BSBCRT611 Bolor Gundsambuu

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Lonsdale Institute PTY LTD Summative assessment BSB60420 Advanced Diploma of Leadership and Management BSBHCRT611 Apply critical thinking for complex problem solving Due Date See Training Log and Moodle Student Name Bolor Gundsambuu Student ID LON0000………. Declaration of authenticity I, the above-named student, confirm that by submitting, or causing the attached assignment (and any additional attachment associated with it) to be submitted, to Lonsdale Institute Pty Ltd, I have not plagiarised any other person’s work in this assignment and except where appropriately acknowledged, this assignment is my own work, has been expressed in my own words, and has not previously been submitted for assessment. I do understand and accept the consequences of academic misconduct according to Lonsdale’s Policies and Procedures. Additionally I have read:  The submission and assessment completion instructions in Moodle  The assessment task completion instructions in this document  I have sought clarification from my trainer and assessor, if needed I understand my rights and obligations under Lonsdale’s policy and procedures The purpose of this assessment is to determine competency in : BSBCRT611-Apply critical thinking for complex problem solving This unit describes the skills and knowledge required to apply critical thinking in order to develop solutions to complex issues arising in the workplace. The unit applies to individuals who are required to think critically in order to develop structured and innovative solutions to overcome complex organisational issues. Individuals in these roles operate with a high degree of autonomy and may undertake non-standard work tasks involving escalated risks. These individuals are often responsible for a team or work area. TA102 FO Assessment Task Page 1 of 22 TA102 PP Assessment Management (SNR1.8) (ESOS 14.2) V1 Jan 2021 Lonsdale Institute Pty Ltd Provider ID 21915 CRICOS Code 02836F

Lonsdale Institute PTY LTD Summative assessment BSB60420 Advanced Diploma of Leadership and Management BSBHCRT611 Apply critical thinking for complex problem solving ASSESSMENT TASK This assessment comprises of different tasks designed to assess your ability to:  Identify task objectives and risks involved with pursuing identified problem  Research legislative frameworks and applicable frameworks for identified problem  Calculate resources required for solution development process  Facilitate others in idea generation for possible solutions  Present proposed solution to key stakeholders  Use feedback to revise solution to achieve stakeholder approval  Seek necessary approvals for the implementation of the solution  Answering questions clearly and concisely. TA102 FO Assessment Task Page 2 of 22 TA102 PP Assessment Management (SNR1.8) (ESOS 14.2) V1 Jan 2021 Lonsdale Institute Pty Ltd Provider ID 21915 CRICOS Code 02836F

Lonsdale Institute PTY LTD Summative assessment BSB60420 Advanced Diploma of Leadership and Management BSBHCRT611 Apply critical thinking for complex problem solving TASK 1 – KNOWLEDGE-BASED QUESTIONS This assessment task is a series of knowledge-based questions. Answer all questions in detail to demonstrate your knowledge of the unit. Question 1 Summarise the types of problems and decisions leader-managers face in terms of complexity and the best way to approach each Answer : Problem solving and decision making belong together. You cannot solve a problem without making a decision. There are two main types of decision makers. Some people use a systematic, rational approach. Others are more intuitive. They go with their emotions or a gut feeling about the right approach. They may have highly creative ways to address the problem, but cannot explain why they have chosen this approach. The most effective method uses both rational and intuitive or creative approaches. There are six steps in the process: 1. Identify the problem 2. Search for alternatives 3. Weigh the alternatives 4. Make a choice 5. Implement the choice 6. Evaluate the results and, if necessary, start the process again I dentify the problem To solve a problem, you must first determine what the problem actually is. You may think you know, but you need to check it out. Sometimes, it is easy to focus on symptoms, not causes. You use a rational approach to TA102 FO Assessment Task Page 3 of 22 TA102 PP Assessment Management (SNR1.8) (ESOS 14.2) V1 Jan 2021 Lonsdale Institute Pty Ltd Provider ID 21915 CRICOS Code 02836F

