BSBCRT511 Assessment (Word Version)BSBCRT511-Assessments-V1.0

Purpose: This sheet provides an overview of a student’s competency for each unit based on all assessment tasks submitted. Instructions: Assessor: Record the outcome of each assessment task and determine the student’s competency for the unit based on all assessment tasks. Record the unit outcome below, sign and date. Admin Team: Record the unit outcome in RTO Manager and save the assessment bundle in the student’s file. A scanned copy of this document is to be retained once the assessment is destroyed. Student Name Student ID Unit Code BSBCRT511 Unit Title Develop critical thinking in others Assessment Submission Date Type of submission □ First Submission □ First Re-submission □ Second Re-submission Assessment Task Results (Please tick) Assessment 1 □ C (Competent) □ NYC (Not Yet Competent) □NA (Not Assessed) Assessment 2 □ C (Competent) □ NYC (Not Yet Competent) □NA (Not Assessed) Final Assessment Result for this unit ☐ Competent ☐ Not Yet Competent Assessor Declaration In completing this assessment, I confirm that the participant has demonstrated all unit outcomes through consistent and repeated application of skills with competent performance in multiple instances over a period of time. Evidence collected has been confirmed as: Valid  Sufficient  Current  Authentic Assessor Name Assessor Signature Feedback Data Entry Admin Officer Initials Date Entered In RTO ☐ YES ☐ No

Task Description Assessment 2 (Workplace Project) The assessment is divided into four parts: 1. Assess the Individual and Team Critical and Creative Thinking Skills 2. Establish an Environment that Supports Critical and Creative Thinking 3. Facilitate Opportunities for Application of Critical and Creative Thinking 4. Improve Critical and Creative Thinking Practices Student Information What is competency? To complete assessment tasks satisfactorily you will need to demonstrate competence – but what does this mean? In the Australian vocational education and training system, the concept of competence, is defined as: “The ability to perform tasks and duties to the standard expected in the workplace”. Competence involves the application of specific skills, knowledge and attitudes to the work performance in an industry, an industry sector or an enterprise. Competence is rarely achieved in a one-off demonstration. It needs to be developed holistically – that is, bringing a range of skills and knowledge together – and over time in a real or simulated workplace. To achieve competence, you need to demonstrate that you can perform a given task to the standard defined in an endorsed unit of competency. How to submit your assessments? When you have completed each assessment you will need to submit it to your assessor. Instructions about submission can be found at the beginning of each assessment task. Make sure you photocopy your written activities before you submit them – your assessor

Assessment 1 – Coversheet Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work. Student and Submission Details Student Name Student ID Unit Code and Name BSBCRT511 Develop critical thinking in others Date of submission STUDENT DECLARATION I declare that a. this assessment is my own work. b. None of this work has been completed by any other person. c. I have not cheated or plagiarised the work or colluded with any other student/s. d. I have correctly referenced all resources and reference texts throughout these assessment tasks. e. I understand that if I am found to be in breach of policy, disciplinary action may be taken against me. Student Signature Assessor To Complete Assessment 1 Assessment Result Date Type Of Submission Short Answer Questions □ C (Competent) □ NYC (Not Yet Competent) □NA (Not Assessed) ☐ First submission ☐ First re-submission ☐ Second re- submission Assessor feedback

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 Distinct The concepts must be well- considered and distinct from other people. b. Accuracy Correct When acquiring the information, critical thinking must be accurate. It contains the theories, facts, etc. 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 Curios Instead of just taking the facts as is, the approach was determined after much more consideration. b. Synthesis Creative This strategy enables innovative thinkers to depart from the conventional and rearrange brand-new concepts. c. Evaluation Impartial This method enables critical thinkers to evaluate with objectivity while taking both positive and negative features into consideration. Question 3

b. Identify one reason why the trainer must try out the trainee’s performance. To confirm that the student has learned the proper procedure. c. Identify one reason why the trainer does a follow-up. To give the trainee self-confidence. 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. As part of a formal system, employees have the opportunity to discuss their performance with their bosses, and managers may identify any areas that require improvement. b. Briefly explain the training courses available for personal and managerial skills. Interpersonal, customer service, and stress management training will be available to all staff. Through these courses, the staff will receive help as they develop and improve their skills. c. Identify how employees can participate in an external course of study. By applying to the Human Resources and receiving the appropriate centre managers' assistance. Question 7 Briefly describe how each learning environment listed below may be used in an

Legislation Requirement Explanation Equal Employment Opportunity (Commonwealth Authorities) Act 1987 a. Inform the staff of the program's objectives and outcomes. To value and respect different cultures. b. Assign responsibility for the creation and execution of the programme. Must respect each employee, attend to their needs, and take essential into account. 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?

Audience It supports all working environments, assisting all businesses and those just starting out by demonstrating the proper practises to follow. Relevance Bounce Fitness adheres to the same standards, which puts it in line with the standards of this blog. Likelihood of bias The information on the blog is unbiased since it only helps small companies in other industries respond successfully by following the essential procedures, not simply in the workplace. Based on your evaluation, is this source reliable or not? Tick Yes or No.  YES  NO Explain why or why not: This post was really beneficial since it gave just the right amount of details to understand how to respond in such a situation. It described each step in detail and gave a detailed justification for why it needed to be done. 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 Early Childhood Education Industry best practice to instructing Scaffolding and role modelling 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 Positive interactions with children. Encourage team members to ask more in- depth inquiries. b. Creative Thinking Brainstormin g discussions on improved approaches to improve kids' learning Accept unconventiona l ideas and expand on those of others during talks. 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 Clarify, come up with, plan, and put into action It aids in the creation of novel solutions.

b. Consider Alternatives Idea generation Putting your ideas into practise and further reflecting on them is beneficial.

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 Ideate Investigate theories that contradict the questions. b. Brainstorm for solutions Make suggestions. Make the transition from concepts to answers. Determine the resources required to put the answers and activities into practise. 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 You acquire all the necessary information during this phase of preparation. b. Avoid Assumptions You get away from blunders and suppositions when gathering your knowledge. 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 By rephrasing issues as questions, you open up a range of potential answers, helping you come up with superior ones. b. Open-mindedness Being open-minded rather than biased or judgemental allows for the creation of new ideas. What to submit: a. Answers to all questions b. References Assessment 2 – Coversheet

Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work. Student and Submission Details Student Name Student ID Unit Code and Name BSBCRT511 Develop critical thinking in others Date of submission STUDENT DECLARATION I declare that f. This assessment is my own work. g. None of this work has been completed by any other person. h. I have not cheated or plagiarised the work or colluded with any other student/s. i. I have correctly referenced all resources and reference texts throughout these assessment tasks. j. I understand that if I am found to be in breach of policy, disciplinary action may be taken against me. Student Signature Assessor to complete Assessment 2 Assessment Result Date Type Of Submission Assessment 2 (Workplace Project) □ C (Competent) □ NYC (Not Yet Competent) □NA (Not Assessed) ☐ First submission ☐ First re-submission ☐ Second re- submission Assessor feedback Assessor Name Assessor Signature

Project Overview The assessment is divided into four parts: 1. Assess the Individual and Team Critical and Creative Thinking Skills 2. Establish an Environment that Supports Critical and Creative Thinking 3. Facilitate Opportunities for Application of Critical and Creative Thinking 4. Improve Critical and Creative Thinking Practices This assessment includes detailed scenarios and simulated environments, providing all necessary information required to complete relevant tasks and activities, based on the simulated business, Bounce Fitness < http://bouncefitness.precisiongroup.com.au/ >. This will not require you to access a real workplace, however, some tasks to be completed are similar to those typically done in a real workplace. Part 1. Assess the Individual and Team Critical and Creative Thinking Skills Task Overview This part of the project requires you to identify knowledge gaps within teams and individuals and facilitate learning opportunities to address these gaps. Specifically, you are required to: i. Research models of critical and creative thinking ii. Develop questions to identify individual and team knowledge gaps iii. Facilitate formal and informal learning opportunities for addressing identified gaps iv. Articulate key features of critical and creative thinking concepts to relevant personnel v. Collect feedback from individuals and teams on critical and creative thinking opportunities Resources Required: To complete this project, you will need access to the following: d. A simulated workplace environment that will allow you access to: a. At least four volunteers to participate in assessment activities, including:  At least two Fitness Instructors for Team A

