Critical Thinking Assessment Cover Sheet Guide

ASSESSMENT COVER SHEET (PLEASE PRINT IN BLOCK LETTERS) *Mandatory Document* Student Name: Ahmad tariq Student ID: 21378 Unit Code/Name: Develop Critical Thinking in Others Trainer Name: Alisha Date of Submission: 27 may 2023 Student Declaration I Click or tap here to enter text. (insert your name) declare that these tasks are my own work. None of this work has been completed by any other person and I have not cheated, plagiarized or colluded with any other student. I have correctly referenced all resources and reference texts throughout this assessment task. I have read and understood JTI policy on plagiarism, cheating and collusion and understand that if I am found to be in breach of this policy, Student Sign/Student Initial: Click or tap here to enter text. Printed Name: Click or tap here to enter text. Date: Click or tap here to enter text. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 1 of 43

© 2021 Eduworks Resources Eduworks Resources is a division of RTO Advice Group Pty Ltd. INTELLECTUAL PROPERTY RIGHTS NOTICE These resources are sold under licence to Registered Training Organisations and other education providers for use within their organisations and their students. Only licensed RTOs or their students are permitted to use these resources, any parts of them, or any derivative works made from them. Unauthorised use of these resources is illegal under Australian Copyright law and any individuals or organisations found to be using these resources outside of a valid licence will be prosecuted to the full extent permitted by law. To find out the status of your licence, please contact us at info@eduworks.com.au Cover images © Bigstock www.bigstockphoto.com The copyright of any adaptations and/or modifications to this document and any associated documents remains with Eduworks Resources. For changed or edited documents, the following attribution must be made on this page underneath the Eduworks Logo: ‘This is a modified document based on resources owned by Eduworks Resources.’ The copyright notice on the bottom of each page cannot be removed. IT IS ILLEGAL TO REMOVE THIS PAGE. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 2 of 43

Table of Contents Assessment Overview .......................................................................................................................................... 4 Assessment Task Summary ............................................................................................................................ 4 Assessment Documents ....................................................................................................................................... 4 Required Additional Documents ...................................................................................................................... 4 Assessment Task Cover Sheet ........................................................................................................................ 5 The Assessment Process and Your Rights ........................................................................................................... 5 Submitting your Assessment Tasks ................................................................................................................. 5 Assessment Attempts and Resubmissions ...................................................................................................... 5 Assessment Outcomes .................................................................................................................................... 5 Plagiarism, Cheating and Collusion ................................................................................................................. 6 Assessment Appeals ....................................................................................................................................... 6 Reasonable Adjustment ................................................................................................................................... 6 Information About Assessment ............................................................................................................................. 7 Dimensions of Competency ............................................................................................................................. 7 Principles of Assessment and Rules of Evidence ............................................................................................ 7 Principles of Assessment ................................................................................................................................. 7 Rules of Evidence ............................................................................................................................................ 8 Glossary of Instructional Task Words .............................................................................................................. 8 Assessment Plan .................................................................................................................................................. 9 Assessment Task Cover Sheet – Assessment Task 1 ........................................................................................ 10 Assessment Task 1: Written Questions .............................................................................................................. 12 Assessment Task Cover Sheet – Assessment Task 2 ........................................................................................ 15 Assessment Task 2: Apply a Critical and Creative Thinking Model .................................................................... 17 Assessment Task Cover Sheet – Assessment Task 3 ........................................................................................ 23 Assessment Task 3: Identify Critical Thinking Skills in Your Team/Individuals ................................................... 25 Assessment Task Cover Sheet – Assessment Task 4 ........................................................................................ 31 Assessment Task 4: Facilitate an Opportunity for Team Members to Demonstrate Thinking Skills .................... 33 Assessment Task Cover Sheet – Assessment Task 5 ........................................................................................ 37 Assessment Task 5: Report on Critical and Creative Thinking Skills .................................................................. 39 RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 3 of 43

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Assessment Overview This Student Assessment Booklet includes all your assessment tasks for BSBCRT511 Develop critical thinking in others. Assessment Task Summary This unit requires you to complete five assessment tasks. You must satisfactorily complete all tasks to achieve competency for this unit. Assessment Task Assessment Method Task Summary Assessment Task 1: Written Questions Written questions Students must answer four written questions in an open-book written assessment. Assessment Task 2: Apply a Critical and Creative Thinking Model Case study and report You will apply Bloom’s Taxonomy to review a customer complaint and the organisation's Customer Complaints Policy and Procedures. After reviewing the complaint and the Customer Complaints Policy and Procedures, you will investigate and report whether the procedures were followed and the best way to resolve the customer complaint. Assessment Task 3: Identify Critical Thinking Skills in Your Team/Individuals Role-play, analysis and report You must participate in a role-play to demonstrate your ability to identify critical thinking skills in a team. This role-play will review the CBSA Complaints Policy and Procedure. Assessment Task 4: Facilitate an Opportunity for Team Members to Demonstrate Thinking Skills Role-play and analysis You must participate in a role play and demonstrate your ability to analyse the team members’ competence in both critical thinking skills and creative thinking skills. This role play aims to identify a strategy for the celebration of CBSA’s 10-year Anniversary. Assessment Task 5: Report on Critical and Creative Thinking Skills Report Prepare a report on how the role play in Assessment Task 4 met its requirement to enable team members to demonstrate critical and creative thinking. Include a summary of your analysis of team members and recommendations for developing team members. Assessment Documents Required Additional Documents The following additional documents support this Student Assessment Booklet and form part of the assessment tool for this unit. You will require them to complete the assessments for this unit.  Access to the following documents available on the CBSA website:  CF002 Complaints and Appeals Policy & Procedures  Action Plan Template (Assessment Task 3)  Critical and Creative Thinking Checklist (Assessment Task 3) RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 4 of 43