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Lonsdale Institute PTY LTD Summative assessment BSB60420 Advanced Diploma of Leadership and Management BSBHCRT611 Apply critical thinking for complex problem solving determine what the problem is. The questions you might ask include:  What have I (or others) observed?  What was I (or others) doing at the time the problem occurred?  Is this a problem in itself or a symptom of a deeper, underlying problem?  What information do I need?  What have we already tried to address this problem? For example, the apprentice you supervise comes to you saying that the electric warming oven is not working properly. Before you call a repair technician, you may want to ask a few questions. You may want to find out what the apprentice means by “not working properly.” Does he or she know how to operate the equipment? Did he or she check that the equipment was plugged in? Was the fuse or circuit breaker checked? When did it last work? You may be able to avoid an expensive service call. At the very least, you will be able to provide valuable information to the repair technician that aids in the troubleshooting process. Search for alternatives It may seem obvious what you have to do to address the problem. Occasionally, this is true, but most times, it is important to identify possible alternatives. This is where the creative side of problem solving really comes in. Brainstorming with a group can be an excellent tool for identifying potential alternatives. Think of as many possibilities as possible. Write down these ideas, even if they seem somewhat zany or offbeat on first impression. Sometimes really silly ideas can contain the germ of a superb solution. Too often, people move too quickly into making a choice without really considering all of the options. Spending more time TA102 FO Assessment Task Page 4 of 22 TA102 PP Assessment Management (SNR1.8) (ESOS 14.2) V1 Jan 2021 Lonsdale Institute Pty Ltd Provider ID 21915 CRICOS Code 02836F

Lonsdale Institute PTY LTD Summative assessment BSB60420 Advanced Diploma of Leadership and Management BSBHCRT611 Apply critical thinking for complex problem solving searching for alternatives and weighing their consequences can really pay off. Weigh the alternatives Once a number of ideas have been generated, you need to assess each of them to see how effective they might be in addressing the problem. Consider the following factors:  Impact on the organization  Effect on public relations  Impact on employees and organizational climate  Cost  Legality  Ethics of actions  Whether this course is permitted under collective agreements  Whether this idea can be used to build on another idea Make a choice Some individuals and groups avoid making decisions. Not making a decision is in itself a decision. By postponing a decision, you may eliminate a number of options and alternatives. You lose control over the situation. In some cases, a problem can escalate if it is not dealt with promptly. For example, if you do not handle customer complaints promptly, the customer is likely to become even more annoyed. You will have to work much harder to get a satisfactory solution. Implement the decision Once you have made a decision, it must be implemented. With major decisions, this may involve detailed planning to ensure that all parts of TA102 FO Assessment Task Page 5 of 22 TA102 PP Assessment Management (SNR1.8) (ESOS 14.2) V1 Jan 2021 Lonsdale Institute Pty Ltd Provider ID 21915 CRICOS Code 02836F

Lonsdale Institute PTY LTD Summative assessment BSB60420 Advanced Diploma of Leadership and Management BSBHCRT611 Apply critical thinking for complex problem solving the operation are informed of their part in the change. The kitchen may need a redesign and new equipment. Employees may need additional training. You may have to plan for a short-term closure while the necessary changes are being made. You will have to inform your customers of the closure. Evaluate the outcome Whenever you have implemented a decision, you need to evaluate the results. The outcomes may give valuable advice about the decision- making process, the appropriateness of the choice, and the implementation process itself. This information will be useful in improving the company’s response the next time a similar decision has to be made. Question 2 List the more easily avoidable and less easily avoidable traps when solving problems and making decisions and summarise how to avoid them. Answer : Decision-making traps are so hard-wired into our thinking process that we often fail to recognize them even when we are falling right into them. a) Information Overdose Trap  The Information Overdose trap occurs when we overdose or fail to set limits on information gathering, which can make it difficult to process or distinguish between what’s relevant and what’s extraneous. It also can result in time and resources being wasted pursuing more and more information instead of making a decision.  TIP - At the beginning of a decision process, assess the relative TA102 FO Assessment Task Page 6 of 22 TA102 PP Assessment Management (SNR1.8) (ESOS 14.2) V1 Jan 2021 Lonsdale Institute Pty Ltd Provider ID 21915 CRICOS Code 02836F