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

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

Task 1.1 Research on Critical and Creative Thinking Models SIMULATED ASSESSMENT INSTRUCTIONS a. Conduct research on information about critical and creative thinking. Record your responses in the Critical and Creative Thinking Research Form provided within this workbook. Complete the following sections of the form with the information you have researched: a. Models i. Identify two models: 1. At least one model of critical thinking 2. At least one model of creative thinking ii. Define critical or creative thinking according to the model iii. Briefly explain how each model can be applied to a workplace setting Brief explanation of how the model might be used in any workplace setting b. Concepts i. Identify the following 1. At least two critical thinking concepts 2. At least two creative thinking concepts Concepts refer to ideas or theories that fall under critical or creative thinking. Examples of critical thinking concepts can be viewed from the link below: http://www.netuni.nl/courses/p4c/uploads/File/Critical-thinking- concepts.pdf ii. Define each concept identified iii. Identify at least one characteristic of each concept identified iv. Briefly explain how each concept can be applied to a workplace setting

c. Approaches i. Identify the following: 1. At least two approaches used for critical thinking 2. At least two approached used for creative thinking Approaches refers to methods used to conduct critical or creative thinking. Approaches identified must be applicable to a workplace setting. ii. Define each approach identified iii. Briefly explain how each approach can be applied to a workplace setting d. Source Log List at least three sources used to complete this research task. You can list either print sources or online sources. 1. For print sources, record the title and author of the source. 2. For online sources, record the title and link to the webpage. Where possible, information researched and identified for this task must be relevant to a workplace. b. Submit the completed Critical and Creative Thinking Research Form templates to your assessor.

Critical and Creative Thinking Research Form Learner Name: Marcos Moraes Workplace/Organisatio n: Bounce fitness Date 14-04-2023 c. Critical Thinking c. Model Name of Model: Beyer’s Evaluative Thinking Model Definition of Critical Thinking According to the Model Beyer's Evaluation Method Critical thinking is characterised by Beyer's Evaluative Thinking Model as the systematic process of obtaining, analysing, and synthesising information in order to reach reasoned conclusions supported by evidence. Application of Model to Workplace Setting:  Decision making  Problem solving  Conflict resolution  Innovation and creativity d. Concepts Concept Definition of Concept Characteristic Application to Workplace Setting 1. Clarity Clarity is the capacity to articulate thoughts and facts in a way that is precise, logical, and easy for others to comprehend.  Clear communica tion  Precision Clarity is crucial for productive communication and decision-making in the workplace. Clear communication keeps everyone on the same page and helps to avoid misunderstandings. 2. Accuracy The degree to which information or data is accurate, trustworthy, and devoid of prejudice is referred to as accuracy.  Correctness  Reliability Accuracy is crucial for decision-making in the workplace and ensuring that actions are supported by reliable data.

e. Approaches Approach Definition Application to Workplace Setting 1. Analysis In order to grasp the relationships between the various components and to gain insight into the larger system or problem, analysis refers to the process of separating complex information or data into smaller, more manageable portions. Making educated judgements and creating effective plans can be aided by data analysis to find trends, patterns, and linkages. 2. Synthesis Synthesis is the process of fusing various components or notions to form a fresh, more complex whole in order to produce something novel or creative. Combining several concepts or methods can aid in the creation of new goods or services or the enhancement of already existing ones.

d. Creative Thinking c. Model Name of Model: The Wallas Model Definition of Creative Thinking According to the Model The four steps of the Wallas Model for creative thought are preparation, incubation, illumination, and verification. The process of preparing the mind, letting go of assumptions and allowing ideas to incubate, having a flash of insight or illumination, and finally validating the idea and putting it into practise are all parts of the model of creative thinking. Application of Model to Workplace Setting: To generate and create new ideas. d. Concepts Concept Meaning of Concept Characteristic Application to Workplace Setting 1. Evoluation To evaluate a programme, product, service, or process, data must be consistently gathered and analysed in order to determine its efficacy, value, or quality. Objective Systematic Organisations can identify areas for development and make data-driven decisions by evaluating the efficacy of a training programme, employee performance, or customer service activity. 2. Fairness Being impartial, just, and equitable in treatment or judgement, without discrimination or favouritism, is referred to as being fair. Transparency Equity Impartiality To foster a diverse and inclusive workplace, it is important to ensure that hiring and recruitment procedures are impartial and fair, and that all candidates are assessed according to their qualifications and abilities. e. Approaches Approach Definition Application to Workplace Setting 1. Brain storming A creative problem-solving You can utilise

method called brainstorming includes generating a lot of ideas in a group setting. brainstorming to come up with concepts for brand- new goods, services, promotions, or ways to streamline processes. A problem or difficulty can be solved through brainstorming potential solutions. 2. Mind mapping Using a fundamental idea or concept as the beginning point and spreading out to related ideas or subtopics, mind mapping is a visual method of organising and displaying information. Project planning, task segmentation into smaller subtasks, dependency identification, and timeframe identification can all be done using mind mapping.

e. Source Log 1. http://www.netuni.nl/courses/p4c/uploads/File/Critical-thinking-concepts.pdf 2. https://www.designreview.byu.edu/collections/graham-wallas-the-creative- process 3. http://www.cog-tech.com/projects/CriticalThinking/CriticalThinkingTheory.htm 4. 5. Add more rows as needed

Task 1.2 Develop Questions About Team Knowledge SIMULATED ASSESSMENT INSTRUCTIONS i. Access and review the document from the link below: Fitness Trainer Tasks Guidelines https://bouncefitness.precisiongroup.com.au/supplementary-files/critical- thinking-problem-solving-bsbcrt511/ Each team has a corresponding task with guidelines found in the following sections of the document: a. Team A’s task is based on Developing a Personal Fitness Plan section b. Team B’s task is based on Giving Advice on Proper Nutrition section ii. Locate the Questions Log template provided within this workbook. Use the Questions Log to develop questions that will assist in identifying the knowledge gaps of each team in line with their corresponding tasks. Questions to be developed for each team must be based on their corresponding tasks outlined in the Fitness Trainer Tasks Guidelines . Questions must ask about how, what, why, when, and where. (e.g., When are pre- screening tests done? What can be tracked by using the records from a fitness test?) iii. Complete two Questions Logs – one for each team that you will work with. For each Questions Log :  Develop at least one set of questions for each team to answer as a group. 1. Write at least five to seven questions about the team’s task. 2. Write the benchmark answer next to each question created. Write these under the Questions for the Team section of the Questions Log .

2. Develop at least one set of questions for at least one individual team member from each team to answer For the purpose of this assessment, this is the team member with the least experience. You may refer to the character brief in Task 1.3 of this assessment for guidance.  Write at least five to seven questions about the team’s task. Questions developed for the selected individual must differ from the questions developed for the team. However, these must correspond to the Fitness Trainer Tasks Guidelines. 1. Write the benchmark answer next to each question created. Write these under the Questions for the Individual Team Member section of the Questions Log . 2. Leave the following columns in the template blank: 1. Answered Correctly 2. Comments/Remarks These will be completed in Task 1.3 of the assessment. 3. Submit two partially completed Question Logs to your assessor.