 Critical Thinking Skills Analysis Guide (Assessment Task 4)  Creative Thinking Skills Analysis Guide (Assessment Task 4) Assessment Task Cover Sheet At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task where you need to submit items for assessment, making sure you sign the student declaration. Your assessor will give you feedback about how well you went in each task and will write this on the back of the Task Cover Sheet. The Assessment Process and Your Rights Submitting your Assessment Tasks When you have completed your assessment tasks, you will need to submit them, according to the instructions provided to you by your assessor or RTO. If you are provided with a due date, you must make sure you submit your tasks in accordance with it. You may be required to apply for an extension if you require extra time, according to your RTO’s policies and procedures. Instructions about submission can be found at the beginning of each assessment task. Make sure you keep a copy of your tasks before you submit them. Your RTO will need to keep them as evidence and may not be able to return them to you. Assessment Attempts and Resubmissions You have up to three attempts to complete each assessment tasks satisfactorily. If after the third attempt, you have not completed a task satisfactorily, your assessor will make alternative arrangements for assessment, which may involve additional training and time to consolidate your skills and knowledge. When you are required to resubmit, you may be required to:  resubmit incorrect answers to questions (such as for written tasks and case studies)  resubmit all or part of a project, depending on how the error affects the overall outcome of the task  redo a role-play after being provided with appropriate feedback about their original performance  be observed a second (or third) time undertaking any tasks or activities that were not completed satisfactorily the first time, after being provided with appropriate feedback. When you are required to resubmit, you’ll be given a due date for your resubmission. For example, you may:  be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on  be provided with on-the-day feedback about their performance in a role-play and then redo the task immediately  need to redo workplace-based tasks (if applicable) during the same workplace visit or in a later observation – you should discuss arrangements with the student’s supervisor to agree on a suitable time and date for reassessment. All re-submissions will be conducted in accordance with the RTO’s policies and procedures. Assessment Outcomes Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). You must complete all tasks satisfactorily to achieve an overall outcome of Competent (C) for a unit. If RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 5 of 43

one or more of tasks are assessed as Not Satisfactory, you will be given an outcome for the unit of Not Yet Competent (NYC). You will be given a total of three attempts to complete each task and achieve a Satisfactory outcome. In the case of resubmission, you will be given a date by which you will need to resubmit, and you’ll be given feedback about what needs to be addressed in your resubmission. Plagiarism, Cheating and Collusion Plagiarism, cheating and collusion on assessments is not acceptable. Any incidence of this is considered academic misconduct. The definitions of each of these are below.  cheating – seeking to obtain an unfair advantage in the assessment of any piece of work  plagiarism – to take and use the ideas and/or expressions and/or wording of another person or organisation and pass them off as your own by failing to give appropriate acknowledgement. This includes material from any sources, such as staff members, other students, authors, texts, resources and the internet, whether published or unpublished  collusion – unauthorised collaboration between students. Where your assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, this will be addressed in line with the RTO’s policies and procedures which may ultimately lead to your withdrawal or you needing to complete the whole unit again. Assessment Appeals If you don’t agree with an assessment decision made, you have the right to appeal it. You may need to lodge your request for an appeal within a certain amount of time from the original decision being made. You will need to make your appeal in writing and follow your RTO’s process for appeals. Refer to your Student Handbook for more information about our appeals process. Reasonable Adjustment A legislative and regulatory framework underpins and supports the delivery of vocational education and training across Australia. Under this framework, providers of vocational education and training must take steps to ensure that students with recognised disabilities have the same learning opportunities and same opportunities to perform and complete assessments as students without disabilities. Sometimes reasonable adjustments are made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of a student with a disability. An adjustment is reasonable if it can accommodate the student’s particular needs while also taking into account factors such as:  the views of the student  the potential effect of the adjustment on the student and others  the costs and benefits of making the adjustment. RTOs are obliged by law to provide reasonable adjustments where required to ensure maximum participation of students with a disability. Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption, it is not likely to be reasonable. 1 Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or process needs to be made on the basis of disability. 1 Source: Innovation & Business Skills Australia. (2015). BSB business services training package: implementation guide . Retrieved from https://vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf . RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 6 of 43

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Information About Assessment Dimensions of Competency To be competent, you must show your ability to perform effectively in a broad capacity. The dimensions of competency ensure the person being assessed has the skills to perform competently in a variety of different circumstances. To be competent, you must demonstrate the following:  Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and practical skills, and these are usually described in the performance criteria.  Task Management Skills: These are skills in organising and coordinating, which are needed to be able to work competently while managing a number of tasks or activities within a job.  Contingency Skills : The skills needed to respond and react appropriately to unexpected problems, changes in routine and breakdowns while also performing competently.  Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position, location and with others. These skills may be described in the range of variables and underpinning skills and knowledge. Principles of Assessment and Rules of Evidence Assessment must be conducted in accordance with the rules of evidence and principles of assessment. The following definitions of these terms are taken from the Australian Skills Quality Authority’s Users’ guide: standards for registered training organisations (RTOs) 2015 . Principles of Assessment  Validity: ‘Any assessment decision of the RTO is justified, based on the evidence of performance of the individual learner. Validity requires:  assessment against the unit(s) of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance  assessment of knowledge and skills is integrated with their practical application  assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations  judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements.’  Reliability: ‘Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.’  Flexibility: ‘Assessment is flexible to the individual learner by:  reflecting the learner’s needs  assessing competencies held by the learner no matter how or where they have been acquired  drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.’  Fairness: ‘The individual learner’s needs are considered in the assessment process. Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learner’s needs. The RTO informs the learner about the assessment process and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary.’ Rules of Evidence  Validity: ‘The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and associated assessment requirements.’ RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 7 of 43

 Sufficiency: ‘The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgement to be made of a learner’s competency.’  Currency: ‘The assessor is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be from the present or the very recent past.’  Authenticity: ‘The assessor is assured that the evidence presented for assessment is the learner’s own work.’ Glossary of Instructional Task Words The assessment tasks use a range of instructional words, such as ‘compare’ and ‘list’. These terms will guide the student and yourself regarding the level of detail that must be provided in students’ answers. Some questions will also tell you how many answers students need to give – for example, ‘Describe three strategies…’. Use the following glossary to guide you in interpreting the words in the tasks:  Analyse – This means you should break an issue down into its component parts, identify them and explain how they relate. You should discuss the issue in detail and methodically.  Compare – This means you should describe the similarity or differences between two or more things, ensuring you also discuss the relevance of the differences. You may also be asked to ‘contrast’, as in ‘compare and contrast’, which means you are also focusing on the dissimilarity.  Define – This means you should explain the meaning or interpretation of a term or concept in your own words, including any qualities which are essential to understanding.  Describe – This means you should outline the most noticeable qualities or features of an idea, topic or the focus of the question.  Discuss – This means you must point out the important issues or features, key points, possible interpretations, and debate through argument. You should provide reasons for and against.  Evaluate – This means you must judge or calculate the quality, importance, amount, or value of something. You must provide an in-depth answer with as much detail as possible.  Examine – This means you must look at, or consider, the item or subject carefully and in detail to discover something about it. You will need to provide a detailed response with key points and features. You should provide a response with as much detail as possible, but a minimum of one or two paragraphs in length. Examine is similar to analyse.  Explain – This means you need to make something clear or show your understanding by describing it or providing information about it. You will need to make clear how or why something happened or something is the way it is.  Identify – You must recognise something and indicate what the required information is. The length of the answer should be guided by what you are being asked to identify.  List – You must record short pieces of information in a numbered or bulleted form with one or two words or sentences on each line.  Outline – You must give a brief description of the main facts or sequence of events about something. The length of the response should be guided by what you are required to outline. As long as you include the main facts or points, then that’s enough.  Summarise – You must express the most important facts or points about something in short and concise form. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 8 of 43