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Lonsdale Institute PTY LTD Summative assessment BSB60420 Advanced Diploma of Leadership and Management BSBHCRT611 Apply critical thinking for complex problem solving importance of the decision being made and proactively set a time limit (time box) for the amount of time you are going to spend on information-gathering.  TIP - Use a strategy taught by the Marines. “ Gather enough information to give you 70% confidence , then make the decision. The time it takes to get to 100% confidence won’t incrementally improve the decision and may well get you killed.” b) Anchoring Trap  Anchoring can occur when an individual or group latches onto the first information they encounter about a decision.  A leader of a group may unintentionally anchor a group’s thinking by presenting their opinion or analysis first in a decision-making process.  Price negotiations are always affected by the first number mentioned  The Anchoring Trap can cause alternatives to be clustered around the “anchor,” throwing off estimates, forecasts, and consideration of wider-ranging alternatives.  TIP - Ask the people involved to think about the issue individually before inviting discussion as a group to avoid anchoring on the first idea presented. c) Status Quo Trap  This is the tendency to maintain things as they are, even when that may be significantly less than optimal.  It’s dangerous in cultures/organizations where sins of commission are punished more than sins of omission.  When there is an overwhelming number of choices, the status quo bias is stronger. TA102 FO Assessment Task Page 7 of 22 TA102 PP Assessment Management (SNR1.8) (ESOS 14.2) V1 Jan 2021 Lonsdale Institute Pty Ltd Provider ID 21915 CRICOS Code 02836F

Lonsdale Institute PTY LTD Summative assessment BSB60420 Advanced Diploma of Leadership and Management BSBHCRT611 Apply critical thinking for complex problem solving  It can result in opportunities not acted upon and lead to the triumph of the “good enough.”  TIP - To help avoid the Status Quo trap, evaluate the status quo alongside the new options being considered as if it were not the "default option." d) Loss Aversion/Sunk Cost Trap  This trap comes from our innate tendency when faced with loss to have strong emotions, which outweigh the positive emotions associated with gain.  It often occurs when a change of direction is being considered from previous investments in time, money and resources.  It leads us to place undue importance on potential losses.  We may not pursue a large gain if a small loss could be likely.  We might stick with unsuccessful projects or hires long beyond their point of value. e) Overconfidence Trap  It’s easy to fall into the trap of being overconfident in our personal judgments or too optimistic about capabilities or outcomes.  This trap can lead to falling short of projections, missing deadlines, and over-running budgets by overestimating performance and underestimating risk. f) Confirming Evidence Trap  This trap comes from our tendency to give too much weight to evidence that supports a view we already have and not enough weight to contradictory evidence.  It can distort how we collect and interpret data, and lead us to TA102 FO Assessment Task Page 8 of 22 TA102 PP Assessment Management (SNR1.8) (ESOS 14.2) V1 Jan 2021 Lonsdale Institute Pty Ltd Provider ID 21915 CRICOS Code 02836F

Lonsdale Institute PTY LTD Summative assessment BSB60420 Advanced Diploma of Leadership and Management BSBHCRT611 Apply critical thinking for complex problem solving neglect important evidence. g) Could you be falling into one of these traps and not even know it? h) Participate in our complimentary decision diagnostic, which will evaluate a specific decision against these 6 common traps and provide you with more tips on how to overcome them . Enter a decision you need to make, answer a few questions, and we'll let you know! Question 3 List and explain 7 steps to solving problems and making decisions and the role each step plays. Answer : Step 1: Identify the decision that needs to be made When you're identifying the decision, ask yourself a few questions:  What is the problem that needs to be solved?  What is the goal you plan to achieve by implementing this decision?  How will you measure success? These questions are all common goal setting techniques that will ultimately help you come up with possible solutions. When the problem is clearly defined, you then have more information to come up with the best decision to solve the problem. Step 2: Gather relevant information Gathering information related to the decision being made is an important step to making an informed decision. Does your team have any historical data as it relates to this issue? Has anybody attempted to solve this problem before? It's also important to look for information outside of your team or company. Effective decision making requires information from many different sources. Find external resources, whether it’s doing market TA102 FO Assessment Task Page 9 of 22 TA102 PP Assessment Management (SNR1.8) (ESOS 14.2) V1 Jan 2021 Lonsdale Institute Pty Ltd Provider ID 21915 CRICOS Code 02836F