Questions Log Completed By: Marcos Moraes Workplace/Organisati on: Bounce fitness Date: 14-04-2023 Team: Team A Questions for the Team Question Benchmark Answer Answere d Correctl y? If yes tick the box. If not, leave blank. Comments/Rema rks 1. Some possible ways to promote fitness plan. Emails, face-to-face meetings 2. What is your desired job? Project manager post 3. How you keep track of records? Measure inputs on weekly basis 4. Who provide direct training? Expert trainers in the town 5. What you do when customers don’t comply? Focus and understand their needs

Add additional rows as needed Completed By: Marcos Moraes Workplace/Organisati on: Bounce fitness Date: 14-04-2023 Team: Team B Questions for the Individual Team Member Question Benchmark Answer Answere d Correctl y? If yes tick the box. If not, leave blank. Comments/Rema rks 1. What is the one possession you wish you didn't have? Qualification 2. Who is personally involved in giving dietary recommendations ? Qualified diet trainers and nutritionists. 3. What happens if the diet strategy doesn't work for all body types? Study different body types and make plans accordingly 4. If you had fifteen minutes of fame, what would you do? Make my brand

5. Is the diet designed particularly for each person? No, we first take surveys and then group persons and provide diet plans. Add additional rows as needed

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

f. Conduct the meetings for each team. d. Hold the first meeting with all team members from each team present. During each meeting, you must: a. Ask the team members the questions you developed in the Questions Developed for the Team section of the Questions Log from Task 1.2. b. If the team is able to correctly answer the question, tick the box in the Answered Correctly column. If not, leave it blank. c. Write specific comments on questions that team is unable to answer correctly in the Comments/Remarks column. e. Hold the second meeting with Fitness Trainer 2 of each team. During each meeting, you must: i. Ask the team member the questions you developed in the Questions for the Individual Team Member section of the Questions Log from Task 1.2. ii. If the team member is able to correctly answer the question, tick the box in the Answered Correctly column. If not, leave it blank. iii. Write specific comments on questions that team member is unable to answer correctly in the Comments/Remarks column. Comments or remarks recorded for each question answered incorrectly will assist you in completing Task 1.4 g. Submit the following to your assessor: 1. Two completed Questions Logs – one for each team Keep a copy of the two completed Questions Logs to be used in Task 1.4. 2. Video recordings of each team meeting conducted (ONLY if assessor is not available for direct observation)

Questions Log Completed By: Marcos Moraes Workplace/Organisati on: Bounce fitness Date: 14-04-2023 Team: Team A Questions for the Team Question Benchmark Answer Answere d Correctl y? If yes tick the box. If not, leave blank. Comments/Rema rks 3. Some possible ways to promote fitness plan. Emails, face-to-face meetings  They knew why communication is important 4. What is your desired job? Project manager post  Gaol was clear 5. How you keep track of records? Measure inputs on weekly basis  Procedure was clear and accurate 6. Who provide direct training? Expert trainers in the town  Trainers were experts in their field 7. What you do when customers don’t comply? Focus and understand their needs  They knew how to deal this situation

Add additional rows as needed Completed By: Marcos Moraes Workplace/Organisati on: Bounce fitness Date: 14-04-2023 Team: Team B Questions for the Individual Team Member Question Benchmark Answer Answere d Correctl y? If yes tick the box. If not, leave blank. Comments/Rema rks 8. What is the one possession you wish you didn't have? Qualification  Did not find the desired job yet 9. Who is personally involved in giving dietary recommendations ? Qualified diet trainers and nutritionists.  Were aware of their roles 10. What happens if the diet strategy doesn't work for all body types? Study different body types and make plans accordingly  Process was clear 11. If you had fifteen minutes of fame, what would you do? Make my brand  Member knew his objectives clearly

12. Is the diet designed particularly for each person? No, we first take surveys and then group persons and provide diet plans.  They knew exactly what needs to be done 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: c. Review and discuss with the learner the task instructions, and skill requirements which they need to demonstrate to complete this assessment. d. Ensure that the learner understands the requirements of the task and the skill requirements before proceeding. For this assessment, the learner is required to conduct 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 ) : C. the workplace: Indicate location of assessment. D. a simulated workplace environment: Indicate location of assessment. Assessment requirements ( please tick all requirements found in the assessment environment) : c. At least four volunteers undertaking the following roles: 1. at least two Team Members from Team A 2. at least two Team Members from Team B d. Questions Logs for each team e. 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: c. Direct observation Assessor must be physically present in the assessment environment. d. Observation via video recording Learner and the assessment requirements must be present in the video recording. Complete the Observation Form for this task: C. Observe the learner demonstrate each skill requirement outlined in the form as they undertake the task. D. Indicate the date when the observation is conducted. E. 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. F. 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. G. Provide an overall feedback on the learner’s performance to assist the learner in addressing any areas of improvement. H. 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: a. Rephrase the questions when team seems unable to understand 5. Define certain words in the question to help others understand the question 6. Explain the reasoning behind the correct answer to point out why an answer may be incorrect c. Encourage others to participate in the discussion by: 1. Listening Did the learner:  Repeat a question or statement heard to encourage others to elaborate their thoughts further  Paraphrase the main points of the speaker’s message to show that you understand what they are trying to say

2. Questioning Did the learner:  Ask the open-ended questions  Ask the other to elaborate on their response (e.g., ‘what do you mean by that?’) OVERALL FEEDBACK TO LEARNER ASSESSOR DECLARATION By signing here, I confirm that I have observed the learner, whose name appears above, perform/demonstrate the skills outlined in this Observation Form during each meeting with all team members present. I further confirm that the information recorded on this Observation Form is true and accurately reflects the learner’s performance during this task. Assessor Name: RTO Name: Signature: Date signed:

Task 1.4 Create a Learning Plan SIMULATED ASSESSMENT INSTRUCTIONS i. Review each teams’ and individuals’ responses in the completed Questions Log from Task 1.3. ii. Access the Learning Plan templates located within this workbook. Complete one Learning Plan for each team. For each Learning Plan , you must: a. Review the team’s responses from the completed Questions Log from Task 1.3. Based on the results of each discussion from Task 1.3, identify the following for each section of the Learning Plan : i. Team section: 1. At least one knowledge gap that can be addressed by a formal learning opportunity Formal learning opportunities occur in structured and organised environments such as classrooms. The learning content is also already pre-determined. 2. At least one knowledge gap that can be addressed by an informal learning opportunity Informal learning opportunities occur in settings that are not structured and organised. 3. Identify the specific learning opportunities you intend to facilitate for each team to address each identified knowledge gap. Ensure that there is: a. At least one formal learning opportunity These can include: i. Conducting workshops ii. Conducting training sessions b. At least one informal learning opportunity These can include: iii. Conducting consultations iv. Watching tutorial videos v. Participating in forums

1. Select a date when you plan to facilitate the learning opportunity. 2. Identify your expected learning outcomes after each learning opportunity has been facilitated. 1. Individual section 1. Identify at least one knowledge gap based on their incorrect answers. 2. Determine if the knowledge gap will be addressed by either a formal or informal learning opportunity 3. Identify the specific learning opportunity you intend to facilitate to address the knowledge gap. The specific learning opportunity must correspond with your response of whether it will be a formal or informal learning opportunity. 1. Select a date when you plan to facilitate the learning opportunity 2. Identify your expected learning outcomes after each learning opportunity has been facilitated. iii. Leave the following sections of the template blank: 1. Date Implemented 2. Actual Outcome 3. Assessor’s Signature 4. Assessor’s Declaration These columns will be completed after the learning opportunities are implemented in the later tasks. iv. Submit two partially completed Learning Plans , one for each team, to your assessor.

Learning Plan Completed By: Marcos Moraes Workplace/Organisati on: Bounce fitness Date: 14-04-2023 Team Team A Team Knowledge Gap Type of Learning Opportunity Learning Opportunit y Planned Implementati on Date Expected Learning Outcome Date Implemented Actual Outcome Assessor ’s Signatur e 1. Keep track of client’s progre ss Formal learning Training 15-04-2023 Successfully track progress of each client 16-04-2023 Tracked progress of clients 2.