Assessment Plan The following outlines the assessment requirements for this unit. You are required to complete all assessment requirements outlined below to achieve competency for this unit. Your assessor will provide you with the due dates for each assessment task. Write them in the table below. Assessment Tasks Due Date 1. Assessment Task 1 – Written Questions Click or tap to enter a date. 2. Assessment Task 2 – Apply a Critical and Creative Thinking Model Click or tap to enter a date. 3. Assessment Task 3 – Identify Critical Thinking Skills in Your Team/Individuals Click or tap to enter a date. 4. Assessment Task 4 – Facilitate an Opportunity for Team Members to Demonstrate Thinking Skills Click or tap to enter a date. 5. Assessment Task 5 – Report on Critical and Creative Thinking Skills Click or tap to enter a date. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 9 of 43

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Assessment Task Cover Sheet – Assessment Task 1 Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work. Name: Click or tap here to enter text. Date of submission: Click or tap to enter a date. Unit: BSBCRT511 Develop Critical Thinking in Others No. of pages in submission: Click or tap here to enter text. Assessor to complete Assessment Task Number and Title Satisfactory/ Not satisfactory Date Is this a reassessment? Y/N Assessment Task 1: Written Questions ☐ Satisfactory ☐ Not Satisfactory Click or tap to enter a date. ☐ Yes ☐ No STUDENT DECLARATION I Click or tap here to enter text. declare that these tasks are my own work. þ None of this work has been completed by any other person. þ I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work. þ I have correctly referenced all resources and reference texts throughout these assessment tasks. þ I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken against me. Student Signature: Click or tap here to enter text. Date: Click or tap to enter a date. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 10 of 43

ASSESSOR FEEDBACK Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. Click or tap here to enter text. Assessor Signature: Click or tap here to enter text. Assessor Name: Click or tap here to enter text. Date: Click or tap to enter a date. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 11 of 43

Assessment Task 1: Written Questions T ASK SUMMARY  This is an open book written assessment.  There are four questions, and some questions have sub-parts.  You must answer all questions and their parts correctly to achieve a satisfactory outcome for this task. R ESOURCES AND EQUIPMENT REQUIRED  Access to your learning materials  Access to a computer, printer and internet  Access to Microsoft Word (or a similar program) W HERE AND WHEN THIS TASK WILL BE COMPLETED  You will complete this task in your own time, or you may be provided with time in class to complete it (where applicable)  You will be advised of the due date for this task W HAT HAPPENS IF YOU GET SOMETHING WRONG If your assessor marks any of your answers as incorrect or insufficient, they will make arrangements with you for resubmission. Your assessor may ask you some questions verbally to check your understanding, or you may need to provide new written responses to the questions that were answered incorrectly. Your assessor will give you a due date by which this must be provided. S UBMISSION REQUIREMENTS  Your answers for each question T ASK INSTRUCTIONS  This is an open book written assessment – you can use your learning materials as reference  You must answer all questions and their parts correctly to achieve a satisfactory outcome for this task  Refer to the Glossary of Instructional Task Words for descriptions of instructional words to guide you in the level of response required in each question RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 12 of 43

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Q UESTION 1 Explain the difference between critical thinking and creative thinking? There is a difference between critical thinking and creative thinking is that creative thinking is a way of looking at problems or situations from a fresh perspective to conceive of something new or original while critical thinking is the logical sequential disciplined process of rationalizing analyzing evaluating and interpreting information to make informed judgments and decisions Q UESTION 2 Describe two examples of when creative thinking might be used in the workplace. A creative leader takes novel approaches to interactions and work. A good example might be to open meetings with a personal or otherwise novel touch. A leader might go around the meeting and ask for a personal detail as well as a business-related development. A creative example of automobile marketing might involve an exciting short video. It could make the car the ‘main character’ of a miniature action movie. A marketer might take the motion picture idea even further. They could work to place their vehicle in a soon-to-be-released feature film. Q UESTION 3 List five types of questions critical thinkers ask? What do I already know? What do I need to figure out? Asks relevant, focused questions when presented with information or opinions - Is this a fact, or an opinion? What evidence do they have for this conclusion? - What are the assumptions in this information? - How else can we think about or act on this? RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 13 of 43

Q UESTION 4 Looking at Bloom’s Taxonomy for critical thinking, Knowledge, in the workplace could be applied by knowing where to find a process or policy. For each of the remaining levels in Bloom’s Taxonomy, describe at least one example a task or action at each level that could be applied in the workplace:  Comprehension  Application  Analysis  Synthesis  Evaluation Comprehension - The ability to take ideas and concepts and make meaning of them by interpreting, classifying, summarising, and explaining. Writing an email summarising three different quotes received for a service Application - The ability to use knowledge to apply problem solving techniques Knowing which procedure to apply when faced with a particular situation. Analysis - The ability to identify and analyse patterns, organise ideas, and recognise trends. Breaking a topic or idea into parts and looking at it from different perspectives. This is about revealing the connections between the facts Looking at a problem and being able to break it down into the contributing factors Synthesis - Taking the ‘parts’ from the Analysis stage and combining ideas to form a new whole to draw conclusions or identify themes Taking complex information and summarising it in simple language. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 14 of 43

Evaluation - Developing opinions, judgements, or making decisions. Ability to analyse a process or procedure and make recommendations on how to change it to improve productivity Assessment Task Cover Sheet – Assessment Task 2 Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work. Name: Click or tap here to enter text. Date of observation/ submission: Click or tap to enter a date. Unit: BSBCRT511 Develop Critical Thinking in Others No. of pages in submission: Click or tap here to enter text. Assessor to complete Assessment Task Number and Title Satisfactory/ Not satisfactory Date Is this a reassessment? Y/N Assessment Task 2: Apply a Critical and Creative Thinking Model ☐ Satisfactory ☐ Not Satisfactory Click or tap to enter a date. ☐ Yes ☐ No STUDENT DECLARATION I Click or tap here to enter text. declare that these tasks are my own work. þ None of this work has been completed by any other person. þ I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work. þ I have correctly referenced all resources and reference texts throughout these assessment tasks. þ I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken against me. Student Signature: Click or tap here to enter text. Date: Click or tap to enter a date. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 15 of 43

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ASSESSOR FEEDBACK Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. Click or tap here to enter text. Assessor Signature: Click or tap here to enter text. Assessor Name: Click or tap here to enter text. Date: Click or tap to enter a date. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 16 of 43