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Lonsdale Institute PTY LTD Summative assessment BSB60420 Advanced Diploma of Leadership and Management BSBHCRT611 Apply critical thinking for complex problem solving research, working with a consultant, or talking with colleagues at a different company who have relevant experience. Gathering information helps your team identify different solutions to your problem. Step 3: Identify alternative solutions This step requires you to look for many different solutions for the problem at hand. Finding more than one possible alternative is important when it comes to business decision-making, because different stakeholders may have different needs depending on their role. For example, if a company is looking for a work management tool, the design team may have different needs than a development team. Choosing only one solution right off the bat might not be the right course of action. Step 4: Weigh the evidence This is when you take all of the different solutions you’ve come up with and analyze how they would address your initial problem. Your team begins identifying the pros and cons of each option, and eliminating alternatives from those choices. There are a few common ways your team can analyze and weigh the evidence of options:  Pros and cons list  Swot analysis  Decision matrix Step 5: Choose among the alternatives The next step is to make your final decision. Consider all of the information you've collected and how this decision may affect each stakeholder. Sometimes the right decision is not one of the alternatives, but a blend of a few different alternatives. Effective decision-making involves creative problem solving and thinking out of the box, so don't limit you TA102 FO Assessment Task Page 10 of 22 TA102 PP Assessment Management (SNR1.8) (ESOS 14.2) V1 Jan 2021 Lonsdale Institute Pty Ltd Provider ID 21915 CRICOS Code 02836F

Lonsdale Institute PTY LTD Summative assessment BSB60420 Advanced Diploma of Leadership and Management BSBHCRT611 Apply critical thinking for complex problem solving or your teams to clear-cut options. One of the key values at Asana is to reject false tradeoffs. Choosing just one decision can mean losing benefits in others. If you can, try and find options that go beyond just the alternatives presented. Step 6: Take action Once the final decision maker gives the green light, it's time to put the solution into action. Take the time to create an implementation plan so that your team is on the same page for next steps. Then it’s time to put your plan into action and monitor progress to determine whether or not this decision was a good one. Step 7: Review your decision and its impact (both good and bad) Once you’ve made a decision, you can monitor the success metrics you outlined in step 1. This is how you determine whether or not this solution meets your team's criteria of success. Here are a few questions to consider when reviewing your decision:  Did it solve the problem your team identified in step 1?  Did this decision impact your team in a positive or negative way?  Which stakeholders benefited from this decision? Which stakeholders were impacted negatively? If this solution was not the best alternative, your team might benefit from using an iterative form of project management. This enables your team to quickly adapt to changes, and make the best decisions with the resources they have. Question 4 Summarise the six ways to make decisions. Answer : Step 1: Be Clear About What You Are Deciding This may seem like a simple, no-brainier step, but too often decisions are made without ever defining what is being decided. TA102 FO Assessment Task Page 11 of 22 TA102 PP Assessment Management (SNR1.8) (ESOS 14.2) V1 Jan 2021 Lonsdale Institute Pty Ltd Provider ID 21915 CRICOS Code 02836F

Lonsdale Institute PTY LTD Summative assessment BSB60420 Advanced Diploma of Leadership and Management BSBHCRT611 Apply critical thinking for complex problem solving Decisions are made to solve some sort of problem – you’re hungry so you need to decide what to eat; you want to improve your education, so you need to decide what school to go to; you need a job to start earning some money, so you need to decide what job to pursue (or even what area to pursue). Sometimes we make decisions without figuring out what the real problem is. If your stomach keeps hurting you, and you are deciding what food to eat when it’s really your appendix hurting, you’re not solving the right problem. Many businesses (and people) waste money and time with quick decisions without taking the time to figure out what they are really deciding and what they are trying to solve. Step 2: Know your objectives and develop set criteria to judge all options by Now that you know what decision/problem you are deciding on, now it’s time to figure out your objectives and set the criteria to choose by. Why is this important? 1. If you don’t know what your objectives are, then you may choose an option that doesn’t meet your needs. 2. Without defined criteria, it’s easy to weigh different criteria differently for different options. For example, you are house hunting. One house has a great kitchen that you love. The second has a beautiful yard but a terrible kitchen. Without set criteria, you may put too much weight on the beautiful yard when it’s a great kitchen that you need most. Your objectives are what you want to accomplish with your decision, and your criteria can be the objectives themselves (depending on the decision) or what needs to happen or what the option needs to have that will help you reach those objectives. TA102 FO Assessment Task Page 12 of 22 TA102 PP Assessment Management (SNR1.8) (ESOS 14.2) V1 Jan 2021 Lonsdale Institute Pty Ltd Provider ID 21915 CRICOS Code 02836F