Completed By: Marcos Moraes Workplace/Organisati on: Bounce fitness Date: 14-04-2023 Team Team B Team Knowledge Gap Type of Learning Opportunity Learning Opportunit y Planned Implementati on Date Expected Learning Outcome Date Implemented Actual Outcome Assessor ’s Signatur e 1. Develop health knowledge Informal Forum participation 16-04-2023 To better understand nutrition 16-04-2023 Participants were able to identify healthy foods 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 c. Review the knowledge gaps to be addressed by a formal learning opportunity from the partially completed Learning Plans from Task 1.4. d. 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: d. Date Identify when you completed the Session Plan e. Session Title Identify the title of your session. Session Title must correspond to what you intend to address in each session. f. Session Length Identify the target overall duration of the session to be facilitated. g. Participants Identify the participants of each formal learning opportunity you will facilitate. h. 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. i. Learning Objective Identify at least one learning objective for each formal learning opportunity. Learning Objectives are your purpose for facilitating the formal learning session. j. Introduction 1. Grab Attention Identify at least one activity you intend to conduct to begin the session. These can be activities that allow all participants to get to know each other as well as yourself. 1. Learning Outcome Identify at least one task or activity that the participants should be able to do at the end of each formal learning opportunity. 2. Check Prior Knowledge Identify at least one activity to determine how much the participants already know about the topic of the session k. Body 3. Content Outline

Outline the planned content for the session. This will include all the topics you intend to discuss during the session. Content outline in this section must include: c. All topics to be discussed to address knowledge gap identified for each formal learning opportunity d. The following topics from Task 1.1: 1. At least two critical thinking concepts 2. At least two creative thinking concepts 3. Application of critical thinking to workplace setting 4. Application of creative thinking to workplace setting Application of both critical and creative thinking must be contextualised to the context of the session (e.g., how to apply critical thinking to conducting pre-screening) 4. Assessment Identify at least one activity you plan to conduct during the session to check on the participants’ learning. This can include: 1. A short paper-and-pencil test 2. An identification game

l. Conclusion 1. Summarise Outline three to five key points you included in your discussion based on your outline in the Content Outline section. Identify the time frames you intend to allocate for each section. The total time for all the time frames for each section should be the same as the amount of time you identified for the Session Length. e. 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. f. 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. g. 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 h. Arrange a time with each team and selected individual team member to facilitate the formal learning opportunity. i. Facilitate the formal learning opportunities. During each formal learning opportunity, you must: b. 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. c. Access the Session Plan you completed for each formal learning opportunity. Facilitate each formal learning opportunity following the Session Plan you prepared d. Ask each participant questions throughout the session to gauge their learning

j. After conducting each formal learning session, access the partially completed Learning Plans from Task 1.4. Complete the following sections on each Learning Plan : c. Date Implemented Record the actual date each formal learning opportunity was conducted. d. 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. k. 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. l. Submit the following documents to your assessor: 1. Accomplished Session Plans for each formal learning opportunity facilitated 2. Completed Attendance Sheets for each formal learning opportunity facilitated Number of submissions for the Session Plan and Attendance Sheet must correspond to the number of formal learning opportunities conducted as identified in each of your Learning Plans . However, at least one Session Plan and at least one Attendance Sheet must be submitted for each team. 3. Video recording of each formal learning opportunity conducted (ONLY if assessor is not available for direct observation)

Session Plan Name: Marcos Moraes Date: 14-04-2023 Session Title: Track progress Session Length: Identify target overall duration of the session 2 hr Participants: Team A members Knowledge Gap: Keeping track of client’s progress Learning Objective: To be able to track progress of each client Introduction Time Grab Attention Identify an activity that will help participants get to know everyone in the learning opportunity Ice-breakers 20 min Learning Outcome Help to build interaction Check Prior Knowledge Identify at least one activity to determine how much participants Question and answer session 15 min

already know about the topic of the session

Body Time Content Outline Outline here the planned content of the session Identify different strategies for keeping track of client’s progress 30 min Assessment Outline all activities to be conducted to check what the participants have learned during the session Questionnaires 10 min Conclusion Time Summarise Outline at least three to five key points of your discussion. Keeping records enables clients to understand about their advancements and objectives. Maintaining records helps customers feel more comfortable taking on new responsibilities. 15 min

Attendance Sheet Learner Name: Marcos Moraes Workplace/Organisation : Bounce fitness Session Title: Maintain records training session Team: Team A Date of Learning Session: 14-04-2023 Name Handwritten Signature Marcos Moraes Marcos Laila John LJ Robert Smith RS

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: e. Review and discuss with the learner the task instructions, and skill requirements which they need to demonstrate to complete this assessment. f. Ensure that the learner understands the requirements of the task and the skill requirements before proceeding. For this assessment, the learner is required to conduct the 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 ) : E. the workplace: Indicate location of assessment. F. a simulated workplace environment: Indicate location of assessment. Assessment requirements ( please tick all requirements found in the assessment environment) : f. At least four volunteers undertaking the following roles: 3. at least two Team Members from Team A 4. at least two Team Members from Team B g. Attendance Sheets for each formal learning opportunity h. Session Plans for each formal learning opportunity i. Partially completed Learning Plans for each team j. 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: e. Direct observation Assessor must be physically present in the assessment environment. f. Observation via video recording Learner and the assessment requirements must be present in the video recording. Complete the Observation Form for this task: I. Observe the learner demonstrate each skill requirement outlined in the form as they undertake the task. J. Indicate the date when the observation is conducted. K. 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. L. 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. M. Provide an overall feedback on the learner’s performance to assist the learner in addressing any areas of improvement. N. 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) 2. Use the following techniques to influence the opinions of others: a. Inclusive Techniques Did the learner: a. Ask each team members a question to give everyone an opportunity to answer 7. Go around the room to ask everyone their opinion about a topic being discussed

b. Collaborative Techniques Did the learner: 8. Asks participants to discuss with their peers about the topic being presented 9. Allows time for participants to discuss amongst themselves for an answer to a question 3. Clearly discuss all topics covered in the session plan to participant team/individual Did the learner: 1. Explain concepts clearly  Provide definitions and examples where relevant or necessary  Follow logical sequence when discussion and does not jump from topic to topic 4. Ask open-ended questions to gauge the participants’ learning as the session progresses

5. Adjusts method of explanation used to engage participants when needed Did the learner: 2. Prompts participants when participants have difficulty to answer a question (e.g., providing hints, repeating the question)  Follows logical sequence when discussion and does not jump from topic to topic  Avoids the use of jargons or technical terms  Paraphrases statements  Asks the other speaker to elaborate on their response (e.g., ‘what do you mean by that?’) 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 c. Review the knowledge gaps to be addressed by an informal learning opportunity from the partially completed Learning Plans from Task 1.4. d. Locate the Observation Form provided within this workbook. The Observation Form outlines all the skills you need to demonstrate in this task. Review the document to ensure the demonstration of the skills specified during each meeting with all team members from each team present. e. Review the instructions here and the skills outlined in the Observation Form . Arrange a time with your assessor to observe you in conducting each 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. f. Arrange a time with each team and the selected individual team member to facilitate the informal learning opportunity. g. Facilitate the informal learning opportunities identified in each of the Learning Plans . For each informal learning opportunity, you must: a. Brief participants about the informal learning opportunity. 1. Discuss with each team and/or individual they can expect to happen during each informal learning opportunity 2. Discuss each knowledge gap that will be addressed in each informal learning opportunity with each of the teams and/or individual team member. b. Address the knowledge gaps by providing information the participants are expected to learn by the end of the informal learning opportunity: This can include, but are not limited to, the following: 1. Providing detailed instructions to help the participants better perform their tasks after the learning opportunity 2. Defining terms and providing detailed explanations 3. Giving additional resources participants can access to gather more information