Assessment Task 2: Apply a Critical and Creative Thinking Model The following assessment tasks use a simulated business called Complete Business Solutions Australia (CBSA). To complete the assessment tasks, students will need to access information, templates, policies and procedures associated with CBSA. These documents can be accessed on CBSA’s intranet accessible via the website. To access; head to www.cbsa.com.au , navigate to the staff intranet and enter your RTO’s username and password prior to completing your assessment tasks. For this assessment you will play the role of Tina Hughes, CBSA Sales and Marketing Manager. CBSA is a consultancy service providing assistance with compliance, finances, human resources, information technology and other business needs to ensure that businesses have the expertise and support they need to survive and prosper. You should familiarise yourself with what CBSA does, its services and history, the organisational structure of the business, its employees, and its mission, vision and business objectives. T ASK SUMMARY For this assessment task, you will apply Bloom’s Taxonomy to review a customer complaint and the organisation’s Customer Complaints Policy and Procedures. After reviewing the complaint and the Customer Complaints Policy and Procedures, you will investigate and report whether the procedures were followed and the best way to resolve the customer complaint. R ESOURCES AND EQUIPMENT REQUIRED  Access to your learning materials  Access to the following documents available on the CBSA website:  CF002 Complaints and Appeals Policy & Procedures  Access to Microsoft Word (or a similar program) W HERE AND WHEN THIS TASK WILL BE COMPLETED  You will complete this task in your own time, or you may be provided with time in class to complete it (where applicable)  You will complete this task at work or on your placement  You will be advised of the due date for this task W HAT HAPPENS IF YOU GET SOMETHING WRONG If your Assessor marks any of your answers as incorrect or insufficient, they will make arrangements with you for resubmission. Your Assessor may ask you some questions verbally to check your understanding, or you may need to provide new written responses to the questions that were answered incorrectly. Your Assessor will give you a due date by which this must be provided.  You must submit a report (in Microsoft Word) which clearly outlines:  issue/problem – as stated in the email from Gavin Stead RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 17 of 43

S UBMISSION REQUIREMENTS  the requirements of the CF002 Complaints and Appeals Policy and Procedures  an explanation as to why the customer complaint was not acknowledged a resolution. T ASK I NSTRUCTIONS You must complete all parts of the task outlined below. T ASK I NSTRUCTIONS You are required to review and critically analyse a customer complaint and the organisation’s Customer Complaints Policy and Procedures. In order to successfully complete the assessment, you must undertake the following tasks: 1. Carefully read the email from Gavin Stead to familiarise yourself with the required scenario. 2. Download CF002 Complaints and Appeals Policy from the CBSA website to review the current policy. 3. Read the interview outcomes/statements from the staff involved. 4. Research and apply a model of critical and creative thinking to work through the problem. Use the Critical and creative thinking template to guide your work. 5. Examine procedure failures to adhere to the documented procedure. 6. Identify next steps to resolve the customer complaint. 7. Identify the action to be taken to ensure all staff understand and follow the documented CF002 Complaints and Appeals Policy . 8. Prepare a report documenting the actions to be taken including  Why the complaint was not received  Any breaches of CBSA policies are procedures  The next steps to resolve the customer complaint  Any additional action to be taken  Attached your creative and critical thinking template outlining how you analysed, synthesised, and evaluated the situation. To begin this part, read the following email and its attachment, then complete the tasks that follow: To: Tina Hughes (tina.hughes@cbsa.com.au) From: Gavin Stead (gavin.stead@cbsa.com.au) Date/time: Monday 10:30 a.m. Subject: Customer Complaint Attachment: Complaint.docx, Complaints Register July–Dec.docx, Critical and Creative Thinking Template.docx Good morning Tina, I have received a further complaint from a client, who claims that she sent a formal complaint to me RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 18 of 43

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30 days ago. You will need to research and apply a creative and critical thinking model to solve this issue. Could you please read the email from Wendy Nguyen, and investigate and prepare a formal report that addresses the following:  Determine why the complaint was not received.  Determine any breaches of CBSA policies are procedures.  Determine the next steps to resolve the customer complaint.  Determine any additional action to be taken. Attached is the original complaint received in our central email address. Can you please complete the attached template that outlines which creative and critical thinking model you have applied to analyse the situation and how you analysed, synthesised, and evaluated the situation? Kind Regards, Gavin Stead Managing Director 300 Fictional Way, Sydney, NSW 2000 Phone: 1800 111 222 www.cbsa.com.au A TTACHMENTS B ELOW :  Complaint.docx ONE STAFF SOLUTIONS 10 Main St, Sydney, NSW 2000 Phone: 1800 000 000 To: feedback@cbsa.com.au From: W.Nguyen@1staffsolutions.com.au Date/time: Monday 5:00 p.m. Subject: Complaint Dear Sir/Madam, I am writing today to complain of the poor service I received from CBSA on November 12, 2020. I was visited by a representative of CBSA, Mr. Simons, at my business on that day. Mr. Simons was one hour late for our finical planning appointment and offered nothing by way of apology when he arrived at noon. Your representative did not follow social distancing protocol and was rude to our office manager. Mr. Simons then proceeded to present a range of products to me that I had specifically told his assistant by telephone I was not interested in. I repeatedly tried to ask your representative about the products of interest to me, but he refused to answer my questions. We ended our meeting after 25 minutes without either of us having accomplished anything. I am most annoyed that I wasted a morning (and half a day’s vacation) waiting for Mr. Simons to show up. My impression of CBSA has been tarnished, and I am now concerned about how your firm is managing my existing business. Furthermore, Mr. Madman’s inability to follow social distancing protocol has meant that I have had to engage the services and incur the expense, of a RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 19 of 43

professional cleaner in our entry and meeting room. I trust this is not the way CBSA wishes to conduct business with valued customers—I have been with you since the company was founded and have never encountered such treatment before. I would welcome the opportunity to discuss matters further and learn how you propose preventing a similar situation from recurring. I look forward to hearing from you. Yours faithfully, Wendy Nguyen  Complaints Register July–Dec.docx C OMPLAINTS R EGISTER J ULY –D ECEMBER Source of Complaint Client Date Recorded Action Taken Date of Action Employee Poor service client ABC Doors 01/7/2020 Referred to Gavin Stead Gavin Stead contacted client 12/7/2020 Tina Hughes Incorrect invoice South Melbourne Primary School 10/8/2020 Referred to CFO Invoice resend and client contracted 12/7/2020 Wi Zhang Outstanding debit Telco Communications 11/10/2020 Account for telecommunication not paid 12/10/2020 Brenda Hawkins  Critical and creative thinking template.docx C RITICAL AND C REATIVE T HINKING T EMPLATE Model of critical and creative thinking applied Explain the model of critical and creative thinking applied. Analysis Stage Explain how the model of critical and creative thinking support the analysis of the problem or situation. Synthesis Stage Explain how the model of critical and creative thinking support the synthesis of the problem or situation. Evaluation Stage Explain how the model of critical and creative thinking support the evaluation of the problem or situation. During your investigation of the matter, you interviewed the office staff that responds to the emails received in the feedback@cbsa.com.au email address, Jinni Choa. Jinni: ‘When I read the email, I thought that Wendy Nguyen had no right to complain as they had previously told the sales team that they were not going to continue with CBSA and were going to engage a competitor to manage their financial planning. The email is probably still in the Main Inbox.’ As part of your investigation of the matter, you reviewed the induction attendance record for Staff Professional Development. Training Module Staff Professional Development – Induction RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 20 of 43