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Lonsdale Institute PTY LTD Summative assessment BSB60420 Advanced Diploma of Leadership and Management BSBHCRT611 Apply critical thinking for complex problem solving Step 3: Develop options for your decision To make a decision, you need different options to choose from. However, be careful of a few things. 1. Don’t limit your options too far. Having only two options can give you a narrow frame. Try adding a couple of options if that is all you have. 2. Don’t give yourself too many options – having too many options makes decisions harder and makes the choice we make less satisfying. Three to five options is a great start. Seven is getting up there but may be doable. 3. Be careful about falling in love with an option. It’s easy to “fall in love” with one choice and not give the other ones a fair chance (and skew the criteria in favor of it). I’ve heard it said that when buying a house or hiring an employee (or such), fall in love twice before deciding. When you are buying a house, for example, you may go through a bunch of houses looking and have multiple choices to pick from. Be careful from having a list of 20. Try to use your criteria to whittle the list down to just a few. If some don’t meet your must-haves, go ahead and cut them out. If you only have a couple of options, you may want to grow the list by a few. Asking yourself what you would do if your current options weren’t available can give you some other ideas. Seeking out dissent and disagreement can also open your eyes to different options you may not have seen (and can help you set better criteria). What’s the magic number for options to have? There isn’t one. It’s good to have more than two. Three, four, or five of the best picks may be good, it just depends on what you are deciding and what’s available. But TA102 FO Assessment Task Page 13 of 22 TA102 PP Assessment Management (SNR1.8) (ESOS 14.2) V1 Jan 2021 Lonsdale Institute Pty Ltd Provider ID 21915 CRICOS Code 02836F

Lonsdale Institute PTY LTD Summative assessment BSB60420 Advanced Diploma of Leadership and Management BSBHCRT611 Apply critical thinking for complex problem solving do remember that the more options you have, the greater the chance of having less satisfaction when you do decide. As mentioned earlier, as your options come in, use your criteria to cut some options out. If some options don’t have your must-haves, then you can get rid of those (though, if you always end up with no options going through your must-haves, you may need to reexamine those). Step 4: Deal with tradeoffs The fact is that in some scenarios, find a perfect solution may not be possible. You may not find a job or house that has everything you want. You must deal with tradeoffs. What do I mean by tradeoffs? It means you may have to be willing to give up some of the options you want. One house may have some things you want, another may have another. You have to decide what’s more important. One way is to use the weights we discussed earlier. You can see what criteria are more important than others to give up. That still can be hard though. You may go through each option and ask, “am I willing to give up X for Y? What’s more important to me?” Step 5: Contingency planning and mitigation No matter how much we research and prepare for the decision, we still may not know how it will turn out. Decisions are probability, not certainty. That’s why contingency planning is important, especially in business. Contingency planning is planning for how things could go wrong and what steps you would take. For example, you are planning a big project at work, asking and looking at what could go wrong can help you prepare for it and keep it from happening. If it does, you will also have a plan on how to deal with it. TA102 FO Assessment Task Page 14 of 22 TA102 PP Assessment Management (SNR1.8) (ESOS 14.2) V1 Jan 2021 Lonsdale Institute Pty Ltd Provider ID 21915 CRICOS Code 02836F