You must submit supplementary evidence of facilitating each informal learning opportunity. Supplementary evidence to be submitted must show that the learning opportunity has been facilitated. It must include: 1. Details about the knowledge gaps 2. How the learning opportunity addressed each knowledge gap Evidence will vary depending on the specific informal learning opportunity conducted, and can include, but are not limited to the following:  Meeting minutes  Discussion notes h. After conducting each informal learning opportunity, access the partially completed Learner Plans from Task 1.4. Complete the following sections on each Learning Plan : 1. Date Implemented Record the actual date each informal learning opportunity was conducted. 2. Actual Outcome Briefly explain if the participants for each informal learning opportunity were able to successfully learn knowledge presented during each session. i. Have your assessor sign the Assessor’s signature column in each Learning Plan for each formal learning opportunity conducted. This is to confirm that you facilitated each 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 . j. Submit the following to your assessor: You must submit at least one copy of the following documents for each informal learning opportunity facilitated in this task. 1. Supplementary evidence for each informal learning opportunity conducted 2. Two completed Learning Plans 3. Video recording of informal learning opportunities (ONLY if assessor is not available for direct observation) Learning Plan Completed By: Marcos Moraes Workplace/Organisati on: Bounce fitness Date: 14-04-2023 Team Team A

Team Knowledge Gap Type of Learning Opportunity Learning Opportunit y Planned Implementati on Date Expected Learning Outcome Date Implemented Actual Outcome Assessor ’s Signatur e 3. Keep track of client’s progre ss Formal learning Training 15-04-2023 Successfully track progress of each client 16-04-2023 Tracked progress of clients 4.

Completed By: Marcos Moraes Workplace/Organisati on: Bounce fitness Date: 14-04-2023 Team Team B Team Knowledge Gap Type of Learnin g Opport unity Learnin g Opportu nity Planned Implemen tation Date Expect ed Learni ng Outco me Date Impleme nted Actual Outco me Asses sor’s Signa ture 3. Devel op health knowl edge Informal Forum participa tion 16-04-2023 To better underst and nutritio n 16-04- 2023 Particip ants were able to identify healthy foods 4.

Understanding the value of nutrition and a healthy diet is the topic. The trainer gave a brief introduction before starting the lesson with a quick game. Participants had the chance to study, examine, and comprehend how different body kinds result in different biological needs. Additionally, participants were taught how to organise a balanced diet for healthy eating and the nutritional value of each food. Questions that were asked about the subject during the session furthered everyone's grasp of the pertinent subjects. 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: g. Review and discuss with the learner the task instructions, and skill requirements which they need to demonstrate to complete this assessment. h. Ensure that the learner understands the requirements of the task and the skill requirements before proceeding. For this assessment, the learner is required to 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 ) : G. the workplace: Indicate location of assessment. H. a simulated workplace environment: Indicate location of assessment. Assessment requirements ( please tick all requirements found in the assessment environment) : k. At least four volunteers undertaking the following roles: 5. at least two Team Members from Team A 6. at least two Team Members from Team B l. Additional resources the learner may need depending on the informal learning opportunity they will facilitate m. Partially completed Learning Plans for each team n. 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: g. Direct observation Assessor must be physically present in the assessment environment. h. Observation via video recording Learner and the assessment requirements must be present in the video recording. Complete the Observation Form for this task: O. Observe the learner demonstrate each skill requirement outlined in the form as they undertake the task. P. Indicate the date when the observation is conducted. Q. 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. R. 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. S. Provide an overall feedback on the learner’s performance to assist the learner in addressing any areas of improvement. T. 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) 2. Engage all participants in the learning opportunity by using: 1. Inclusive Techniques Did the learner: b. Ask each team members a question to give everyone an opportunity to answer 10. Go around the room to ask everyone their opinion about a topic being discussed

2. Collaborative Techniques Did the learner: 11. Ask participants to discuss with their peer about the topic being presented 12. Allow time for participants to discuss amongst themselves for an answer to a question 3. Ask open-ended questions to gauge the participants’ learning as the informal learning opportunity progresses 4. Adjust method of explanation used to engage participants when needed Did the learner:  Prompt participants when participants have difficulty to answer a question (e.g., providing hints, repeating the question)  Follow logical sequence when discussion and does not jump from topic to topic  Avoid the use of jargons or technical terms  Paraphrase statements  Ask the other to elaborate on their response (e.g., ‘what do you mean by that?’) OVERALL FEEDBACK TO LEARNER

ASSESSOR DECLARATION By signing here, I confirm that I have observed the learner, whose name appears above, perform/demonstrate the skills outlined in this Observation Form during each 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. 1. Formal learning opportunity conducted in Task 1.5 2. Informal learning opportunity conducted in Task 1.6 Discussion points include, but are not limited to, the following: 1. Identify what they liked about the learning opportunities 2. Identify what they did not like about the learning opportunities 3. Discuss whether they think the learning opportunities were facilitated well or not Record the result of your discussion in the Meeting Minutes . 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: 14-04-2023 Time: 09:00 AM Location: bounce fitness Purpose of the meeting To hear the participants' opinions about how they felt about the training sessions. Facilitator Marcos Moraes Notetaker Marcos Moraes Attendees Please sign beside your name after the meeting. Marcos Moraes Tara Smith John Roberto Rachael Jennifer Agenda Item 1 Formal Learning Opportunity Discussion Talk about how Team Member A's knowledge of the necessity of keeping client records has come along. Discuss with the Team Detailed explanation of the areas for improvement and strengths of Team A. Recognising from the Team's viewpoint and responding accordingly to support their upcoming client interactions. Discussion with Individual Team Member A team member spoke about the good effects the training had on him and how it had given him insight into the various approaches of keeping track of his existing and potential clients. Agenda Item 2 Informal Learning Opportunity

Discussion Discussion of team member B's progress in gaining nutrition knowledge. Discuss with the Team Describing to the team the general picture of Team B's ignorance while being required to advise clients on their nutritional status. A team member has offered to take part in forum training sessions to expand his understanding because it is a significant task that requires plenty of study. Discussion with Individual Team Member Enrols in yet another support session with the intention of continuing to advance their understanding of the topic. A team member has benefited from the forum conversation by learning about the expertise and experiences of other members to apply to Bounce fitness.

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: i. Review and discuss with the learner the task instructions, and skill requirements which they need to demonstrate to complete this assessment. j. Ensure that the learner understands the requirements of the task and the skill requirements before proceeding. For this assessment, the learner is required to 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 ) : I. the workplace: Indicate location of assessment. J. a simulated workplace environment: Indicate location of assessment. Assessment requirements ( please tick all requirements found in the assessment environment) : o. At least four volunteers undertaking the following roles: 7. at least two Team Members from Team A 8. at least two Team Members from Team B p. Meeting Minutes for each team q. 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: i. Direct observation Assessor must be physically present in the assessment environment. j. Observation via video recording Learner and the assessment requirements must be present in the video recording. Complete the Observation Form for this task: U. Observe the learner demonstrate each skill requirement outlined in the form as they undertake the task. V. Indicate the date when the observation is conducted. W. 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. X. 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. Y. Provide an overall feedback on the learner’s performance to assist the learner in addressing any areas of improvement. Z. 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: 2. Elicit the feedback of others by: 1. Listening Did the learner:  Repeat a question or statement heard to encourage others to elaborate their thoughts further  Paraphrase the main points of the speaker’s message to show that you understand what they are trying to say 2. Questioning Did the learner: 1. Ask the other open ended questions 2. Ask the other to elaborate on their response (e.g., ‘what do you mean by that?’)