Jinni Choa Tina Yates Sam Tailor James Hanson Jason Yee Brenda Hawkins Jane Porter Cultural Awareness Completed 4/5/2020 Completed 1/2/2021 Completed 12/4/2020 Completed 6/3/2020 Completed 12/4/2020 Completed 4/5/2021 Completed 1/11/2020 Customer Complaints Completed 1/2/2021 Completed 12/4/2020 Completed 6/3/2020 Completed 12/4/2020 Compliance Completed 4/5/2020 Completed 1/2/2021 Completed 12/4/2020 Completed 6/3/2020 Completed 12/4/2020 Completed 4/5/2021 Completed 1/11/2020 Health, Safety and Environment Completed 4/5/2020 Completed 12/4/2020 Completed 6/3/2020 Completed 12/4/2020 Completed 4/5/2021 Completed 1/11/2020 RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 21 of 43

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Click or tap here to enter text. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 22 of 43

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Assessment Task Cover Sheet – Assessment Task 3 Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work. Name: Click or tap here to enter text. Date of observation/ submission: Click or tap to enter a date. Unit: BSBCRT511 Develop Critical Thinking in Others No. of pages in submission: Click or tap here to enter text. Assessor to complete Assessment Task Number and Title Satisfactory/ Not satisfactory Date Is this a reassessment? Y/N Assessment Task 3: Identify Critical Thinking Skills in your Team/Individuals ☐ Satisfactory ☐ Not Satisfactory Click or tap to enter a date. ☐ Yes ☐ No STUDENT DECLARATION I Click or tap here to enter text. declare that these tasks are my own work. þ None of this work has been completed by any other person. þ I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work. þ I have correctly referenced all resources and reference texts throughout these assessment tasks. þ I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken against me. Student Signature: Click or tap here to enter text. Date: Click or tap to enter a date. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 23 of 43

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ASSESSOR FEEDBACK Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. Click or tap here to enter text. Assessor Signature: Click or tap here to enter text. Assessor Name: Click or tap here to enter text. Date: Click or tap to enter a date. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 24 of 43

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Assessment Task 3: Identify Critical Thinking Skills in Your Team/Individuals T ASK SUMMARY For this assessment task, you must participate in a role-play to demonstrate your ability to identify critical thinking skills in a team. This role-play will review the CBSA Complaints Policy and Procedure. R ESOURCES AND EQUIPMENT REQUIRED  Critical thinking checklist.  Access to Microsoft Word (or similar).  Access to role-play participants W HERE AND WHEN THIS TASK WILL BE COMPLETED  You will complete this task in your class to complete it (where applicable)  You will be advised of the due date for this task. W HAT HAPPENS IF YOU GET SOMETHING WRONG If your Assessor marks any of your answers as incorrect or insufficient, they will make arrangements with you for resubmission. Your Assessor may ask you some questions verbally to check your understanding, or you may need to provide new written responses to the questions that were answered incorrectly. Your Assessor will give you a due date by which this must be provided. S UBMISSION REQUIREMENTS  Zarvana Critical Thinking Roadmap Checklist for two team members  Action plan to develop the team members Critical Thinking skills  Your Assessor will record the outcome of the role play components of this assessment in your Assessment Record Tool. T ASK INSTRUCTIONS You must complete all parts of the task outlined below. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 25 of 43

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T ASK I NSTRUCTIONS You are required to play the role of Tina Hughes (Sales and Marketing Manager) at CBSA. Your Assessor will play the role of Gavin Stead (Managing Director), additional participants will be allocated the roles of Team Member 1 and Team Member 2. In order to successfully complete this role-play assessment, you must undertake the following tasks: 1. Review the current state of play . Carefully read the email from Gavin Stead to familiarise yourself with the required scenario. Download CF002 Complaints and Appeals Policy from the Intranet to review current policy. Read the interview outcomes/statements from the staff involved. Review your report from Assessment Task 2 To: Tina Hughes (tina.hughes@cbsa.com.au) From: Gavin Stead (gavin.stead@cbsa.com.au) Date/time: Thursday 10:30 a.m. Subject: Implementation of the Action Plan regarding Customer Complaint Attachment: Critical and Creative Thinking Checklist.docx, Action Plan Template.docx Good morning Tina, Thank you for investigating the customer complaint. Your report clearly outlines the reasons why I did not receive the complaint. Please schedule a meeting with the administration team to review the Complaints Policy and include a plan to improve your staff’s critical thinking skills. In relation to your team’s ability to undertake critical thinking, could you please conduct the following tasks:  Assess the current levels of critical thinking of two of your team members and yourself, using the attached Critical and Creative Thinking Checklist.  Develop an action plan, using the attached Action Plan template, to implement to progress your team members from their current level of critical thinking to the next level.  Prepare a slide on your expectations of each team member post-implementation ‘What Success Looks Like’. Kind Regards, Gavin Stead Managing Director 300 Fictional Way, Sydney, NSW 2000 Phone: 1800 111 222 www.cbsa.com.au A TTACHMENT B ELOW :  Critical and Creative Thinking Checklist RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 26 of 43