Lonsdale Institute PTY LTD Summative assessment BSB60420 Advanced Diploma of Leadership and Management BSBHCRT611 Apply critical thinking for complex problem solving If you are buying a house, you may plan for if the neighbors are loud or what you would do if the commute is longer than expected. If you are dealing with tradeoffs, then you may work on planning on how to overcome the negatives you are having to deal with. One great way to do contingency planning is a premortem. A premortem is where you ask “It’s 1 year from now and everything failed/bombed. What happened and why?” Then you list every reason that your plan, project, decision messed up and failed. Then you work to make sure it doesn’t happen. Step 6: Make an action plan (and take action) This will look differently depending on the situation. At a business, you want an action plan outlining what is going to be done, by whom, and by when. Then you want to follow up to make sure it’s done. Personally, it may be different. You may decide and make a list of things that you need to do toward that decision and set deadlines. You may list out tasks to help mitigate possible negatives and work on those as well. Question 5 How can you recognise groupthink? What steps can you take to avoid it? Answer : There are steps that groups can take to minimize this problem. First, leaders can give group members the opportunity to express their own ideas or argue against ideas that have already been proposed. Breaking up members into smaller independent teams can also be helpful.1 Here are some more ideas that might help prevent groupthink. Initially, the leader of the group should avoid stating their opinions or preferences when assigning tasks. Give people time to come up with their own ideas first. Assign at least one individual to take the role of the "devil's advocate." Discuss the group's ideas with an outside member in order to get impartial opinions. Encourage group members to remain TA102 FO Assessment Task Page 15 of 22 TA102 PP Assessment Management (SNR1.8) (ESOS 14.2) V1 Jan 2021 Lonsdale Institute Pty Ltd Provider ID 21915 CRICOS Code 02836F

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Lonsdale Institute PTY LTD Summative assessment BSB60420 Advanced Diploma of Leadership and Management BSBHCRT611 Apply critical thinking for complex problem solving critical. Don't discourage dissent or challenges to the prevailing opinion. Before big decisions, leaders should hold a "second-chance" meeting where members have the opportunity to express any remaining doubts. Reward creativity and give group members regular opportunities to share their ideas and thoughts. Diversity among group members has also been shown to enhance decision-making and reduce groupthink. When people in groups have diverse backgrounds and experiences, they are better able to bring different perspectives, information, and ideas to the table. This enhances decisions and makes it less likely that groups will fall into groupthink patterns. Question 6 Describe the monitoring processes involved in solving problems and making decisions. Answer : We have to monitor processes, because we can find out what the potential problem in our decision, also we could figure out different solution from monitoring processes or improving better. sometimes the solution not working very well so we could monitor the processes every step and see how we can improve better. Question 7 Explain the process in identifying problems and opportunities and the method used for prioritising. Answer : Identifying problems. Firstly, we could organise brainstorming, investigation, observation and find out the type of problem, how urgent it is, and looking for the solution and consult with senior expert to develop the best resolution. We can also use the method used for prioritising. For example, check sheets, control chart, cause effect, diagram, histograms, pie charts, run charts, pareto charts, stratifications charts, flow charts Question 8 Why is it critical to focus on the cause of a problem rather than its symptoms? TA102 FO Assessment Task Page 16 of 22 TA102 PP Assessment Management (SNR1.8) (ESOS 14.2) V1 Jan 2021 Lonsdale Institute Pty Ltd Provider ID 21915 CRICOS Code 02836F

Lonsdale Institute PTY LTD Summative assessment BSB60420 Advanced Diploma of Leadership and Management BSBHCRT611 Apply critical thinking for complex problem solving Answer : Cure the symptoms, not the disease. It is better finding out the solution of problem otherwise there will be endless trouble. Question 9 Imagine that you are going to rent or buy a home or a car. Develop a list of ‘must’ and ‘want’ criteria for it. How would this list help you in identifying possible homes or cars and making your decision? Answer : Must : automatic transmission, high efficiency oil cost, Want : roof window, leather chair, This list could help me spend my money on essential option instead of luxury expensive option. Question 10 Discuss the following quotation in relation to problem-solving: ‘Every problem has in it the seeds of its own solution. If you don’t have any problems, you don’t get any seeds.’ Answer : Every improvement is following the problems or see the defects to improve ourself to make it better, we can learn from other company but their problems won't be our problems so we are teacher if we could keep improving to find out the problem. Find out problems are our seed to grow up. Evidence checklist Response to all 10 questions TA102 FO Assessment Task Page 17 of 22 TA102 PP Assessment Management (SNR1.8) (ESOS 14.2) V1 Jan 2021 Lonsdale Institute Pty Ltd Provider ID 21915 CRICOS Code 02836F