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: k. Analyse current organisational systems to identify gaps and barriers to critical thinking l. 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: h. A simulated workplace environment that will allow you access to: a. Organisational documents relevant to: i. Performance Management System ii. 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 d. Access and review the following documents from the links provided to complete this task: a. Business Objectives and KPIs https://bouncefitness.precisiongroup.com.au/infrastructure/business- strategy-and-planning-documents/ b. Performance Management System c. Customer Relations Management System http://bouncefitness.precisiongroup.com.au/supplementary-files/critical- thinking-problem-solving-bsbcrt511/ e. Locate the Organisational Systems Analysis Report provided within this workbook. f. Complete the Organisational Systems Analysis Report. To complete the report, you must: iv. Identify at least one relevant business objective for each of the following Bounce Fitness Systems: a. Performance Management System b. Customer Relations Management System v. Briefly explain the relevance of the identified business objectives to each Bounce Fitness system. vi. Analyse the processes found within the Performance Management System and the Customer Relations Management System documents. For each system, you must: a. Determine if there are steps in the processes for each system that encourages employees to practice critical or creative thinking b. Identify steps in processes that are in place that seem to hinder the practice of critical or creative thinking c. Determine if a process is lacking a step in order for Bounce Fitness employees to fully practice critical or creative thinking

vii. Identify either gaps or barriers in each system based on your analyses of each system: 1. If you identify barriers, identify at least two barriers for each system analysed: Barriers are anything that hinders employees from exercising critical or creative thinking methods. 1. At least one barrier to critical thinking methods Critical Thinking methods focus on analysing options and ideas, synthesising existing information, and making judgements on the value of something. 2. At least one barrier to creative thinking methods Creative Thinking methods focus on generating ideas, considering alternative options of actions and assessing actions 2. If you identify gaps, identify at least two gaps to critical thinking methods for each system analysed Gaps refer to something that is missing from the processes that prevents employees from fully practicing critical thinking methods. viii. Identify at least two resources used to implement each Bounce Fitness system. Responses in this task will be used for Task 2.2. g. Submit the completed Organisational Analysis Report to your assessor.

Organisational Systems Analysis Report Name: Marcos Moraes Workplace/Organisation Bounce fitness Date Completed: 14-04-2023 Business Objectives System Relevant Business Objective Relevance of Business Objective to the System  Performance Management System Appraisal process development Employees can formally discuss their performance with their bosses, and managers can likewise point out areas where employees can improve.  Customer Relations Management System Process of communication Addressing the gaps and obstacles that can prevent the achievement of corporate objectives is beneficial. Performance Management System Identify either at least two barriers or at least two gaps: 1. Self-serving biasness 2. Motivational block Organisational Resources 1. https://bouncefitness.precisiongroup.com.au/my-account/?redirect_to= %2Fpolicies-and-procedures%2Fhuman-resource%2F 2. https://bouncefitness.precisiongroup.com.au/wp- content/uploads/2020/10/business-objectives-key-performance-indicators- v1.0.pdf

Customer Relations Management System Identify either at least two barriers or at least two gaps: 1. Thinking at convenience 2. Immovable forces Organisational Resources 1. https://bouncefitness.precisiongroup.cocm.au/wp- content/uploads/2020/11/customer-service-policy.pdf 2. https://bouncefitness.precisiongroup.com.au/wp- content/uploads/2021/10/Customer-Relationship-Management-Policies-and- Procedures-v1.2.pdf

Task 2.2 Develop Processes for Critical and Creative Thinking SIMULATED ASSESSMENT INSTRUCTIONS  Locate the Critical and Creative Thinking Processes template found within this workbook. Use this template to record your responses for the following: o Access the completed Organisational Systems Analysis Report from Task 2.1. Review your responses for the gaps and barriers identified. Use the identified gaps and barriers to determine what kind of process would encourage critical and creative thinking in the workplace. o Outline processes for creating a safe environment for practicing critical and creative thinking approaches within Bounce Fitness:  At least one process must be relevant to critical thinking approaches  At least one process must be relevant to creative thinking approaches Safe environment is defined as an environment that actively encourages the performance of certain skills, in this case, critical and creative thinking approaches. Ensure to include the following each process: b. Team and individual team member’s feedback on the following from the Meeting Minutes in Task 1.7 a. Feedback on formal learning opportunity facilitated b. Feedback on informal learning opportunity facilitated Incorporate the following based on the feedback received: 1. Replicate what was said to have been done well during each learning opportunity 2. Include the changes and additional resources that might have been identified as lacking in each learning opportunity c. Include only steps that will facilitate the practice of critical and creative thinking in others based on the gaps or barriers identified in Task 2.1 Ensure that the language used in the processes you will developed is clear and easily understandable for the audience.  Submit the completed Critical and Creative Thinking Processes template to your assessor

Critical and Creative Thinking Processes Learner Name: Marcos Moraes Workplace/Organisatio n: Bounce fitness Date 14-04-2023 Processes for Creating Safe Environments for Critical and Creative Thinking Process for Critical Thinking:  Promote an open mind by stressing the value of taking into account various ideas and investigating various angles. Encourage discussion participants to express their ideas, even if they appear out of the ordinary.  Encourage participants to respectfully and actively listen to one another in order to promote mutual respect. Even if you disagree with someone's beliefs, it's crucial not to minimise or dismiss them.  Clearly define the rules that will be followed when having dialogues. These rules ought to place a strong emphasis on decency, forthrightness, and a resolve to approach problems calmly and critically. Process for Creative Thinking:  Promote experimentation: Encourage people to try out various strategies and techniques. This may entail experimenting with new methods, investigating various forms of artistic expression, or accepting new challenges.  Encourage participants to approach creative tasks with a light-hearted and humorous attitude to foster a sense of playfulness. This may contribute to the development of a comfortable and calm environment that may encourage original thought.  Make chances for cooperation available Encourage participants to collaborate on artistic endeavours. This may entail group conversations, brainstorming meetings, or collaborative creative endeavours.  Stress the value of diversity and urge participants to seek out various viewpoints and life experiences. Exploring various cultures, ethnicities, and worldviews can be part of this, which can encourage more creativity and innovation.

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: m. Facilitate opportunities for team members to apply critical thinking skills to workplace problems n. Provide feedback to team members on performance of tasks o. Collect feedback from individuals and teams on critical and creative thinking opportunities p. Identify additional support required for teams and individuals Resources Required: To complete this project, you will need access to the following: i. A simulated workplace environment that will allow you access to: b. Volunteers to participate in assessment activities, including:  At least two Fitness Instructors for Team A  At least two Fitness Instructor for Team B j. Video camera or a mobile phone with video recording capabilities k. 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  Identify the two workplace problems that must be addressed by Team A and Team B based on Part 3 Case Study Overview.  Locate the Action Plan provided within this workbook. Create one Action Plan for each team. For each Action Plan, you must identify the following: 1. At least one workplace problem to be addressed by each team based on the Part 3 Case Study Overview 2. At least two actions items to address each team’s workplace problem: 1. At least one action item must allow team members to demonstrate critical thinking An action item for critical thinking would allow team members to conduct analysis, evaluation, or synthesis of ideas to address the workplace problem. 2. At least one action item must allow team members to demonstrate creative thinking An action item for creative thinking would allow team members to generate new ideas to address the workplace problem. 2. Date when each action item will be implemented 3. Expected outcome when each action item has been implemented. Do not write anything on the following sections. These will be completed in the later task after each action item has been implemented: c. Date Implemented d. Actual Result e. Assessor’s Signature. f. Assessor’s Declaration 2. Submit the two partially completed Action Plans to your assessor.

Action Plan Completed by Marcos Moraes Workplace/Organisat ion Bounce Fitness Team A Date Completed 14-04-2023 Workplace Problem Impatient clients Action Item Planned Implementati on Date Expected Outcome Date Implemente d Actual Result Assesso r’s Signatu re Critical Thinking: Training skills implementation 17-04-2023 Fitness training plan 17-04-2023 The clients appear pleased and interested in the work that the trainers are doing. Creative Thinking: Encourage discussion 18-04-2023 There is an increase in physical training involvement, and clients report feeling appreciated. 18-04-2023 Customers are happy with the options presented and are being vocal about their objectives.