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C RITICAL AND C REATIVE T HINKING C HECKLIST The following criteria is based on the Critical Thinking Roadmap, developed by Zarvana at https://hbr.org/2019/10/a-short-guide-to-building-your-teams-critical-thinking-skills . Use this list of competencies below or adapt the competencies to suit your own needs, to identify where your team members are in the phases of critical thinking. Identify individual and team knowledge gaps Team Member: # Click or tap here to enter text. Phase 1: Execute Competent Not Yet Competent The team member does what they are asked to do:  They complete all parts of their assignments. Click or tap here to enter text. Click or tap here to enter text.  They complete them on time. Click or tap here to enter text. Click or tap here to enter text.  They complete them at or close to your standard of quality. Click or tap here to enter text. Click or tap here to enter text. The team member can explain what they did, how they did it and why they did it that way. Click or tap here to ente r text. Click or tap here to enter text. Team member makes suggestions on how to improve their work. (Ready to move to next phase.) Click or tap here to enter text. Click or tap here to enter text. Phase 2: Synthesise Team member sorts through a range of information and determines what is important, for example, summarise key takeaways after an important meeting. Click or tap here to enter text. Click or tap here to enter text.  They can identify all the important insights. Click or tap here to enter text. Click or tap here to enter text.  They exclude all unimportant insights. Click or tap here to enter text. Click or tap here to enter text.  They accurately assess the relative importance of the important insights. Click or tap here to enter t ext. Click or tap here to enter text.  They communicate important insights clearly and succinctly. Click or tap here to enter text. Click or tap here to enter text. The team member can provide a summary of important insights and implications for future work on the spot without preparation. (Ready to move to next phase.) Click or tap here to enter text. Click or tap here to enter text. Phase 3: Recommend RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 27 of 43

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Team member moves from identifying what is important to determine what should be done. Click or tap here to enter text. Click or tap here to enter text.  They always provide a recommendation when asking you questions instead of relying on you to come up with answers. Click or tap here to enter text. Click or tap here to enter text.  They demonstrate appreciation for the potential downsides of their recommendation. Click or tap here to enter text. Click or tap here to enter text.  They consider alternatives before landing on a recommendation. Click or tap here to enter text. Click or tap here to enter text.  Their recommendations are backed by strong, sensible reasoning. Click or tap here to enter text. Click or tap here to enter text. Team member makes recommendations before you share your opinion. Click or tap here to enter text. Click or tap here to enter text. Team member shares rationale, the alternatives they considered and the downsides of their recommendations. Click or tap here to enter text. Click or tap here to enter text. Team members make reasonable recommendations that reflect a sound business judgement on work that is not their own. (Ready to move to next phase.) Click or tap here to enter text. Click or tap here to enter text. Phase 4: Generate The team member can create something out of nothing. Click or tap here to enter text. Click or tap here to enter text.  They propose high-value work that doesn’t follow logically from work they are already doing. Click or tap here to enter text. Click or tap here to enter text.  They convert your and others’ visions into feasible plans for realising those visions. Click or tap here to enter text. Click or tap here to enter text.  They figure out how to answer questions you have but don’t know how to answer. Click or tap here to enter text. Click or tap here to enter text. Team member keeps a list of their ideas for improving projects, the department or the organisation. Click or tap here to enter text. Click or tap here to enter text. The team member is willing to share those ideas with you. (Team member applies critical thinking skills) Click or tap here to enter text. Click or tap here to enter text.  Action Plan Template.docx A CTION P LAN T EMPLATE Assess team members Team Member Actions Team Leader Actions RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 28 of 43

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For example, the Team Member lacks self-confidence but is able to summarise the key takeouts of the meeting. Team Member is ready to move from Phase 1 to Phase 2. For example, complete Assertiveness Skills Training to build confidence to speak up. For example, take notes or minutes in meetings and prepare a summary of the meeting. For example, provide less instruction when assigning tasks to encourage the team member to think about the process required or ask questions. For example, invite a team member to more meetings and ask them to take the minutes. To develop a team member to move from Phase 1 to Phase 2 Team Member # Click or tap here to enter text. Click or tap here to enter text. Barriers to progress to the next phase of critical thinking Click or tap here to enter text. Click or tap here to enter text. To develop a team member to move from Phase 2 to Phase 3 Team Member # Click or tap here to enter t ext. Click or tap here to enter text. Barriers to progress to the next phase of critical thinking Click or tap here to enter text. Click or tap here to enter text. To develop a team member to move from Phase 3 to Phase 4 Team Member # Click or tap here to enter text. Click or tap here to enter text. 2. Spend time prior to the role play practising your selected questioning and listening techniques as well as skills/methods regarding critical thinking and generating solutions to problems. 3. Participate in the role play . You will play the role of Tina Hughes (Sales and Marketing Manager) CBSA, and your Assessor will play the role of CBSA’s Gavin Stead (Managing Director), while fellow students will play the roles of Peter Perry (office staff member) and Sarah Lee (office staff member). Throughout the role play you are to complete/fill-in the Critical and Creative Thinking Checklist. Ensure you have a pen and paper, tablet or laptop for this purpose. Once you have completed the Critical and Creative Thinking Checklist, you will need to ensure it is produced using software such as MS Word and provided to Gavin Stead (Assessor) as per email instructions. During the role play you must demonstrate the following:  Verbally consult with all stakeholders (team members). Identify key issues and challenges.  Apply questioning techniques and listening techniques in order to gain the views and opinions of the team.  Elicit knowledge and experience from the team to further develop proposed solutions. Apply your selected solution generating technique, for example, cause and effect, fishbone, brainstorming session etc.  Show the ability to use critical thinking skills when deliberating solutions, testing, strengthening and exploring new ways of thinking etc.  Verbally explain to the team how solutions are to be developed. For example: explaining the benefits of methods such as brainstorming etc.  Gain team agreement on a proposed action plan for selecting the most suitable option. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 29 of 43

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4. Critically evaluate solutions and reflect on information gathered during consultation. Take into consideration viewpoints of others as well as current workplace practice and selection criteria etc. 5. Develop an Action Plan to develop the Critical Thinking Skills of team members. Ensure your action plan includes the following:  current phase for the team member  current work environment  recommended team member actions, including tasks and/or training activities for each team member to complete to move to the next phase of critical thinking  recommended team leader actions, including tasks and/or training activities for each team to complete to move to the next phase of critical thinking  recommended environment changes to encourages the application of critical and creative thinking  how the recommended tasks and/or training activities can be monitored to ensure improvement in critical thinking practices. 6. Compose a one-page report to Gavin Stead – Managing Director (Assessor) providing a brief summary of what success looks like if you successfully implement the Action Plan with your team members and team leaders. Ensure you include the following in your report:  a brief description summarising the purpose of the report  summary of the consultation and your final proposed solution  the current level of critical thinking and what you hope each team member will achieve the following implementation  attached and completed Action Plan  visual presentation/pictograph or charts. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 30 of 43