Lonsdale Institute PTY LTD Summative assessment BSB60420 Advanced Diploma of Leadership and Management BSBHCRT611 Apply critical thinking for complex problem solving TASK 2 – SCOPE PROBLEM-SOLVING PROCESS  In this task, you need to read the case study and complete the following questions Case Study 1- NIPPED IN THE BUD Alma and her team in finance and corporate services seem to have everything under control after completing the hectic budgeting period. They settle down to what they hope will be a routine month of financial analysis and reporting. It is not to be. Early in the month, one of the customer service staff who reports to her highlights what seems to be a significant increase in the number of customer complaints. Most concern the length of time customers are kept waiting and the lack of attentiveness from the service staff. The complaints came over the telephone as well as in letters and emails. Alma whisks the report down to Siva, who leads the corporation’s field customer service operations. They agree to ‘nip this problem in the bud’ and set about planning their approach. QUESTIONS FROM CASE STUDY Question 1 : Develop a step-by-step plan showing what Alma and Siva should do based on the seven-step problem-solving and decision-making process 1. Identify the problem Distinguish the problem of complaint 2. Establish desires outcome We hope we can deduct 80% complaint feedback and increase 50% positive feedback 3. Analyse the problem determine it cause We have not enough staff, every staff have a lot on their plate. 4. Generate alternative solutions Hire new staffs, increase regular break time 5. Evaluate alternatives and select the most suitable Take time to training new staff, increase break time is much easier to reach. 6. Implement the decision Every staff would have break time in the afternoon, increase 30 mins 7. Monitor evaluate the result TA102 FO Assessment Task Page 18 of 22 TA102 PP Assessment Management (SNR1.8) (ESOS 14.2) V1 Jan 2021 Lonsdale Institute Pty Ltd Provider ID 21915 CRICOS Code 02836F

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Lonsdale Institute PTY LTD Summative assessment BSB60420 Advanced Diploma of Leadership and Management BSBHCRT611 Apply critical thinking for complex problem solving The result didn’t have highly improvement but we get less complaint feedback. Question 2 : Which of the systematic techniques would you recommend Alma and Siva use at each stage of your plan? Systematic techniques—those that have a preconceived structure—often work well for students who like to observe and reflect on what they observe. These students, who like to analyze and organize, prefer to have their information in neat packages. They tend to like working with details and directions, following instructions, and ordering their information and work habits. Whatever your preferred style, you will benefit if you try something different to get you thinking in a new way. No matter what kind of student you are, try these different techniques to see what works to get you started. We could used Classic Strategies when the problem just start. The following example shows one way to use classic strategies to generate ideas. Answer these questions about your topic: Who? What? Where? When? How? Why? Here is an example of how you might use these questions to generate ideas and details about a topic. When the problem going middle stages we could use Multiple Perspectives Looking at your topic from multiple perspectives may give you unexpected ideas and details to pursue. When you are forced to look at your topic from multiple points of view, you see relationships that would not have occurred to you. This approach invites you to look at your topic as an entity, as a process or a part of a process, and as a system or part of a system. It also invites you to look at differences, variability, and prevalence. TA102 FO Assessment Task Page 19 of 22 TA102 PP Assessment Management (SNR1.8) (ESOS 14.2) V1 Jan 2021 Lonsdale Institute Pty Ltd Provider ID 21915 CRICOS Code 02836F

Lonsdale Institute PTY LTD Summative assessment BSB60420 Advanced Diploma of Leadership and Management BSBHCRT611 Apply critical thinking for complex problem solving Question 3 : (a ) Should Alma and Siva involve the service staff? If so, in what way and for what purpose? Yes, they should invite the service staff to join brainstorming. To involve themselves to find out solution when the problem comes out and raise the problem to brainstorm. (b) What level of input from field staff would you recommend and why? Should Alma and Siva involve anyone else? We suggested every field staff have to at least know the situation and how they can get involve to improve the problems and know how to avoid lack of attentiveness. Alma and Siva could involve every manager to improve the situation first know how they should do or give some advises as a manager and involve basic staff latter. TASK 3 – REFINE SOLUTION FOR IMPLEMENTATION  In this task, you need to read the case study and complete the following questions Case Study 2 - KEEPING THE CUSTOMERS SATISFIED Katrina Sanders has just been promoted to supervise the home furnishings department of the large department store where she works. The store manager made it clear to her that her first challenge was to turn around the poor showing of the department, particularly in sales, which were below budget, and in customer satisfaction. The department receives more complaints than any other in the store (although it rates about average in the chain). Reasoning that dissatisfied customers contribute to a poor reputation in the community, which translates into poor sales, Katrina decides she needs to learn about the department’s current customers and find out how they feel about purchasing from the department. Her first move is to check the department’s information on repeat business. There isn’t any. Next, she hunts out the department’s customer suggestions and complaints record to analyse and finds a notebook of scrawled customer comments and queries – all negative. Wondering how valid the information is but realising she probably won’t find anything better; she draws up a check sheet to break down complaints and suggestions by frequency and type. Then she transfers the data onto Pareto charts and finds that the most common cause of customer dissatisfaction is problems with the delivery of furniture TA102 FO Assessment Task Page 20 of 22 TA102 PP Assessment Management (SNR1.8) (ESOS 14.2) V1 Jan 2021 Lonsdale Institute Pty Ltd Provider ID 21915 CRICOS Code 02836F

