5 • •
Short Answer Question 6 • •
Short Answer Question 7 • •
Short Answer Question 8 • •
Short Answer Question 9 • •
Short Answer Question 10 • •
Short Answer Question 11 • •
Short Answer Question 12 • •
Short Answer Question 13 • •
Short Answer Question 14 • •
Short Answer Question 15 • •
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 • •


Context Details Satisfactory Needs more evidence
• •
• •
• •
• •
• •
• •
Supervisor/Observer Verification Log
Supervisor/Observer Name Role in the Assessment Contact Details Date of Contact Supervisor/Observer verifies the learner’s submissions
• Yes • No
• Yes • No
• Yes • No
• Yes • No

Assessor’s Comments
Remarks/feedback
Details of further evidence required
Please tick the appropriate box. Yes No
Comments and further action required are noted in the Learner Assessment Pack • •
Results discussed and agreed to by the learner
You have the right to appeal the outcome of your assessment. • •
The Learner is • Competent
• 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


Learner’s Comments

The signature confirms that I have submitted all my own work, and agree with the assessment decision and feedback.
Learner’s signature Date signed

End of Document

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