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Assessment Task Cover Sheet – Assessment Task 4 Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work. Name: Click or tap here to enter text. Date of observation/ submission: Click or tap to enter a date. Unit: BSBCRT511 Develop Critical Thinking in Others No. of pages in submission: Click or tap here to enter text. Assessor to complete Assessment Task Number and Title Satisfactory/ Not satisfactory Date Is this a reassessment? Y/N Assessment Task 4: Facilitate an Opportunity for Team Members to Demonstrate Thinking Skills ☐ Satisfactory ☐ Not Satisfactory Click or tap to enter a date. ☐ Yes ☐ No STUDENT DECLARATION I Click or tap here to enter text. declare that these tasks are my own work. þ None of this work has been completed by any other person. þ I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work. þ I have correctly referenced all resources and reference texts throughout these assessment tasks. þ I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken against me. Student Signature: Click or tap here to enter text. Date: Click or tap to enter a date. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 31 of 43

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ASSESSOR FEEDBACK Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. Click or tap here to enter text. Assessor Signature: Click or tap here to enter text. Assessor Name: Click or tap here to enter text. Date: Click or tap to enter a date. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 32 of 43

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Assessment Task 4: Facilitate an Opportunity for Team Members to Demonstrate Thinking Skills T ASK SUMMARY For this assessment task, you must participate in a role play and demonstrate your ability to analyse the team members’ competence in critical thinking and creative thinking skills. This role play will endeavour to identify a strategy for the celebration of CBSA’s 10-year Anniversary. R ESOURCES AND EQUIPMENT REQUIRED  Microsoft Word (or similar)  Access to a whiteboard or flipchart  Whiteboard markers W HERE AND WHEN THIS TASK WILL BE COMPLETED  You will complete this task at work or on your placement  You will be advised of the due date for this task. W HAT HAPPENS IF YOU GET SOMETHING WRONG If your Assessor marks any of your answers as incorrect or insufficient, they will make arrangements with you for resubmission. Your Assessor may ask you some questions verbally to check your understanding, or you may need to provide new written responses to the questions that were answered incorrectly. Your Assessor will give you a due date by which this must be provided. S UBMISSION REQUIREMENTS  The Critical Thinking Skills Analysis Guide and Creative Thinking Skills Analysis Guide from all four participants in the role play. T ASK INSTRUCTIONS You must complete all parts of the task outlined below. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 33 of 43

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T ASK I NSTRUCTIONS You are required to role play Tina Hughes (Sales and Marketing Manager) at CBSA. Your Assessor will play the role of one Team Member 1 and two other additional participants will be allocated the roles of Team Member 2 and Team Member 3. 1. Review the current state of play: Carefully read the email from Gavin Stead to familiarise yourself with the required scenario. Read the Creative and Critical Thinking Skills Checklist from Assessment Task 3. Read the Action Plan from Assessment Task 2. Print four copies of the attached Critical Thinking Skills Analysis Guide (provided below and also supplied as a supporting document) and the Creative Thinking Skills Analysis Guide (provided below and also supplied as a supporting document) for this Assessment Task. Give each participant a copy of the Critical Thinking Skills Analysis Guide and the Creative Thinking Skills Analysis Guide. Read the list of behaviours you will need to observe. Gather the resources you will need during the role play - Whiteboard and whiteboard markers. To: Tina Hughes (tina.hughes@cbsa.com.au) From: Gavin Stead (gavin.stead@cbsa.com.au) Date/time: Wednesday 3:00 p.m. Subject: Ideas and a Strategy for CBSA’s 10 th Anniversary Attachment: Critical Thinking Skills Analysis Guide.docx, Creative Thinking Skills Analysis Guide.docx Good morning Tina, In three months’, we will be celebrating CBSA’s 10-year Anniversary providing business solutions to customers. We would like to celebrate the achievement with our customers, suppliers and all staff. Please organise a group of suitable staff to:  brainstorm ideas for a relevant event  encourage the team to use the Green Hat from Edward de Bono’s Six Thinking Hat  document a strategy or plan to get started. I am interested to hear what the team members suggest. You could use this opportunity to enable the team to demonstrate progress in the development of their critical thinking skills. Kind Regards, Gavin Stead Managing Director 300 Fictional Way, Sydney, NSW 2000 Phone: 1800 111 222 www.cbsa.com.au A TTACHMENTS B ELOW :  Critical Thinking Skills Analysis Guide RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 34 of 43

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C RITICAL T HINKING S KILLS A NALYSIS G UIDE Analyse the performance of each participant in the meeting to determine their ability to use critical thinking skills. Analyse the facilitator to determine if the facilitator gave the participants opportunity to apply critical thinking skills or just direct them to focus on his/way preferred ideas. Competency Facilitator Team Member 1 Team Member 2 Team Member 3 Example Didn’t force own ideas Suggested <idea x>/didn’t suggest ideas Suggested <idea x>/didn’t suggest ideas Suggested <idea x>/didn’t suggest ideas The facilitator gave participants an opportunity to express their opinions and ideas. Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Proactively participated in the activity. Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Ideas and actions suggested by team members Click or tap here to enter text. Cli ck or tap here to enter text. Cl ick or tap here to enter text. Click or tap here to enter text. Made reasonable recommendations that reflect a sound business judgement on ideas suggested by others Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Converted visions into feasible plans to realise those visions Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Sorted through the information and determined what is important Click or tap here to enter text. Click or ta p here to enter text. Click or t ap here to enter text. Click or tap here to enter text. Moved from identifying what is important to determine what should be done Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text.  Creative Thinking Skills Analysis Guide C REATIVE T HINKING S KILLS A NALYSIS G UIDE Analyse the performance of each participant in the meeting to determine their ability to use critical thinking skills. Analyse the facilitator to determine if the facilitator gave the participants opportunity to apply critical thinking skills or just direct them to focus on his/way preferred ideas. Competency Facilitator Team Member 1 Team Member 2 Team Member 3 Did the facilitator allow meeting participants to express their opinions and creative ideas? Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Which team members proactively participated, suggesting creative Click or tap her e to Click or tap here to enter Click or tap here to enter Click or tap here to enter RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 35 of 43

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ideas and actions? enter text. text. text. text. Which team members didn’t participate by suggesting creative ideas and actions? C lick or tap here to enter text. Click or tap here to e nter text. Click or tap here to enter text. Click or tap here to enter text. Which team members converted visions into feasible plans for realising those visions? C lick or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. 2. Participate in the role play . You will play the role of Tina Hughes (Sales and Marketing Manager) at CBSA. Your Assessor will play the role of one Team Member 1 and two other additional participants will be allocated the roles of Team Member 2 and Team Member 3. Throughout the role play, observe the behaviour of each participant and the statements they make, to determine if they are applying Critical Thinking Skills and Creative Thinking Skills. During the role play you must follow the script for the facilitator to encourage team members to demonstrate critical thinking and creative thinking skills for a given workplace challenge. 3. Complete the Critical Thinking Skills Analysis Guide: Ask all participants, including yourself, as the facilitator, to:  reflect on the behaviours, viewpoints and statements made by each participant  analyse the behaviours of each participant against the questions in the Analysis Guide. 4. Complete the Creative Thinking Skills Analysis Guide: Ask all participants, including yourself, as the facilitator, to:  reflect on the behaviours, attitude and contributions made by each participant  analyse the behaviours of each participant against the questions in the Creative Thinking Skills Analysis Guide. 5. Collect the completed Analysis Guides from each participant: You will use this information in Assessment Task 5. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 36 of 43