Action Plan Completed by Marcos Moraes Workplace/Organisat ion Bounce Fitness Team B Date Completed 14-04-2023 Workplace Problem Decrease in attendance Action Item Planned Implementati on Date Expected Outcome Date Implemente d Actual Result Assesso r’s Signatu re Critical Thinking: Discussions might be used to analyse the cause of the attendance decline. 18-04-2023 Customers are happy with the efforts made and believe their interests are being taken care of. 18-04-2023 The fresh selection of classes and choices offered to clients is preferred. Creative Thinking: Distribute questionnaires to discover the interests of your clients. 19-04-2023 Increase attendance 19-04-2023 Through word-of-mouth, the number of students attending the classes has increased.

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 CHAPTER 1. Implement each action item identified in the Action Plan from Task 3.1. CHAPTER 2. Arrange a time to meet with each team to facilitate the action items identified. CHAPTER 3. Locate the Observation Form provided within this workbook. The Observation Form outlines all the skills you need to demonstrate in this task. Review the document to ensure the demonstration of the skills specified during the facilitation of each action item. CHAPTER 4. Review the instructions here and the skills outlined in the Observation Form. Arrange a time with your assessor to observe you in implementing each action item with each team. Provide them with two copies of the Observation Form provided within this workbook. Your assessor must complete one Observation Form for each team. If direct observation is not possible, record the activity in a video. Ensure to obtain permission first from persons involved before doing so. CHAPTER 5. When facilitating each action item for each workplace problem, you must: iii. Present the workplace problems from the Part 3 Case Study Overview to the team. 1. Present Team A with Problem 1: Impatient Clients 2. Present Team B with Problem 2: Trendy Classes 2. Implement each action item and come up with at least two solutions for the team’s problem: 1. One solution must be created using critical thinking 2. One solution must be created using creative thinking 2. Observe how the team applies both critical and creative thinking to the workplace problem. Your observations of the team’s and individual members’ performance will be used in the later tasks. CHAPTER 6. Complete the following columns in each Action Plan after implementing all action items for each team: 6.1. Date Implemented Record the actual date each action item was conducted. 6.2. Actual Result Describe if the team was able to achieve each anticipated result for each action item facilitated.

CHAPTER 7. Have your assessor sign the Assessor’s signature column for each action item facilitated and the Assessor Declaration Form in each Action Plan. Assessor’s signature must be handwritten. CHAPTER 8. Locate the Feedback Form provided within this workbook. Provide each team member from each team a copy of the Feedback Form after implementing both action items. Instruct each team member to: 8.1. Record the task title for when the Feedback Form was completed 8.2. Identify the job role they are undertaking in this assessment 8.3. Review each criteria listed in the Feedback Form 8.4. Provide feedback to how you facilitated the implementation of each action item. Place only one tick mark per criteria for each area of facilitation. Team members should not leave anything blank. 8.5. Provide at least one specific comment on how future learning opportunities can be improved. Each comment provided must mention a specific aspect of your facilitation of action items. Each team member must provide at least one suggestion on how that aspect can be improve in future learning opportunities. Keep a copy of each Feedback Form completed by each team members. These will be used in the later tasks. CHAPTER 9. Submit the following documents to your assessor: 1. Two completed Action Plans – one for each team 2. At least four completed Feedback Forms 3. Video recordings of action items implemented (ONLY if assessor is not available for direct observation) 103 BSBCRT511

Feedback Form Task: Make comfortable clients in training Team Member: Team A Date: 14-04-2023 Learner Name: Marcos Moraes 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 Strong ly Agree Agre e Disagr ee Strongl y Disagr ee N/ A Facilitator Knowledge iii. Facilitator communicated information clearly      iv. Facilitator was approachable for questions or clarifications      v. Facilitator was well-prepared      Information Presentation vi. Information was presented logically      vii. All information needed to complete the task was presented      Physical Resources viii. Session      104 BSBCRT511

materials/handout s were helpful (if provided) ix. 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. To understand about consumers' desires and interests, conduct yourself in a respectful manner. 105 BSBCRT511

Feedback Form Task: Make comfortable clients in training Team Member: Team A Date: 14-04-2023 Learner Name: Marcos Moraes 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 Strong ly Agree Agre e Disagr ee Strongl y Disagr ee N/ A Facilitator Knowledge i. Facilitator communicated information clearly      ii. Facilitator was approachable for questions or clarifications      iii. Facilitator was well-prepared      Information Presentation iv. Information was presented logically      v. All information needed to complete the task was presented      Physical Resources vi. Session      106 BSBCRT511

materials/handout s were helpful (if provided) vii. 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. Each customer is unique, and it takes time for them to adjust to an organization's needs. 107 BSBCRT511

Feedback Form Task: Make comfortable clients in training Team Member: Team B Date: 14-04-2023 Learner Name: Marcos Moraes 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 Strong ly Agree Agre e Disagr ee Strongl y Disagr ee N/ A Facilitator Knowledge i. Facilitator communicated information clearly      ii. Facilitator was approachable for questions or clarifications      iii. Facilitator was well-prepared      Information Presentation iv. Information was presented logically      v. All information needed to complete the task was presented      Physical Resources vi. Session      108 BSBCRT511

materials/handout s were helpful (if provided) vii. 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. Better attendance and business growth may result from an understanding of customer needs. 109 BSBCRT511

Feedback Form Task: Make comfortable clients in training Team Member: Team B Date: 14-04-2023 Learner Name: Marcos Moraes 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 Strong ly Agree Agre e Disagr ee Strongl y Disagr ee N/ A Facilitator Knowledge i. Facilitator communicated information clearly      ii. Facilitator was approachable for questions or clarifications      iii. Facilitator was well-prepared      Information Presentation iv. Information was presented logically      v. All information needed to complete the task was presented      Physical Resources vi. Session      110 BSBCRT511

materials/handout s were helpful (if provided) vii. 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. Giving customers a range of options will promote their participation. 111 BSBCRT511

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: k. Review and discuss with the learner the task instructions, and skill requirements which they need to demonstrate to complete this assessment. l. Ensure that the learner understands the requirements of the task and the skill requirements before proceeding. For this assessment, the learner is required to 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 ) : K. the workplace: Indicate location of assessment. L. a simulated workplace environment: Indicate location of assessment. Assessment requirements ( please tick all requirements found in the assessment environment) : r. At least four volunteers undertaking the following roles: 9. at least two Team Members from Team A 10. at least two Team Members from Team B s. One partially completed Action Plan for each team t. Additional resources the learner may need to facilitate each action item u. Video camera or a mobile phone with video recording capabilities Only if direct observation is not possible. Continued on the next page. 112 BSBCRT511

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: k. Direct observation Assessor must be physically present in the assessment environment. l. Observation via video recording Learner and the assessment requirements must be present in the video recording. Complete the Observation Form for this task: AA. Observe the learner demonstrate each skill requirement outlined in the form as they undertake the task. BB. Indicate the date when the observation is conducted. CC. 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. DD. 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. EE. Provide an overall feedback on the learner’s performance to assist the learner in addressing any areas of improvement. FF. 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. 113 BSBCRT511

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? Ye s N o Details of Observation Comments 1. Explain the workplace problem clearly to each team. Did the learner: Observed by: Initials: Date observed: 1. Introduce the persons involved or affected by the problem (e.g., client, fellow fitness trainer) c. Explain the situation in each workplace problem thoroughly by including the details of the problem Observed by: Initials: Date observed: 114 BSBCRT511