Lonsdale Institute PTY LTD Summative assessment BSB60420 Advanced Diploma of Leadership and Management BSBHCRT611 Apply critical thinking for complex problem solving customers have ordered. On investigation, she finds that, when furniture is ordered, the manufacturer quotes a lead time, which sales staff pass on to their customers. The manufacturer is often late with delivery. In turn, manufacturers often blame their suppliers for the late delivery of raw materials. However, because the store has no tracking system, the first the staff in the furnishings department hear of a problem is when customers ring up to complain that their order is overdue and to ask when they can expect delivery. The staff then have to search through back orders, check with the supplier to find out the new delivery date, and ring the customer back. This is time-consuming and creates ill will between customers and the store. It’s also difficult for the staff to find the time to track down late orders and phone the customers, since their priority is meant to be serving customers and ensuring the display area is well presented. Katrina realises that the problem is too big for her to fix on her own. She gathers her team to brainstorm all the problems they experience. They then prioritise the problems and plan to resolve each of them in turn. They decide to assign some problems to ‘working parties’ so that they can work on more than one problem at a time. They’re keen to get the ball rolling and see some results. As it happens, the problem that the team decides to work on first is the customer delivery problem . Questions from case study Question 1: (a)What seems to be the most important issue, the one that by solving it, could significantly diminish or remove the others? The most important issue is serving customers and ensuring the display area is well presented. we could reduce the negative comments, win the customer trust. (b)What would be your objectives for resolving the major issue? The manufacturer and their suppliers of raw materials can deliver on time. (c ) How could you measure your success? Customers give the positive comments and the customers we lost before are become regular TA102 FO Assessment Task Page 21 of 22 TA102 PP Assessment Management (SNR1.8) (ESOS 14.2) V1 Jan 2021 Lonsdale Institute Pty Ltd Provider ID 21915 CRICOS Code 02836F

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Lonsdale Institute PTY LTD Summative assessment BSB60420 Advanced Diploma of Leadership and Management BSBHCRT611 Apply critical thinking for complex problem solving customers. Question 2: (a)What are some possible approaches for resolving the major issue? We could try to upload every document to Cloud, tracking every order from manufacturers and suppliers regularly, training every staff to phone the customers make sure they received products from us on time, providing nice customer service. (b) What might the teams’ next steps be to resolve the issues they’re working on? Build the customer comment form system Question 3: Should the staff involve their suppliers at any stage? If so, how could they best do this? Every staff should involve their suppliers at any stage, also openness and transparency process when suppliers execute our order, every staff should learn how to track every order when customer require track immediately. Question 4 : (a) Do you think Katrina should have involved the staff from the beginning? Why or why not? Katrina is the new supervisor, she should listen to every staff what they see, what they think, the problems of this furnishings department, Katrina could very easily to learn more information see things from their perspective. (b) What can she do to ensure that their motivation remains high as they improve their customers’ satisfaction with the furnishings department? Provide the bonus system or hold meeting every week TA102 FO Assessment Task Page 22 of 22 TA102 PP Assessment Management (SNR1.8) (ESOS 14.2) V1 Jan 2021 Lonsdale Institute Pty Ltd Provider ID 21915 CRICOS Code 02836F

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