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Assessment Task Cover Sheet – Assessment Task 5 Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work. Name: Click or tap here to enter text. Date of submission: Click or tap to enter a date. Unit: BSBCRT511 Develop Critical Thinking in Others No. of pages in submission: Click or tap here to enter text. Assessor to complete Assessment Task Number and Title Satisfactory/ Not satisfactory Date Is this a reassessment? Y/N Assessment Task 5: Report on Critical and Creative Thinking Skills ☐ Satisfactory ☐ Not Satisfactory Click or tap to enter a date. ☐ Yes ☐ No STUDENT DECLARATION I Click or tap here to enter text. declare that these tasks are my own work. þ None of this work has been completed by any other person. þ I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this work. þ I have correctly referenced all resources and reference texts throughout these assessment tasks. þ I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken against me. Student Signature: Click or tap here to enter text. Date: Click or tap to enter a date. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 37 of 43

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ASSESSOR FEEDBACK Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence. Click or tap here to enter text. Assessor Signature: Click or tap here to enter text. Assessor Name: Click or tap here to enter text. Date: Click or tap to enter a date. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 38 of 43

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Assessment Task 5: Report on Critical and Creative Thinking Skills T ASK SUMMARY Prepare a report on how the role play in Assessment Task 4 met its requirement to enable team members to demonstrate critical and creative thinking. Include a summary of your analysis of team members and recommendations for developing team members. R ESOURCES AND EQUIPMENT REQUIRED  Microsoft Word or PowerPoint (or similar)  Outcomes of Assessment Task 4 W HERE AND WHEN THIS TASK WILL BE COMPLETED  You will complete this task at work or on your placement.  You will be advised of the due date for this task. W HAT HAPPENS IF YOU GET SOMETHING WRONG If your Assessor marks any of your answers as incorrect or insufficient, they will make arrangements with you for resubmission. Your Assessor may ask you some questions verbally to check your understanding, or you may need to provide new written responses to the questions that were answered incorrectly. Your Assessor will give you a due date by which this must be provided. S UBMISSION REQUIREMENTS  A report, produced in Microsoft Word or PowerPoint or similar, on the outcomes of the meeting, where participants were analysed for the application of creative and critical thinking skills T ASK INSTRUCTIONS You must complete all parts of the task outlined below. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 39 of 43

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T ASK I NSTRUCTIONS You are required to prepare a report to present to the next Management Team Meeting, on the outcome of the meeting conducted in Assessment Task 4. In order to successfully complete the assessment, you must undertake the following tasks: 1. Carefully read the email from Gavin Stead to familiarise yourself with the required scenario. To: Tina Hughes (tina.hughes@cbsa.com.au) From: Gavin Stead (gavin.stead@cbsa.com.au) Date/time: Wednesday 3:00 p.m. Subject: Report on the Progress of Development of Critical Thinking Skills Good morning Tina, I hear the brainstorming session for the CBSA 10-year Anniversary event was a success. Congratulations. Please submit a report I could present to the next Management Team Meeting, on the outcome of Assessment Task 4. Include in your report:  whether the meeting (Assessment Task 4 role play) achieved the purpose of the meeting, to demonstrate critical thinking and creative thinking skills for a given workplace challenge  your analysis of each of the Team Members and Facilitator, conducted in Assessment Task 4, Step 2  recommendations for the ongoing development of critical and creative thinking skills of team members. Kind Regards, Gavin Stead Managing Director 300 Fictional Way, Sydney, NSW 2000 Phone: 1800 111 222 www.cbsa.com.au 2. Read the Critical Thinking Skills Analysis Guides and Creative Thinking Skills Analysis Guides completed by all four participants in the meeting conducted in Assessment Task 4. 3. Prepare a report on the outcome of Assessment Task 4. Include the following in your report:  Explain whether the role play achieved the purpose of the meeting, to demonstrate critical thinking and creative thinking skills for a given workplace challenge.  Give your analysis of each of the Team Members and Facilitator, conducted in Assessment Task 4, Step 2 – which team members demonstrated critical thinking skills and creative thinking skills.  Share your recommendations for the ongoing development of critical and creative thinking skills of team members.  The report must be of a standard suitable to present to a Management Team Meeting.  The report can be provided in Microsoft Word (or similar) or Microsoft PowerPoint (or similar). 4. Submit the report to your Assessor for review and feedback. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 40 of 43

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RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 41 of 43

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Written Task Outcome DID THE STUDENT ANSWER ALL WRITTEN QUESTION CORRECTLY? (PLEASE NOTE WHICH QUESTIONS WERE ANSWERED INCORRECTLY AND PROVIDE APPROPRIATE FEEDBACK FOR NOT SATISFACTORY RESPONSE) Written Tasks Satisfactory Not Satisfactory Comments Attempt 1 Yes/No Date: Click or tap to enter a date. Attempt 2 Yes/No Date: Click or tap to enter a date. Attempt 3 Yes/No Date: Click or tap to enter a date. Assessment Task 1: Written Questions ☐ ☐ Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Assessment Task 2: Apply a Critical and Creative Thinking Model ☐ ☐ Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Assessment Task 3: Identify Critical Thinking Skills in Your Team/Individuals ☐ ☐ Click or tap here to enter text. Click or tap here to enter text. C lick or tap here to enter text. Click or tap here to enter text. Assessment Task 4: Facilitate an Opportunity for Team Members to Demonstrate Thinking Skills ☐ ☐ C lick or tap here to enter text. Click or ta p here to enter text. Click or t ap here to enter text. Click or tap here to enter text. Assessment Task 5: Report on Critical and Creative Thinking Skills ☐ ☐ C lick or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. Click or tap here to enter text. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 42 of 43

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Please note any reasonable adjustments for this task below. Click or tap here to enter text. Assessment Task Outcome Satisfactory ☐ Not Satisfactory ☐ Date: Click or tap here to enter text. Student Name: Click or tap here to enter text. Trainer/accessor Name: Click or tap here to enter text. Trainer/Accessor Signature: Click or tap here to enter text. RTO Number: 122208 CRICOS Number: 03373B Revision date: 21 Mar 2023 Next Review: 21 Mar 2024 Email: contact@jti.edu.au Revision: 1.0 © Job Training Institute Website: www.jti.edu.au Page 43 of 43

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Develop critical thinking - A1

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