2. Present all the requirements of the task the team members must fulfil Did the learner: d. 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) Observed by: Initials: Date observed: 1. Inform members that they must produce two solutions to each problem (i.e., one solution using critical thinking and one solution using creative thinking) Observed by: Initials: Date observed: 3. Adapt method for presenting information depending on the venue of the activities Did the learner: 2. Project voice sufficiently throughout the room in the absence of a mic Observed by: Initials: Date observed: 1. Provide handouts to provide members with physical copies to allow them to look back on requirements Observed by: Initials: Date observed: 115 BSBCRT511

4. Encourage members to share their own input Did the learner: 2. Adopt a round robin discussion approach to give all members a chance to speak Observed by: Initials: Date observed: e. 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.) Observed by: Initials: Date observed: f. Ask participants to discuss with their peer the answer to a question presented 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: 116 BSBCRT511

Task 3.3 Provide Feedback to Teams SIMULATED ASSESSMENT INSTRUCTIONS d. 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. e. 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. f. 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. g. Locate the Meeting Minutes template provided within this template. You will record your discussion with each team here. h. 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: b. Discuss if critical and creative thinking was properly used to address the workplace problem. c. Areas where the team member performed well d. Areas where the team member did not perform well b. Identify at least one additional support that can be provided to each of the following: i. Each team ii. Each individual team member from each team Additional support can include supplemental resources, or practices that can be implemented when completing workplace tasks that require critical or creative thinking (e.g., think of all the possible scenarios for a workplace problem and come up with solutions for each one to practice creative thinking) Record your discussion in the Meeting Minutes template. You must complete one Meeting Minutes template for each team. i. Have all the attendees sign beside their name in each Meeting Minutes after each meeting. All signatures must be handwritten. j. Submit the following to your assessor: 1. Two completed Meeting Minutes 117 BSBCRT511

2. Two video recording for each meeting conducted (ONLY if direct observation is not possible) 118 BSBCRT511

Meeting Minutes Date: 14-04-2023 Time: 11:00 AM Location: bounce fitness Purpose of the meeting Discussion of feedback that was received from impatient clients Facilitator Marcos Moraes Notetaker Marcos Moraes Attendees Please sign beside your name after the meeting. Marcos Moraes Members of team A Agenda Item 1 Provide Feedback to the Team Discussion Giving customers a choice of opportunities Team members were urged to read the feedback and offer their opinions on the overall situation. They will be encouraged to participate in order to further produce better ideas for maintaining client satisfaction and contributing to the training programmes offered across the fitness centre. 119 BSBCRT511

Agenda Item 2 Additional Support for Team and Individuals Discussion Discussion to provide further assistance and support for the implementation of successful client engagement and contribution initiatives by suitable trainers. Team The clients have effectively received the information and used it to improve their response. When clients' opinions are taken into account, they feel appreciated. Individuals Customers like how the trainers presented the several options for them to choose from. 120 BSBCRT511

Meeting Minutes Date: 14-04-2023 Time: 11:00 AM Location: bounce fitness Purpose of the meeting Development of trendy classes Facilitator Marcos Moraes Notetaker Marcos Moraes Attendees Please sign beside your name after the meeting. Marcos Moraes Members of team B Agenda Item 1 Provide Feedback to the Team Discussion To talk about the value of offering clients a range of solutions that suit their interests. Additionally, this broadens the center's clientele and revenue potential. 121 BSBCRT511

Agenda Item 2 Additional Support for Team and Individuals Discussion To find areas that need improvement so that better class alternatives can be implemented. Team To ensure that all of the students' needs are met by the classes. Individuals Clients are pleased, and trainers have made a successful effort. Observation Form (For Assessor’s Use Only) INSTRUCTIONS TO THE ASSESSOR 122 BSBCRT511

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: m. Review and discuss with the learner the task instructions, and skill requirements which they need to demonstrate to complete this assessment. n. 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 ) : M. the workplace: Indicate location of assessment. N. a simulated workplace environment: Indicate location of assessment. Assessment requirements ( please tick all requirements found in the assessment environment) : v. At least four volunteers undertaking the following roles: 11. at least two Team Members from Team A 12. at least two Team Members from Team B w. Meeting Minutes template x. Video camera or a mobile phone with video recording capabilities Only if direct observation is not possible. Continued on the next page. 123 BSBCRT511

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: m. Direct observation Assessor must be physically present in the assessment environment. n. Observation via video recording Learner and the assessment requirements must be present in the video recording. Complete the Observation Form for this task: GG. Observe the learner demonstrate each skill requirement outlined in the form as they undertake the task. HH. Indicate the date when the observation is conducted. II. 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. JJ. 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. KK. Provide an overall feedback on the learner’s performance to assist the learner in addressing any areas of improvement. LL. 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. 124 BSBCRT511

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) 2. Provide constructive feedback to team on performance a. Recount the team’s performance Did the learner: g. Explain what the team did well 1. Mention specific examples of actions which the team did well 2. Explain what may have caused the team to not perform well 3. Point out moments during the activity that led to the team not performing well 125 BSBCRT511

b. Give advice on how the team can perform better Did the learner: 4. Present the team with alternative actions that they could have done (e.g., ‘could have set an order to the discussion so everyone could have participated’) 5. Share methods team can use to improve on their performance (e.g., practice methods) 3. Ask open-ended questions to encourage team members to answer 4. Answer all questions and questions and clarifications of the team members 5. Use the following techniques to influence the opinions of others: 1. Inclusive Techniques Did the learner: h. Ask each team members a question to give everyone an opportunity to answer 6. Go around the room to ask everyone their opinion about a topic being discussed 126 BSBCRT511

2. Collaborative Techniques Did the learner: 7. Ask participants to think of examples with their peer 8. Allow time for participants to discuss amongst themselves for an answer to a question 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: 127 BSBCRT511

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: q. Analyse feedback from individuals and teams on critical and creative thinking opportunities r. 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: l. A simulated workplace environment that will allow you access to: 1. Legislation relevant to the identified areas for improvement for future learning arrangements Legislation accessed must be applicable to the state/territory you are located in. These can include, but are not limited to the following: 1. Fair Work Act 2009 2. Work Health and Safety Act 2011 2. Organisational operational policies and procedures required to address the areas for improvement for future learning arrangements These can include, but are not limited to the following: 3. Personal Development Procedure 4. Minimising Use of Resources Procedure 128 BSBCRT511

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 i) Refer to the feedback collected in the Feedback Forms for each area of facilitation listed below: (1) Facilitator Knowledge (2) Information Presentation (3) Physical Resources 1. Count the total number of tick marks all team members marked for each criteria in their completed Feedback Forms . Total number of tick marks must correspond to the total number of team members of both teams. 2. Identify the aspects of facilitation that has majority of its ratings under either ‘Disagree’, ‘Strongly Disagree’, or ‘N/A’. Record them under Aspects for Improvement ii) Record all the specific comments provided by the team members at the end of the Feedback Forms in the Compiled Comments section b) Facilitator’s Own Performance i) Reflect on how you facilitated the action items for each team in Task 3.2 by answering the two short questions in the Feedback Analysis Form : (1) How would you describe how you facilitated the action items for both teams? (2) What are the areas you feel you need to improve on? Identify at least two. c) Areas for Improvement i) Review the responses for the following: (1) Under Team and Individual Feedback: (a) Aspects for Improvement section (b) Compiled Comments section (2) At least two responses to the second question under Facilitator’s Own Performance ii) Analyse the responses from each section to identify areas for improvement. (1) Identify areas of your performance that is commonly mentioned across the three sections 129 BSBCRT511

(2) Determine what needs to be changed for future opportunities (3) Determine resources or processes you might need to include to improve future opportunities iii) Identify at least three areas for improvement for future opportunities based on your analysis of the responses from the three sections. 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. 130 BSBCRT511

Feedback Analysis Form Learner Name: Marcos Moraes Workplace/Organisati on: Bounce fitness Date 14-04-2023 TEAM AND INDIVIDUAL FEEDBACK Aspect of Facilitation Strongl y Agree Agree Disagre e Strongl y 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  131 BSBCRT511